Orientation to the Engineering Education System. Organization of engineering education Community college role in engineering education The engineering.

CHAPTER 8Orientation to the

Engineering Education System

Chapter Overview Organization of engineering education Community college role in engineering

education The engineering education system Academic advising Academic regulations Student conduct and ethics Graduate study in engineering Engineering study as preparation for

other careers

Organization of Engineering Education

Engineering education in the U.S. Organization of the engineering unit Position of engineering unit in the

university

Engineering Education in the

United States 2,870 four-year colleges and

universities in U.S. 389 (13.6 percent) have ABET

accredited engineering programs 1,885 accredited programs

(average of just under five programs per institution)

Accreditation is critically important

Organization of Engineering Unit

Engineering department headed up by department chair or department head

Several departments form a school or college headed up by the “dean”

Non-engineering departments (computer science, engineering technology, etc. may be part of engineering unit

Position of Engineering Unit in University

University Organization

C h a irD e pa rtm e nt o f

C iv il E n g in e e ring

C h a irD e pa rtm e nt o f

E le c trica l E n g ine e ring

C h a irD e pa rtm e nt o f

M e cha n ica l E ng in ee ring

D e an o f E n g in ee ring

P ro vos t/V ice P res id e n tfo r A cad e m ic A ffa irs

P re sid e n to r C h an ce llo r

Community College Role in Engineering

Education 1,729 community colleges in

the U.S. 40 percent of engineering

graduates attended a community college at some time

Articulation and course selection

Advantages of starting at a community college

Applicability of Studying Engineering to community college students

ABET Engineering Criteria 2000

Students Program Educational

Objectives Student outcomes Continuous improvement Curriculum Faculty Facilities Institutional Support Program Criteria

Program Assessment Process

Establish educational objectives and outcomes

Measure whether objectives and outcomes are being achieved

Identify program strengths and areas for improvement

Develop plan of action and implement changes to bring about improvements

Academic Advising

Quality of advising can be a problem

Take personal responsibility for getting proper advising

Sources of advising

Faculty Staff Other students Publications (catalog,

student handbook)

Academic Regulations -

Academic Performance Grade point average Credit/No credit Incompletes Repeat grade policy Academic renewal Credit by examination Other

Consequences of Poor Academic

Performance

Probation Disqualification

Recognition for Good Academic Performance

Graduation requirements

Dean’s List Graduation

with honors

Enrollment Policies Selecting your major Changing your major Double majors Minors Registration Drop/add Policy Leave of Absence/Withdrawal Course Substitutions Overload policy Credit for courses at other institutions

Student Rights (Examples)

The right to reasonable access to professional advisement

The right to substantial instruction in the course content at the time scheduled for class meetings

A right to expect that their records will not be subject to unauthorized disclosure or access

The right to know about existing student record systems and to examine their own records

The right to reasonable access to university, college, and department policies, procedures, standards, and regulations

The right to information from each professor at the first class session about the general requirements and the general criteria upon with they will be evaluated in that course.

Student Conduct and Ethics (Examples)

Cheating or plagiarism Forgery, alternation, or misuse of campus

documents, records or identification Obstruction or disruption of the campus

educational process Physical abuse of any member of the campus

community Theft of campus property Sale or possession of dangerous drugs And many more

Fundamental Canons of the NSPE Code of Ethnics for Engineering

1. Hold paramount the safety, health, and welfare of the public.

2. Perform services only in areas of their competence.

3. Issue public statements only in an objective and truthful manner.

4. Act for each employer or client as faithful agents or trustees.

5. Avoid deceptive acts. 6. Conduct themselves honorably, responsibly,

ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession.

Academic Dishonesty

Cheating Fabrication Facilitating academic

dishonesty Plagiarism

Graduate Study in Engineering

Benefits of graduate study in engineering

M.S. degree in engineering

Ph.D. degree in engineering

Full-time or part-time? How will you support

yourself?

Engineering as Preparation for Other

Careers Master of Business Administration

(MBA) Law Medicine

Group DiscussionEthical Dilemma

In your group, discuss the following situation:

A friend has been sick and asks to copy your homework that is due in a few hours. What do you do?

Appoint a leader to keep the discussion on topic and a recorder to record and report what was learned

Group Discussion on Benefits of Graduate

Education Poll your group members to determine how

many plan to pursue formal education beyond the B.S. degree in engineering. Then brainstorm a list of the rewards, opportunities, and benefits that result from pursuing a graduate degree in either engineering or another discipline (e.g., MBA). Discuss each of the benefits on your list. At the end of the exercise, poll your group members again.Appoint a leader to keep the discussion on topic and a

recorder to record and report what was learned