In Framing the course structure of mechanical engineering, Is there any criteria for selecting the core subjects, electives etc. For example in some of the universities the subject Finite element Methods made as elective as well as core. similarly refrigeration and air-conditioning, automobile engineering. In our college Pneumatic and Hydraulics Systems is made core along with lab and other subject like FEM, CFD, R&AC, AE are made as elective. I am having one doubt that is there any procedure for framing the course structure of Mechanical and which is the best course structure for mechanical branch
There are several criteria that has to be followed for constructing a new program.
1- Each country/education ministry has their own methodology. For example: in USA all college students has to get 25% of course work in secular and communication courses. That is 30 cr hrs out of 120 hrs. Another example: in USA each program has to be at least 120 cr hrs for semester based system and 180 hrs for quarter based semesters.
2- The department also has to follow the university and college regulations. For example: a college set up that no department shall exceeds 12 cr hrs of elective courses. Or the university states that certain language or religious courses are obligatory for all students. These things bound your choices and make your limitations.
3- Each university, college and department should has its own vision and mission and objectives. According to those visions they should construct their program. For example: the mech eng dept has a vision/mission to graduate students able to build robots. then your program must has one or more courses in building robots and any basic sciences helping them achieve their goals. Now is static is necessary for building a robot? thats up to you to decide but it is obvious that statics will help students to understand vector analysis in which it will help them in later courses in building robots or building bridges.
You have to review the process of setting up an educational objectives and learning objectives. It is not an easy task and a team of faculty members has to be involved.
see these sites:
https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
https://en.wikipedia.org/wiki/Educational_aims_and_objectives
http://ue.ucdavis.edu/educational-objectives.html\
http://www.wikihow.com/Write-an-Educational-Objective
https://www.ncsu.edu/uap/uaoc/fyi/syllobjectives.html
http://edglossary.org/learning-objectives/
http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf
http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
http://tll.mit.edu/help/intended-learning-outcomes
http://ctl.byu.edu/developing-learning-outcomes
There are several criteria that has to be followed for constructing a new program.
1- Each country/education ministry has their own methodology. For example: in USA all college students has to get 25% of course work in secular and communication courses. That is 30 cr hrs out of 120 hrs. Another example: in USA each program has to be at least 120 cr hrs for semester based system and 180 hrs for quarter based semesters.
2- The department also has to follow the university and college regulations. For example: a college set up that no department shall exceeds 12 cr hrs of elective courses. Or the university states that certain language or religious courses are obligatory for all students. These things bound your choices and make your limitations.
3- Each university, college and department should has its own vision and mission and objectives. According to those visions they should construct their program. For example: the mech eng dept has a vision/mission to graduate students able to build robots. then your program must has one or more courses in building robots and any basic sciences helping them achieve their goals. Now is static is necessary for building a robot? thats up to you to decide but it is obvious that statics will help students to understand vector analysis in which it will help them in later courses in building robots or building bridges.
You have to review the process of setting up an educational objectives and learning objectives. It is not an easy task and a team of faculty members has to be involved.
see these sites:
https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
https://en.wikipedia.org/wiki/Educational_aims_and_objectives
http://ue.ucdavis.edu/educational-objectives.html\
http://www.wikihow.com/Write-an-Educational-Objective
https://www.ncsu.edu/uap/uaoc/fyi/syllobjectives.html
http://edglossary.org/learning-objectives/
http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf
http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
http://tll.mit.edu/help/intended-learning-outcomes
http://ctl.byu.edu/developing-learning-outcomes
If your country have an Egineering Institution ,in Malaysia we have BEM board of engineers malaysia, he Institution do give guidelines. soplease check it up
In engineering education there are always broad percentage that covers: Humanitarian science, fundamental science (e.g. Math, Physics..), Engineering Basic science, Engineering practical science, Computer applications, and Project. According to boards of accreditation such as ABET, you build your courses according to percentage ranges. The finite element method could be an elective course and usually it is offered in graduate level, but in undergraduate you may have programming language, numerical methods for solving equations, numerical differentiation and integration, curve fitting, ...etc, in addition to an introduction to the finite difference and finite volume applications.
It should be industrial oriented...and inline with the research and industrial needs
- Badges
- Science topic
- Similar topics
- Engineering
- Mechanical Engineering