Paper ID #7948

The State of the Use of Standards in Engineering and Technology Education
Dr. Ahmed S. Khan, DeVry University, Addison, IL
Dr. Ahmed S. Khan is a Senior Professor in the College of Engineering and Information Sciences at DeVry
University, Addison, Illinois. Dr. Khan has more than thirty years of experience in research, instruction,
curricula design, development, evaluation, implementation and program accreditation, management andsupervision.
Dr. Khan received an MSEE from Michigan Technological University, an MBA from Keller Graduate
School of Management., and his Ph.D. from Colorado State University. His research interests are in theareas of Nanotechnology, Fiber Optic Communications, Faculty Development, Application of Telecommunications Technologies in Distance Education, and Social and Ethical Implications of Technology. He
teaches Wireless Engineering, Network Engineering, Fiber Optic Communications, Science Technology
and Society (STS), and Project Management. He also advises students on their senior design projects. He
is the author of many educational papers and presentations. He has authored/coauthored the following
books:• Nanotechnology: Ethical and Social Implications (2012) • Technology and Society: Issues for the
21st Century and Beyond 3E, (2008) • The Telecommunications Fact Book and Illustrated Dictionary
2E (2006) • Fiber Optic Communication: An Applied Approach, Prentice Hall, N.J.(2002) • Technology
and Society: A Bridge to the 21st Century (2002) • Technology and Society: Crossroads to the 21stCentury (1996) • Technology and Society: A Spectrum of Issues for the 21st Century (1994) • The
Telecommunications Fact Book and Illustrated Dictionary (1992)
Dr. Khan is a senior member of the Institute of Electrical and Electronics Engineering (IEEE), and amember of American Society of Engineering Education (ASEE), and has been listed in Who’s Whoamong America’s Teachers. Dr. Khan also serves as a program evaluator for the Accreditation Board forEngineering and Technology (ABET).
Prof. Aminul Karim, DeVry University, Downers Grove, IL
Amin Karim is a visiting professor at the college of engineering and information science at DeVry University. Prior to this position, he served as the national director of the college of technology and Health
Sciences at DeVry. He is a past Chair of the Electronics and Computer Engineering Technology Department Heads Association of the American Society for Engineering Education and served as a TAC
of ABET evaluator for engineering technology programs. He is a member of the Standards Education
Committee for IEEE.
Ms. Jennifer A McClain, IEEE
Jennifer McClain has been with the IEEE for over fifteen years. She spent eight years with the IEEE
Standards Association aiding working groups with the standards development process, editing standards
and as the Managing Editor of the Standards Information Network, publishing handbooks and guides tohelp with the implementation and understanding of standards. She is currently the Program Manager forStandards Education in the IEEE Educational Activities Department. Ms. McClain holds a B.A. from
Western Michigan University, Kalamazoo, MI.

Page 23.1233.1

c American Society for Engineering Education, 2013

The State of the Use of Standards in Engineering and Technology Education
Abstract
During the past several decades, the economy of each nation has been significantly
affected by globalization and technology. Government regulations and private sector
standards affect a majority of world trade. Countries have been working together toestablish international standards in almost every field. As a result, workers in all sectors
need to have an understanding of standards. Engineering and technology students must
not only possess an understanding of engineering standards and applicable government
codes, but also learn to apply them in designing, developing, testing and servicing
products, processes and systems. ABET’s criteria for engineering and technology
education require students to learn and apply standards in their class projects.
This paper is a follow-up of a 2006-2009 NSF initiative awarded to IEEE to help develop
tutorials and case study modules for students and encourage standards education atcollege campuses. It presents the findings of a faculty/institution survey conducted
through Electrical Engineering and ETD listservs representing the major engineering andtechnology disciplines during fall 2012. The intent of the survey was to the gauge thestatus of use of standards and regulations in engineering and technology coursework andto identify benchmark practices. In light of survey findings, recommendations are madeto standards development organizations, industry and academia to help enhance the useof standards in engineering and technology curricula.

Introduction
Who are the national and international stakeholders of Standards?
In today’s global economy, the importance of the formal study of standards has been highlighted
by the new demands of international trade. A number of national and international organizations
provide guidance for developing and implementing standards to ensure product safety, such asPage 23.1233.2



American National Standards Institute (ANSI)
American Society of Mechanical Engineers (ASME)
American Society for Testing and Materials (ASTM)
Association of Electrical, Electronic and Information Technology,
Germany (VDE)
Canadian Standards Association (CSA)
European Commission of the European Union (CE)
Federal Communications Commission (FCC)






Institute of Electrical and Electronics Engineers (IEEE)
National Transportation Safety Board (NTSB)
Underwriters Laboratories (UL)US Food and Drug Administration (FDA)

