By Kenneth J. Waldron

Theodore Von Karman, the famous aerodynamicist, once observed that "science is the study of the world as it is. Engineering is the creation of the world of tomorrow." Science is basically "passive" observation of the universe as it exists, to generate knowledge. Engineering is making use of that knowledge to meet human needs by creating machines, systems, processes, and technologies that have not previously existed.

Design and manufacture are the synthetic part of engineering practice. Manufacture has received a lot of attention recently for very good economic reasons. However, design is an integral part of manufacture, and world class manufacture cannot happen without world class design. Design can be viewed as planning for manufacture, or "the creation of an artifact." Improvement of manufacturing processes, while vital, is pointless without excellent design.

Design is at the core of engineering practice. And now the very process of design is being reshaped by a combination of market forces and the availability of new tools. In response, companies are changing the way they produce designs, and universities the way they produce design engineers.

Machine designers are having to accomplish much more in much less time. There is not really any mystery as to how they can do this. There have been huge improvements in design support tools, particularly computer tools. There have also been very significant changes in how we do design; that is, in design methodology.

Parametric solid modeling software provides a true three-dimensional digital representation of every part. It holds the potential for simulation tools such as finite element analysis to work directly off the design database with no intermediate modeling step. It also promotes computer-integrated manufacturing and rapid prototyping by opening the possibility of tool paths' being automatically generated, again without an intermediate modeling step. The parametric feature permits rapid manual or automatic modification of part geometries in the light of analysis results.

Rapid prototyping technologies have advanced to the point that parts can often be prototyped in the material to be used in production, permitting mechanical testing. Use of "disposable" tools permits prototyping using essentially the same processes and materials as for volume manufacture. Sophisticated simulation packages are available to study almost every kind of mechanical behavior, from stresses and deflections under load of single parts, or nonlinear dynamic behavior of systems, to complex heat transfer and fluid flow fields.

The next big improvement will come from full integration of these tools based on parametric solid model technology. It will no longer be necessary to generate multiple models of parts or systems. It will be possible to move seamlessly and directly from the geometric definition of a part, to stress or vibration mode analysis, or to examination of the dynamic behavior of a system incorporating that part.

Even with these advanced tools, the only way to reduce design time is to take a much more structured approach than in the past. Considerable time and effort must be devoted up front to the development of a comprehensive project plan. Concurrent engineering is fundamentally a parallel process, as compared to the traditional serial design process. It places a premium on lateral communication among members of the design team.

The use of network communication allows teams in geographically separate locations to work on the same design database. Global corporations such as Boeing and Procter and Gamble are already reducing their design cycle time by having multiple design teams based in distant time zones work on the same integrated design database around the clock. This certainly raises some project planning, communication, and organizational challenges, but new software tools help.

Changes in the way that engineers do design have led to pressures on the engineering curriculum. Educators are responding to these pressures, although perhaps the rate of change is slower than our colleagues in industry think that it should be. In fact, design educators are changing continuously.

The Accreditation Board for Engineering and Technology has proposed the new ABET 2000 accreditation criteria, which will both stimulate and facilitate innovation in engineering curricula. Programs will write and publish their own goals and objectives, and will be measured against those published statements. The broad guidelines on the amount of time to be spent on each classification of material are still in effect (one year of math and basic science, a half-year of humanities, and one and a half years of engineering topics), as is the requirement for an integrative capstone experience.

ABET has listed 11 criteria that will be crucial in determining whether a program and its students meet the evaluation criteria. It is noteworthy that six of the 11 criteria focus on nontechnical issues. To meet the new standards, a student must demonstrate the following: 1) an ability to apply knowledge of mathematics, science, and engineering; 2) an ability to design and construct experiments, as well as to analyze and interpret data; 3) an ability to design a system, component, or process to meet desired needs; 4) an ability to function on multidisciplinary teams; 5) an ability to identify, formulate, and solve engineering problems; 6) an understanding of professional and ethical responsibility; 7) an ability to communicate effectively; 8) the broad education necessary to understand the impact of engineering solutions in global and societal context; 9) a recognition of the need for, and an ability to engage in, life-long learning; 10) a knowledge of contemporary issues; and 11) an ability to use techniques, skills, and modern engineering tools necessary for engineering practice.

New technologies for delivering information are both a tool for use by higher education and a possible threat to its existence in its present form. Course delivery via video ranges from off-campus delivery of recorded videos, with or without local instructional support, all the way to real-time interactive delivery of classes via digital satellite link. The National Technical University has been active for a number of years in the mode of course delivery via video. At the present time, it is using compressed digital video transmitted via satellite to cover extensive geographic areas.

The World Wide Web has already proved very useful as an adjunct to more traditional means of presenting material such as textbooks and might be particularly effective as an adjunct to video delivery of lecture material. However, many organizations are now offering complete courses, and even whole degree programs on the web. Course delivery via the web allows students to view the material either in real time, as it is being delivered, or asynchronously, whenever it suits their schedules. The material can be delivered to an individual's home or workplace at no additional cost. By contrast, video can only be delivered economically to group sites.

These developments will inevitably have a major impact on the way we do business in academia, even on traditional course delivery via lectures. A question that must be asked is: What value does delivery of a course on campus add, as compared to extramural delivery? If there is no special value added by on-campus course delivery, university campuses as we know them will decline and fade away. This has been predicted by the economist Peter Drucker, but he is premature in his pronouncement. At least in engineering, laboratory work and project work are important components. It is hard to see how they can be adequately done in a virtual environment.

Use of new course delivery technologies is intimidating because a large up-front investment is required, and continuing costs also may be relatively high.

Industry has one great advantage over the university when it comes to dealing with changing conditions. If the profitability of the company declines, there is a strong impetus to do whatever it takes to get back on track. It is much more difficult to judge how an academic enterprise is doing. If students stopped enrolling in degree programs, the effect might be the same as declining profits, but enrollments have not fallen.

An engineer is not a passive observer, but an active creator of machines, systems, and processes to meet human needs. We must emphasize the differences between engineering and science. Everyone knows about the similarities. We must maintain an alignment between our academic programs and the industrial environment; otherwise our students will not be successful.


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