Search

Additional file 1. Supplementary data presentation and analysis to support the main analysis.

This presentation was given on August 6, 2020 as part of Elsevier’s Engineering Research Tools webinar series. Here is a link to a recording of the webinar: https://www.youtube.com/watch?v=Kl2zFPNLXYU

With technical standards affecting nearly every aspect of our daily lives, from computers to the components and materials used in car engines, it is critical that undergraduate students are educated on the importance of standards and provided with opportunities to locate and apply relevant technical standards to real world situations. In addition, with ABET accreditation requiring students to have a “basic understanding and familiarity with,” and experience “using” codes and standards, faculty need to consider how such material can be naturally integrated into the curriculum. At Purdue University, education about codes and standards has been integrated into the mechanical engineering technology (MET) curriculum for decades with significant success. This paper discusses how standards are incorporated into mechanical design and quality control courses, as well as strategies for integrating standards into more courses in an MET curriculum. In addition, a discussion of standards resources that are freely available is included. Finally, a call to action for industry is presented, explaining the need and potential areas where industry can increase involvement in teaching students about technical standards.

This PowerPoint presentation was delivered as part of a workshop titled Industry Standards for Everyone: Demystifying Technical Standards at the Special Libraries Association (SLA) annual conference in Baltimore, MD in June 2018. Additional materials from the workshop can be located here: http://guides.lib.purdue.edu/NIST_standards (see the "standards workshop materials" tab).

The collaboration between the Purdue Libraries and the Purdue Polytechnic Institute on standards education goes back to the 1980’s.[i] With a shared goal of preparing students for success after graduation, the Libraries and (then) Department of Mechanical Engineering Technology (MET) devised activities and instruction to show students that they will need to be able to find information ‘beyond the textbook’ to solve the problems they will face in the workplace. They will need specific information that relates to their particular circumstance, whether it is a material property, production technique, or an industry standard. In recent years, the Libraries and Polytechnic have incorporated basic information literacy skills—such as the abilities to seek, evaluate, apply, and document information—into a first-year Introduction to Design Thinking course, which is required of all majors. This leaves more time later in the curriculum to focus on building skills with specialized resources such as industry standards. Surveys of students[ii] identified that they needed to use standards as an important part of their co-op experiences, and that they learned about standards from interactions with their academic librarians. A survey of employers[iii] similarly found that they believed engineers need to understand the “fundamentals of standards development and knowledge to find and apply standards prior to employment.” ABET accreditation criteria also highlight the need for students to achieve facility with standards, with the Engineering Technology Accreditation Commission (ETAC)[iv] requiring the student outcomes of “an ability to conduct standard tests and measurements” (3.c), “an ability to…identify and use appropriate technical literature” (3.f), and the Mechanical Engineering Technology criteria requiring “basic familiarity and use of industry codes, specifications, and standards,” (e) and Electrical Engineering Technology, the “application of…engineering standards” (a). The new ABET Engineering Accreditation Criteria (EAC)[v] accreditation student outcomes are more general, but include “an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability” (3.c). Many of these considerations are impacted or governed by standards. The crux of the collaboration between libraries and engineering technology disciplines surrounds the complementary disciplinary expertise of finding and evaluating information (libraries) with that of interpreting and applying that information (engineering technology). As we surveyed the landscape of available online tutorials, we noticed that there was a gap; there is little, if any, material that is not specific to a particular Standards Developing Organization (SDO), institution, or discipline; targeted to undergraduate students; interactive; and includes information literacy components. Since there are many more engineering and engineering technology instructors than engineering librarians, we felt it was likely harder to find expertise in locating, evaluating, and organizing standards, the forte of librarians, in the typical classroom,. Thus, we felt a treatment of standards from an information perspective would be most beneficial contribution to the standards education community. As highly modular objects, the tutorial components can be easily dropped into any course as a supplementary resource or targeted to provide context for specific activities. In order to allow more time in the classroom for active learning, we sought to create online instructional objects that students could interact with before their activities in the classroom. We also wanted to make the resources available to anyone else interested in using them, including ‘feeder institutions’ to Purdue programs, so that students will be prepared to use standards in their advanced courses on our campus. With the generous support of NIST’s Standards Services Curricula Development Cooperative Agreement Program (#70NANB16H261), we were able to create these resources and make them available across campus and to a global audience. Our NIST-funded project consists of three components: a set of animated online tutorials which students can view as needed or directed by their instructors; a collection of case studies of ‘standards in action’ commissioned from students to show the importance and utilization of standards from a student viewpoint; and microcredentials (badges) to acknowledge student achievement in standards knowledge and application. All of these materials can be accessed from our project website (http://guides.lib.purdue.edu/NIST_standards). These materials are aimed at the novice student, perhaps in their first or second year of undergraduate study, when they are just exploring the discipline but have little technical expertise. The tutorials can be used as a stand-alone overview of standards, answering the questions such as what is a standard, how are they developed, how are they used, and what is the structure of a standard (i.e., how do you read a standard)?

This PowerPoint presentation was delivered as part of a workshop titled Integrating Standards into Your Curriculum at Purdue University in October 2017. Additional materials from the workshop can be located here: http://guides.lib.purdue.edu/NIST_standards (see the "standards workshop materials" tab).

Technical standards (e.g., ASTM, ASME, IEEE) are key resources for engineering and engineering technology students to gain experience with in their undergraduate programs. The importance of standards education for engineers and technologists is expressed in ABET EAC (related to 2016-17 general criteria student outcomes “c”, “h”, and “i”) and ETAC criteria (related to 2016-17 general criteria student outcomes “c” and “f”, MET program criterion “h,” and EET program criterion “a”) and the United States Standards Strategy (USSS). Additionally, employers expect new graduates to be familiar with using and locating standards for their work. The facilitators of this workshop have been awarded a grant from NIST to develop an open, comprehensive standards education platform, complete with online tutorials, assessments, and micro-credentialing. The platform developed from this funding provides the foundation for workshop. The format of the workshop is a flipped classroom approach, where participants will be contacted in advance and encouraged to complete four online educational modules prior to the session (estimated to be 40-45 minutes). The titles of the modules are: An Introduction to Standards for Product Design Needs, Anatomy of a Standard, Discovering and Locating Standards, and Standards in Everyday Objects. The two-hour workshop is divided into six, 20 minute collaborative segments: Segment 1: an overview of the session and introductory activity to explore participants’ prior experiences working with technical standards; Segments 2-5: each contain activities centered around the learning outcomes of one of the four aforementioned online modules; Segment 6: a debriefing activity to encourage reflection and capture participant feedback on the educational platform. It is expected that this workshop will draw participants from the engineering librarian, engineering technology, and engineering design communities. Funding for this workshop is provided by the facilitators’ NIST educational development grant.

This paper describes an innovative approach to standards education in an undergraduate mechanical engineering technology design course. The work is focused on making standards appeal to students by using “everyday objects” (e.g. toaster, ladder, grill, etc.) as catalysts to introduce the topic of standards in a way that connects to students’ daily lives. The project involves instructor-librarian collaboration to incorporate information literacy and campus library resources into the standards curricula, so that students not only become familiar with standards resources, but also proficient at searching for and locating the documents. Preliminary results and observations indicate this is an effective approach to introduce the topic of technical standards in design courses.