At the national level, the ABET Criteria for Engineering programs also require students toincorporate engineering standards in their design experience1. The National Standards Strategy
for the United States (NSS) demands increasing the endeavors to educate future leadership inengineering, business and public policy, on the role, value and importance of standards.2
At the international level, Prof. Shiro Kurihara has proposed a Three-Wave Model for the spreadof international Standardization3. The first wave is driven by scientists, engineers, andtechnologists; during this phase standards for technologies, products, manufacturing processes,
and services are defined. The second wave started approximately two decades ago because of theapplication of network and digital technologies in communications.
The main stakeholders in this phase are the corporate and business leaders who are interested in
the development of standards and procedures for interoperable technologies to facilitate world
trade. This phase takes approximately five years and is not suitable for products with shorter
lifecycles. The third wave is driven by government and consumers and typically involves
standards for services and for product maintenance to improve customer safety and satisfaction.
This phase has necessitated the development of global standards and regulations in other areas,such as accounting, law, health, environment and safety. The three waves are interrelated, andinput from each phase is fed back to the other phases leading to continuous improvement. In
summary, the role of standards is: (i) significantly expanding since the creation of the Internet
and the World Trade Organization (WTO), (ii) leading to an increased impact on business andsociety, and (iii) creating many more stakeholders.4
What are the standards skillsets that all graduates must know?
In 2003, a group of industry engineers and educators formed Standards in Education Task Forcewithin IEEE to find the knowledge and skillset in standards that engineers and technologists
must acquire before graduation. The process included faculty and student surveys to identify thecurrent state of standards education. The task force made the following recommendation:4
1. Engineering and technology graduates should receive a comprehensive introduction on
standards. This includes information on how standards are developed, how they impact
the development of product, process, or service and how they benefit a country’s
economy.
2. Graduates should be familiar with key standards organizations in their disciplines andstudy standards or regulations in the context of an engineering case study.
Page 23.1233.3

3. Graduates should be able to identify and apply relevant standards in solving the
expectations of an engineering design.

The IEEE task force also coordinated the development of educational materials to help
engineering and technology programs incorporate standards education.
What are the fundamental dynamics of standards?
Harding (2011) observes that students need to develop an understanding of the interplay of threefundamental dynamics of standards: Technology, Economics, and Politics. In this regard students
need to learn:
a.
b.
c.
d.
e.
f.

How standards play a part in their career;
How to think critically about standards development and technology solutions;
About the pace of standards development in terms of technical change;
How standards help drive innovation;
How standards development process provides good technical solutions;
Why standards are flexible.

What are the needs of undergraduate and graduate students?
Harding (2011) further notes that the state of standards education at the university level isdiverse. There are different needs at the undergraduate and graduate levels:
a. Undergraduate students require a basic level of understanding that standards andstandards organizations exist.
b. Students can use standards at the project level.
c. Graduate students use standards related to specific fields of interest.
d. Graduate students can explore the standards development process and theintersection with business interests.
What are practical factors that hinder the inclusion of standards in the curricula?
Some of the practical factors which hinder the inclusion of standards to the curricula are:5
a. Institutions are overwhelmed by the quantity of currently required materials;
b. Professors believe that they do not know enough about standards to teach thesubject effectively or assess student work;c. Required materials for teaching standards do not exist.
Harding (2011) observes that in addition to these, there is also a philosophical barrier, i.e.,
university education focuses on teaching the fundamental concepts and theories of engineering,and many professors believe that standards do not fit well in the foundation courses.
What is the state and status of Standards education in academia?
Page 23.1233.4

To gauge the state and status of standards education in academia, a faculty survey was conducted
through Electrical Engineering and ETD listservs. The ETD listserv has a membership of morethan 3800 faculty members. The following is a summary of results and recommendations basedon faculty input and feedback.
Survey Results
Question 1: Do you teach standards and regulations in your curricula?
Out of 149 respondents, 71% said yes and 29% replied no.
Question 2: Do students in your senior design course incorporate industrial standards andregulations in their senior design projects?
Sixty-six percent of respondents said yes and thirty-four percent answered no.
Question 3: Which organizational resources are available for your students to access standards
documents? (check all that apply)
One hundred forty-nine respondents answered and 2 respondents choose not answer thisquestion (see Figure 1).
0

20

40

60

80

ANSI
ASME
ASTM
IEEE
ISO
NIST
None
Other

Figure 1. Types of Organizational resources available for students toaccess standards documents.

