Next Gen Standards in the Classroom: Guidance and Opportunity Some time agoIn 1999, an article in SN posed thean

intriguing question about standards and codes in engineering higher education being Confounding Constraints or Helpful Hindrances? Well, several decades of time combined with educational and/work experiences at several different institutions have provided the following perspectives on that question. As background, what exactly is engineering education? One definition might be "the pedagogical demonstration of the practical application of mathematics and science in the implementation of engineering principles to the solution of societal problems." The invocation of standards and codes in engineering education might almost seem stifling to the learning experience of modern engineering students. After all, why would an educator confound or hinder students by limiting their fresh and creative engineering solutions? The answer, of course, lies within the original definition of engineering education: "...the practical application of mathematics and science..." Standards and codes are consensus documents that allow enable engineers to implement engineering principles for the solution of societal problems consistently, safely, economically, and efficiently. Thus, the constraints of standards and codes do not hinder students, but instead help define practical limits boundaries on their designs. Indeed, since 2000 as part of its new accreditation requirements for the 21st century, the Accreditation Board for Engineering and Technology (ABET), has included a reference to standards and codes in Criterion 5 Curriculum of its Criteria for Accrediting Engineering Programs such that, "Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. In our experience here in the Lyles College of Engineering at California State University, Fresno, standards are by and large incorporated directly and seemlesslyseamlessly into the engineering curricula. In many of our laboratory and design courses, we use and reference ASTM, ANSI, ASCE, ASME, ISO, IEEE and SAE (among others) standards and design codes, especially in Mechanical Engineering and Civil Engineering. For example, in ME32 Engineering Materials Laboratory course, students are required to use and then reference test methods such as ASTM Test Method E18 on Rockwell Hardness in their lab exercises and subsequent lab reports. In other courses, such as CE121 Mechanics of Materials Laboratory, students must use ASTM Test Method E8 on Tensile Testing to choose the proper test specimen geometry, grips and test modes for a given material and compare their tensile test results to literature values. In other courses such as Another example is ME154 Design of Machine Elements where students use design standards such as ANSI/ASME Standard B106.1M-1985 on transmission shaft design to choose shaft diameters for various applications under static and cyclic loading.

Comment [t1]: Rarely used, and is it strongly emphasize the incorporation of standards?

Comment [t2]: Deleted to avoid bias about other programs.

Furthermore, in capstone design projects, students are encouraged to incorporate standards so as to bolster their design solutions. Not only is this a healthy and /required part of our ABET accreditation but we require constantly expect references to and the use of standards where necessary. For example, recently, as part of an in a recent industrysponsored capstone design project, a group of seniors came to us and asked if we knew of a standard to measure paint curing. We took the opportunity to show them how to use ASTM search capability for appropriate standards. and As a result, we identified two applicable standards from which they chose ASTM Standard Test Method D3363 on Film Hardness by Pencil Test. Referencing and using this simple but effective standardized test method gave the recommendations insaved students a significant amount of time and substantially enhanced their senior capstone design project credibility and persuasiveness. as well as helped them concentrate on the project rather then on trying to be clever about measuring the cure cycle of the paint. Finally, some students are actually interested in sometimes choose to doing independent study projects that involve standards development. Currently, a senior in Mechanical Engineering who is interested inlikes to learn more about advanced materials has been working with us and a local company on US government-funded projects to help develop two new standards on flexurale strength testing and hoop tensile strength testing, respectively, for ceramic matrix composite tubes for nuclear reactor applications. The efforts so far have involved literature review, solid modeling and numerical analysis. As the project develops, drafting, refining and balloting the new standards as well validation through round robin testing are anticipated. So, other than for accreditation requirements, what is the value of incorporating standards and codes into engineering education? For one, it TELLS students not to reinvent the wheelIif they need to measure something, there is probably a PROVEN (i.e., precision and bias) way to do it!....It SHOWS students the importance and efficacy of the consensus processes (even at an international levels). It ILLUSTRATES to students that following directions such as in the procedures of standard test methods, will give them consistent, repeatable and correct results regardless of the tester. It PROVIDES students with powerful examples of why they need to be aware and involved with professional organizations (not just the usual, "it looks good on your resume'"). Finally, it PREPARES students to enter the engineering profession, not only aware of the existence and utility of standards and codes, but, more importantly, experienced in using them to solve problems and create innovative solutions to benefit humanity. ---------------------------Michael G. Jenkins, PhD, PE is tenured professor of Mechanical Engineering and former Dean of Engineering of the Lyles College of Engineering at California State University, Fresno. He is an ASTM Fellow and has actively used, developed, taught and promoted standards and codes for thirty years with such organizations as ASTM, ASME, SAE, ISO and others.

The M. Nguyen, PhD, PE is assistant professor of Mechanical Engineering in the Lyles College of Engineering at California State University, Fresno. He is an advocate of standards and design codes in the professional and academic settings.