ENMA
6020:
Student
Outcomes
This
class is designed to produce the following student outcomes (derived from ABET
A-K criteria):
1. Apply knowledge of mathematics, science, and
engineering: The voice-of-the-customer, new concept
ideation, and intellectual property strategy modules of this course require
application of math, science, and engineering knowledge in the generation of
technology-based solutions to real-world problems and needs.
2. Design and conduct experiments, and analyze and
interpret data: The voice-of-the customer and new concept
ideation modules require students to design formal, structured “experiments”
directed at determining the nature, scope, and priority of customer needs and
acceptable solutions. All course modules
require data acquisition, analysis, and interpretation, and conclude with
specific recommendations for further action.
3. Design a system, component, or process to
meet needs within realistic constraints: Students
design and execute processes for: assessing customer needs, generating new
concepts, roadmapping technology development plans,
mapping intellectual property, and building future scenarios. Since all of these activities are conducted
in a real-world, real-customer, real-project environment, all processes are
subjected to realistic constraints.
4. Function on multi-disciplinary teams:
This course is open to graduates and undergraduates, from all
5. Identify, formulate, and solve engineering problems:
The voice-of-the-customer module provides systematic processes for
identifying known and unrealized customer needs and problems. The new concept ideation module provides
systematic processes for generating unique solutions to customer and engineering
problems. The intellectual property
module provides processes for evaluating new concepts developed by students.
6. Understand professional and ethical
responsibility: The voice-of-the-customer assessment
generated by project teams includes a “social impact analysis” of identified
customer needs. The intellectual
property module includes a review of professional and ethical responsibilities
related to the protection and use of intellectual property. The technology roadmap generated by project
teams includes a “social impact review” of referenced technologies. The strategic technology development plan
generated by project teams contains a “social impact statement”. Te scenarios built by student teams include
social and ethical considerations and appropriate responses.
7. Communicate effectively:
All knowledge/skill modules of this course require individual and team
homework and project presentations that emphasize clear, concise written and
verbal communication of key issues. The
final student team project includes a written final report and oral
presentation. A significant portion of
student grades depend on presentation quality and delivery.
8. Understand the impact of engineering
solutions in a global, economic, environmental, and societal context:
A primary goal of the voice of the customer module is to create a
real-world customer-focused context for engineering problem solving as
addressed by the other knowledge/skill modules.
Student team projects are linked to global cooperative research and
technology commercialization activities (see www.eng.mu.edu/iere for current global
cooperative projects).
9. Recognition of the need for, and an ability
to engage in life-long learning: All course modules constitute a body of
knowledge over and above baseline “engineering practitioner” levels. For many students, each module can constitute
a first step in learning generally applicable and highly transportable capabilities
that can form the basis of a viable long-term profession in engineering.
10.
Demonstrate knowledge of contemporary issues: The
voice-of-the-customer and scenario building course modules are specifically
directed at applying systematic processes to identify and assess real end-customer
needs. These processes are practiced within the context of the contemporary
issues that drive customer needs.
Student team projects emphasize the need for “so what?” assessment of
the value of the project in the context of contemporary issues.
11.
Use the techniques, skills, and tools necessary for engineering practice: All course modules involve
instruction and application to real-world problems of a set of formal processes
commonly applied by professional engineers and engineering managers.