Question 4: What are the impediments to teaching and learning about technical standards?
(check all that apply)

Page 23.1233.5

One hundred forty-two respondents answered this question (see figure 2) and 9
respondents skipped this questions. The responses in terms of their percentages are listed
below:

Lack of text books that provide the fundamentals and examples of application oftechnical standards (62%)
Cost of access to technical standards documents (56%)
Lack of faculty expertise on application of standards (49%)
Lack of access to technical standards documents (42%)
The “other” (21%) responses include: limited time, too many standards to teach,lack of faculty time, standards are continuously changing, standards use complex
language, and lack of standards knowledge by faculty and administrators.

Lack of access to technical standards
documents
Cost of access to technical standards
documents
Lack of text books that provide thefundamentals and examples ofapplication of technical standards
Lack of faculty expertise on
application of standards
Other (please specify)
0

20

40

60

80

100

Figure 2: Response distribution of impediments to teaching and learning of standards.
Question 5: How can standard development organizations (SDOs) such as the IEEE, ASME,
ASTM, and others help in mitigating the impediments to teaching and learning about standards?
A summary of all responses is presented in Appendix A.
Question 6: Which textbooks or reference books or resources are being used to teach standards inyour curricula?
A summary of all responses is presented in Appendix B.
Question 7: Do you have any recommendations/suggestions for improving the teaching ofstandards and regulations in engineering and technology curricula?
A summary of all responses is presented in Appendix C.
Page 23.1233.6

Question 8: What is your department affiliation?
One hundred fifty-one respondents answered this question. Figure 3 shows respondents’
departmental affiliation. The other categories contain areas representing Civil engineering,
Agricultural engineering, Manufacturing engineering, Construction engineering, Chemicalengineering, Industrial engineering, and Aviation.
0

10

20

30

40

50

60

70

Electrical & Electronics Engineering
Computer Engineering
Engineering Technology
Biomedical Engineering
Mechanical Engineering
Engineering/Systems/Design
Engineering Edcuation
Material Science
Other

Figure 3 : Departmental affiliation of respondents.
Question 9. What is your email address (optional)?
Sixty-one respondents provided their e-mail address, and 90 respondents choose to skip thisquestion.
What are the Implications for Practice /Recommendation?
Based on the survey results and participants’ feedback, the following recommendations are madefor enhancing the teaching and learning of standards into the curricula and senior design projects.

Page 23.1233.7

1. The standards development organizations can help academia to better incorporate
standards education in the curricula by:
a. Making standards available online to students and faculty at no cost.
b. Conducting standards education training programs for faculty.
c. Developing and disseminating standards education materials that can be incorporated
into existing courses. Materials may include tutorials, case studies, webinar lecturesby industry professionals on the basics of standards, and instruction on how to readand use a standard.
d. Developing and disseminating ancillary materials that provide guidance for faculty on
incorporating standards education and evaluating output of student in standards
education-related activities.
e. Sponsoring educational contests and events to encourage hands-on application ofstandards in student work.

2. Academia and industry should collaborate for:a. Sponsoring authors to write/revise textbooks on standards and/or chapters on
standards in textbooks for various engineering disciplines.
b. Developing examples of how to use standards in various foundation and senior design
courses.
c. Conducting workshops and industry seminars on standards education for students andfaculty.
d. Providing advisers to guide students on their senior projects based on standards.
e. Developing standards-based elective courses for undergraduate and graduate
programs.
f. Providing internship opportunities for students in standards development
organizations.
Conclusion
This paper highlighted the state and status of standards education in engineering and technology
curricula by discussing the faculty survey conducted through Electrical Engineering and ETD
listservs. It also made recommendations for improving the teaching and learning of standards inthe engineering and technology programs vis a vis collaboration of academia and industry.

References[1] Accreditation Board for Engineering and Technology, Inc (ABET), Criteria for Accrediting Engineering
Programs, available online, retrieved December 28, 2012. http://www.abet.org.
[2] ANSI National Standards Strategy for the United States, available online, retrieved December 28, 2012,
http://www.ansi.org/standards_activities/nss/nss.aspx?menuid=3 .
[3] Kurihara, Shiro. “Foundations and Future Prospects for Standards Studies: Multidisciplinary Approach.”International Journal of IT Standards and Standardization Research, Vol. 6, No. 2, July-August 2008.
[4] Karim, Amin., and McClain, Jennifer. (2009). Standards Education in Technology Programs, 2009 ASEE
Conference proceedings, available online , retrieved December 28, 2012,
http://search.asee.org/search/fetch;jsessionid=1w7s93s84xile?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F19%2FAC%25202009Full370.pdf&index=conference_papers&space=12974679720360579171
6676178&type=application%2Fpdf&charset=[5] Harding, Bruce (2011). Lessons from Professors: What the IEEE learned from Global University Outreach,presented at ICES 2011 Workshop, June 27-29 at Hangzhou, China. Available at
http://www.ieee.org/education_careers/education/standards/educators_resource_library.html.

Page 23.1233.8

Appendix A
Responses to Question 5
Question 5: How can standard development organizations (SDOs) such as the IEEE, ASME, ASTM, andothers help in mitigating the impediments to teaching and learning about standards?
The following is a summary of 106 responses; 45 respondents choose not answer this question:
50 responses per page>

Provide a "primer" on standards.

Sun, Dec 2,2012 1:54
PM

2.

Provide low cost access to standards.

Mon, Nov
12, 2012
8:39 PM3.

provide info to universities

Thu, Nov 8,
2012 8:27
PM

4.

Less of an issue in the software worldWed, Nov
7, 20128:05 AM

5.

Access - Access - AccessMon, Nov
5, 2012
11:01 AM

6.

Providing interpretation of standards vía examples

Mon, Nov
5, 2012
10:36 AM

7.

Make standards available to students and faculty on no-cost or minimum-cost basis.

Mon, Nov
5, 2012
9:27 AM

8.

Provide them free of charge, or at least at a reduced cost, to educational institutions,similar to what software companies do.

Mon, Nov
5, 2012
8:13 AM

9.

Make it easier for novices (e.g. student teams) to determine the relevant standards.

Mon, Nov
5, 2012
7:57 AM

10.

Make standards available to university libraries at lower cost; allow students toobtain a few standards at little or no cost for class use

Mon, Nov
5, 2012
7:39 AM

Page 23.1233.9

1.

Make standards more affordable to educational institutions and available inelectronic format

Mon, Nov
5, 2012
7:22 AM

12.

free viewable documents to those in academiaMon, Nov
5, 2012
6:21 AM

13.

Student access would help them in the long run. Like farmers planting seeds.

Mon, Nov
5, 2012
4:29 AM

14.

Students should know about standards and where to find out about standards. BUT
every SDO would want their standards to be the one discussed.

Sun, Nov 4,2012 9:45
AM

15.

Make standards easy to find with condensed summaries at the top.

Sun, Nov 4,2012 3:03
AM

16.

By giving faculty members examples of how to use standards in their courses. For
example, what standards might apply to a typical machine design course?

Sat, Nov 3,2012 2:12
PM

17.

a short list of 3-5 sentences of each standard, what it is for, how it is used, etc.

Sat, Nov 3,2012 1:37
PM

18.

Please provide resources to help faculty teach about standards and regulations(across multiple engineering disciplines).

Sat, Nov 3,2012 8:28
AM

19.

Offer Seminars/workshops to Faculty

Fri, Nov 2,
2012 12:01
PM

20.

Can provide desk copies to professors.

Thu, Nov 1,
2012 2:56
PM

21.

Make more widely accessible to students

Thu, Nov 1,
2012 3:18
AM

22.

SDOs can suggest books and periodicals that publish or list technical standards.

Wed, Oct31, 2012
3:18 PM

23.

Offer free student licenses that "time out" like the software companies provide forstudents (i.e. AutoCAD, Solidworks, etc.).

Wed, Oct31, 2012

Page 23.1233.10

11.

1:09 PM

Make applicable standards available for FREE when used in the classroom.

Wed, Oct31, 2012
1:08 PM25.

Inexpensive electronic access for students (at least for summary material) or accessthrough library subscriptions. If they are already spending hundreds of dollars on
textbooks, adding on significant costs for standards or standards references is aproblemWed, Oct31, 2012
12:37 PM

26.

Their standards should be put on the website of IEEE or other organizations so thatstudents could have access for their capstone projects.

Wed, Oct31, 2012
10:42 AM

27.

Using ASTM 42 as a model. Educators are taking part in developing standards for
Additive Manufacturing and educational competencies are derived from the standard
and integrated into instruction.

Wed, Oct31, 2012
10:37 AM

28.

Standards on line and freeWed, Oct31, 2012
10:18 AM

29.

Develop abridged versions containing only the commonly used standards.

Wed, Oct31, 2012
10:09 AM30.

USA Engineering Education ~ Should have "STEM" as a required core course

Wed, Oct31, 2012
9:40 AM

31.

Add to curriculum

Wed, Oct31, 2012
9:22 AM

32.

Allow students free access to a limited number of standards

Wed, Oct31, 2012
8:30 AM

33.

Provide technical standards for educational purposes at a reduced cost to the students

Wed, Oct31, 2012
8:14 AM

34.

Standards need to be more readily available to students and less costly to acquire.
Additionally, examples of the standards in use need to be provided for case study
utilization and critique.

Wed, Oct31, 2012
8:07 AM

35.

Discounts for students taking a college class.

Wed, Oct31, 2012
7:47 AM

Page 23.1233.11

24.

By providing training to faculty and by making the Standards easily accessible tofaculty and students.

Wed, Oct31, 2012
7:46 AM

37.

Drop the requirement in ABET. It's not something that belongs in the undergrad
curriculum. This is not a difficult concept and should be learned on the job asneeded.

Wed, Oct31, 2012
7:45 AM

38.

Provide educationally discounted electronic documents for use on a network.

Wed, Oct31, 2012
7:42 AM

39.

Make standards available for free to students and faculty.

Wed, Oct31, 2012
7:36 AM

40.

Create an introduction or educational sample (Student Version) of the standards indigital form at low cost or no cost.

Wed, Oct31, 2012
7:30 AM

41.

Since the problem of teaching standards is undefined, how can we ask for solutions?

Wed, Oct31, 2012
7:09 AM

42.

Offer technical seminars targeted to faculty members, explaining the role andadvantages in using standards as a complementary teaching resource.

Wed, Oct31, 2012
7:05 AM

43.

Keep doing what they are doing.

Wed, Oct31, 2012
6:58 AM

44.

Work with publishers to encourage authors to add related standards to the textbook.

Wed, Oct31, 2012
6:54 AM

45.

Free or low-cost educational copies, preferably electronic (for searchability)
Writing in plain language
Annotated versions giving examples, elaboration, and/or summaries

Mon, Oct29, 2012
1:25 PM

46.

Broad/free access.

Mon, Oct29, 2012
9:36 AM

47.

communicate the location ofcommunicate new information

Sun, Oct28, 2012
11:56 AM

48.

Cost to educational institutions could be considered

Fri, Oct 26,
2012 8:39

Page 23.1233.12

36.

AM

Standards should be made freely available to all academic institutions.

Fri, Oct 26,
2012 8:34
AM

50.

Find a mechanism to release parts of standards at a reduced price.

Wed, Oct24, 2012
9:31 AM

51.

Facilitate the access to at least the latest draft of the working document (before it
becomes a standard). This way it would be possible to use an "almost standard"
document in the classroom, without incurring in any cost.

Wed, Oct24, 2012
8:14 AM52.

To lower the price or to do a special price for teaching purposes.

Wed, Oct24, 2012
7:53 AM

53.

Providing standards or parts of them free to students and faculty

Wed, Oct24, 2012
7:43 AM

54.

provide limited low-cost access to the standards for students, faculty, or at least
textbook authors who want to incorporate standards content in their books

Wed, Oct24, 2012
4:09 AM

55.

Example lessons on how to incorporate standards into design projects.

Tue, Oct23, 2012
1:59 PM

56.

Creating a web resource with the summary of these standards instead of the fullblown standard

Tue, Oct23, 2012
1:27 PM

57.

Provide standards to universities free of charge.

Tue, Oct23, 2012
9:44 AM58.

provide them free to university professors conducting research and/or teachingcourses.

Tue, Oct23, 2012
2:54 AM

59.

Free access to published standards for use in academic endeavors and lower costpermission fees for authors employing standards in their textbooks.

Mon, Oct22, 2012
5:50 PM60.

Provide a digest for standard development and how they can be utilized.

Mon, Oct22, 2012
4:12 PM

Page 23.1233.13

49.

Post the standards online at no cost. Make it readily available

Mon, Oct22, 2012
3:31 PM62.

creating simple (student oriented) brochures etc. about the GENERAL idea and thestandard. Using IEEE without knowing the basics is like chasing your tailMon, Oct22, 2012
1:10 PM63.

I note IEEE's availability of standard 802 on-line as a very useful tool

Mon, Oct22, 2012
1:05 PM64.

Make standards available to educational institutions at no cost

Mon, Oct22, 2012
12:36 PM

65.

Teaching standards requires methods to kindle students interest as standards can besomewhat boring to students. A mechanism to collect and share creative ideas andteaching examples would be quite useful in promoting use of standards in theclassroom.

Mon, Oct22, 2012
12:35 PM

66.

MANY more WAYs than currently

Mon, Oct22, 2012
11:02 AM

67.

Need

Mon, Oct22, 2012
10:59 AM

68.

Create tutorials and case studies

Mon, Oct22, 2012
10:50 AM69.

I don't know about those groups but ASCE and AASHTO are very supportive.

Mon, Oct22, 2012
10:48 AM70.

provide discount copies to teaching libraries?

Mon, Oct22, 2012
10:16 AM

71.

Develop instructional reference books

Mon, Oct22, 2012
10:12 AM

72.

Academic pricing or freeMon, Oct22, 2012
9:39 AM73.

Perhaps develop an example of how the standards can be integrated into a typicalcurriculum that teaches Software Engineering or the like...

Mon, Oct22, 2012

Page 23.1233.14

61.

9:34 AM

provide open access to standards from *.edu addresses

Mon, Oct22, 2012
9:31 AM

75.

Provide Student Priced standards or cheap site license for on-line standards

Mon, Oct22, 2012
8:40 AM

76.

they don't care.

Mon, Oct22, 2012
8:38 AM77.

code summaries that target a particular industry

Mon, Oct22, 2012
8:35 AM78.

Make them more available for students?

Mon, Oct22, 2012
8:24 AM

79.

Provide easier access for faculty and to provide online self-paced training modules.

Mon, Oct22, 2012
8:21 AM

80.

Student Versions, Inclusion in textbooks, Compilations of like standards (Ex.
concrete, steel, glass)Mon, Oct22, 2012
8:21 AM81.

Make them available free to educational institutions

Mon, Oct22, 2012
8:11 AM

82.

Most standards are too complicated to teach in a traditional course. the only way forthe students to learn the standard is when they have to study the standard as part of acapstone design

Mon, Oct22, 2012
8:01 AM83.

SOME ORGANIZATIONS PROVIDE FREE MEMBERSHIP TO FACULTY AND
STUDENTS WHICH HELPS SIGNIFICANTLY OBTAINING LAST
STANDARDS.

Mon, Oct22, 2012
7:59 AM84.

Make sample material available through digital media at low or no cost. This could
be an 'educational' version of the standard to help students find material and be madeaware of the standards.

Mon, Oct22, 2012
7:56 AM85.

Make Stds available to education at a lower cost.

Mon, Oct22, 2012
7:55 AM86.

Too many symbols being used in the technical levels where the math can be just as

Mon, Oct

Page 23.1233.15

74.

easily incorporated without a lot of their use.

22, 2012
7:53 AMbetter access to cost effective information

Mon, Oct22, 2012
7:47 AM88.

Having some special dissemination agreement for educational purposes and increase
the public documentation about themMon, Oct22, 2012
7:46 AM89.

Make Standards available to the students at a greatly reduced cost

Mon, Oct22, 2012
7:42 AM

90.

teaching CAD is difficult, when students see examples throughout books that are notdrawn to ANSI standards;
Very difficult for students to understand geometric tolerances when the mating
component isn't shown.

Mon, Oct22, 2012
7:37 AM

91.

Unknown

Mon, Oct22, 2012
7:31 AM

92.

Provide them at no cost to universities.

Mon, Oct22, 2012
7:28 AM

93.

Allow academic institutions free accessMon, Oct22, 2012
7:27 AM

94.

Access to technical standard for educational purposes should be free as long accessis limited to students and faculty.

Mon, Oct22, 2012
7:26 AM

95.

Better search engine focus on each SDO

Mon, Oct22, 2012
7:25 AM

96.

Develop a video presentation on standards so that faculty can use.

Mon, Oct22, 2012
7:24 AM97.

Let the standards access be free for faculty to use in their course.

Mon, Oct22, 2012
7:21 AM

98.

Provide wider, but limited, access to students and faculty members.

Mon, Oct22, 2012
7:21 AM

Page 23.1233.16

87.

99.

Make standards available for academic use at a reduced or zero cost.

Mon, Oct22, 2012
7:18 AM

100.

Provide online-only access for educational use; or provide limited standards freeinstead of a full suite.

Mon, Oct22, 2012
7:17 AM

50 responses per page

<
3
>

101.

SDOs can provide workshops, materials, and other teaching assistance to faculty.

Mon, Oct22, 2012
7:14 AM

102.

Make material easier to find.

Mon, Oct22, 2012
7:13 AM103.

Make them available for no cost to school libraries.

Mon, Oct22, 2012
7:12 AM

104.

They do pretty good job of this.

Mon, Oct22, 2012
7:10 AM

105.

free standards

Mon, Oct22, 2012
7:04 AM106.

Make standards documents more easily and less expensively available to students.

Mon, Oct22, 2012
6:53 AM

Page 23.1233.17

Appendix B
Responses to Question 6
6. Which textbooks or reference books or resources are being used to teach standards in your curricula?
Ninety-four respondents answered this question and fifty-four respondents choose not to answer this question. The
following is a list of responses.
50 responses per page

None

Sun, Dec 2,2012 1:54
PM

2.

none currently - would value having one.

Tue, Nov
13, 2012
9:09 AM

3.

ASTM resources.

Mon, Nov
12, 2012
8:39 PM4.

Get these standards from a web searchThu, Nov
8, 2012
8:27 PM

5.

None but we refer to the SEI CMMI

Wed, Nov
7, 20128:05 AM

6.

None

Mon, Nov
5, 2012
3:41 PM7.

none

Mon, Nov
5, 2012
11:01 AM8.

NEC 2011, AWS

Mon, Nov
5, 2012
10:36 AM9.

n/aMon, Nov
5, 2012
8:13 AM

10.

None; I had a guest speaker come to class through the ASTM outreach program

Mon, Nov
5, 2012
7:39 AM

11.

Use only self-generated materials

Mon, Nov
5, 2012Page 23.1233.18

1.

7:22 AM

websites for standards

Mon, Nov
5, 2012
6:21 AM

13.

Library resources and word of mouth only

Mon, Nov
5, 2012
4:29 AM

14.

Varies with each project, but PVP is covered the most.

Sun, Nov
4, 2012
9:45 AM

15.

Online IEEE and ISO materials.

Sun, Nov
4, 2012
3:03 AM

16.

none

Sat, Nov 3,2012 1:37
PM

17.

N/A - I would welcome suggestions of good books to use! I do send students to our(somewhat out of date) ASTM manuals in the library - but a textbook/book chapterthat discusses standards would be very useful.

Sat, Nov 3,2012 8:28
AM

18.

None specific. Use different sources but try to focus on those relevant in a course.

Thu, Nov
1, 2012
2:56 PM

19.

IEEE references

Thu, Nov
1, 2012
3:18 AM

20.

IEEE Xplore

Wed, Oct31, 2012
4:55 PM

21.

Most of the technical standards students research are from sources found in websites
such as RF Cafe and others.

Wed, Oct31, 2012
3:18 PM

22.

Fundamentals of GDT by Krulikowski and Technical Drawing 101 with AutoCAD by
Smith and Ramirez are both based on ASME Y14.5-2009 standard and are very
helpful. However, the cost of an educational site license of this software is too steep.

Wed, Oct31, 2012
1:09 PM23.

We use a national electrical code reference book (it is locked in a colleagues office at
the moment). The IEEE standards usually have fairly good educational material inthem.

Wed, Oct31, 2012
12:37 PM

Page 23.1233.19

12.

NO

Wed, Oct31, 2012
10:42 AM

25.

ASTM Publications

Wed, Oct31, 2012
10:37 AM

26.

Various

Wed, Oct31, 2012
10:18 AM

27.

Machinery's Handbook; Print Reading for Engineering & Manufacturing Technology
by Madsen & Madsen; Technical Drawing with Engineering Graphics by Giesecke etalWed, Oct31, 2012
10:09 AM

28.

MostText-books are obsolete ... !! Each faculty/ Professionals should develop content
and curricula to select Text-books and /or resources.

Wed, Oct31, 2012
9:40 AM

29.

Incorporated in the textbooks on materials and welding - not separate texts

Wed, Oct31, 2012
8:30 AM30.

We require the students to purchase the respective technical standards plus a textbook(if applicable).

Wed, Oct31, 2012
8:14 AM

31.

Several standards are printed in the software engineering books I use.

Wed, Oct31, 2012
8:07 AM

32.

Fundamentals of Geometric Dimensioning and Tolerancing, 3rd ed.

Wed, Oct31, 2012
7:47 AM33.

No textbook I have seen does a good job. We mostly use notes.

Wed, Oct31, 2012
7:45 AM

34.

ASME documents metrology type text books, and Machinery's Handbook.

Wed, Oct31, 2012
7:42 AM

35.

IEEE 802 family of standards

Wed, Oct31, 2012
7:36 AM

36.

NEC, NFPA & IEEE Color Book Series

Wed, Oct31, 2012

Page 23.1233.20

24.

7:30 AM

None.

Wed, Oct31, 2012
7:09 AM

38.

IEEE color books

Wed, Oct31, 2012
7:05 AM

39.

Dr. Maan Jawad's textbooks on pressure vessels and plates and shells.

Wed, Oct31, 2012
6:58 AM40.

Handbook for telecommunication

Wed, Oct31, 2012
6:54 AM41.

IPC J-STD-001D

Mon, Oct29, 2012
1:25 PM42.

ieee publications

Sun, Oct28, 2012
11:56 AM43.

Not textbooks but references available on campus

Fri, Oct 26,
2012 8:39
AM

44.

My own personal textbook, which I wrote partially motivated by the fact that the texts
I saw don't incorporate design codes and standards.

Fri, Oct 26,
2012 8:34
AM

45.

NEC code book. Others as needed for Senior Projects (capstone experience).

Wed, Oct24, 2012
9:31 AM

46.

Published Standards. My own texts and teaching resources.

Wed, Oct24, 2012
7:53 AM

47.

Some standards directly

Wed, Oct24, 2012
7:43 AM

48.

Machinery's Handbook; ASTM standards (available through library site license);
sample MSDS (available online); various other open-access online resources that
"interpret" the content of specific standards such as UL-94

Wed, Oct24, 2012
4:09 AM

Page 23.1233.21

37.

Only a few Internet references, at the moment.

Tue, Oct23, 2012
1:59 PM

50.

None only web resources

Tue, Oct23, 2012
1:27 PM

51.

Metals Handbook

Tue, Oct23, 2012
9:44 AM

52.

Standards are integrated within two of my books: Machine Elements in Mechanical
Design and Applied Fluid Mechanics, by Robert L. Mott

Mon, Oct22, 2012
5:50 PM53.

N/A

Mon, Oct22, 2012
4:12 PM54.

Use of Journals

Mon, Oct22, 2012
3:31 PM

55.

manufactures literature, websites

Mon, Oct22, 2012
1:10 PM56.

none

Mon, Oct22, 2012
1:05 PM57.

Engineering Materials Properties and Selection, Budinski, 9e
Machinist Handbook

Mon, Oct22, 2012
12:35 PM

58.

IEEE,

Mon, Oct22, 2012
11:02 AM

59.

N/A

Mon, Oct22, 2012
10:59 AM60.

The list is too long to type in.

Mon, Oct22, 2012
10:48 AM61.

I had to write my own classroom handouts

Mon, Oct22, 2012
10:16 AM

Page 23.1233.22

49.

The standards themselves

Mon, Oct22, 2012
10:12 AM

63.

none

Mon, Oct22, 2012
9:57 AM64.

n/aMon, Oct22, 2012
9:39 AM65.

web info

Mon, Oct22, 2012
9:31 AM66.

ANSI Drafting Standards

Mon, Oct22, 2012
9:23 AM

67.

ASME Y14.5

Mon, Oct22, 2012
8:40 AM

68.

Technical documentations of various companies.

Mon, Oct22, 2012
8:38 AM69.

selected pieces of the national electric code.

Mon, Oct22, 2012
8:35 AM70.

Not taught currently.

Mon, Oct22, 2012
8:21 AM

71.

"Basic Construction Materials" by T.W. Marotta, 7th ed. had a wonderful selection of
ASTM standards. Obviously someone at ASTM decided Marotta couldn't do thisanymore so the 8th edition doesn't have it. Now students go to the library and makecopies of the standards they need

Mon, Oct22, 2012
8:21 AM72.

We don't teach standards because they are used only to develop specific applications

Mon, Oct22, 2012
8:01 AM73.

SAME STANDARD

Mon, Oct22, 2012
7:59 AM74.

National Electric Code, IEEE Color Book SeriesMon, Oct22, 2012

Page 23.1233.23

62.

7:56 AM

Boylestad

Mon, Oct22, 2012
7:53 AM76.

i mostly use items from my 18 years as an engineer prior to teaching in academics....
real life scenarios are so much more practical, and applicable, than most of thetheoretical textbook items.

Mon, Oct22, 2012
7:47 AM77.

URL links

Mon, Oct22, 2012
7:46 AM78.

ACI Concrete CodeAISC Steel CodeASHRAE Standard 189.1-2011

Mon, Oct22, 2012
7:42 AM79.

machinery's handbook, ISO9000 standards

Mon, Oct22, 2012
7:37 AM

80.

None

Mon, Oct22, 2012
7:31 AM

81.

None.

Mon, Oct22, 2012
7:28 AM82.

The instructor for our structures courses is a practicing professional engineer and hasaccess to the IBC.

Mon, Oct22, 2012
7:26 AM

83.

Library reference books on ASME and ASTM

Mon, Oct22, 2012
7:25 AM

84.

None

Mon, Oct22, 2012
7:24 AM85.

FDA, AAMI, IEEE

Mon, Oct22, 2012
7:21 AM86.

none that I am aware ofMon, Oct22, 2012
7:21 AM

87.

None

Mon, Oct

Page 23.1233.24

75.

22, 2012
7:18 AM88.

ASCE 7-10
ASHRAE 90.1

Mon, Oct22, 2012
7:17 AM

89.

NEC, IEEE 'color' books

Mon, Oct22, 2012
7:14 AM

90.

None

Mon, Oct22, 2012
7:13 AM

91.

Perspectives on Engineering

Mon, Oct22, 2012
7:12 AM92.

We use the sources on the internet.

Mon, Oct22, 2012
7:10 AM

93.

n/aMon, Oct22, 2012
7:04 AM

94.

ASME & 14.5 Standards

Mon, Oct22, 2012
6:53 AM

Page 23.1233.25

Appendix C
Responses to Question 7
7. Do you have any recommendations/suggestions for improving the teaching of standards and regulations inengineering and technology curricula?
Eighty-three respondents answered this question and sixty-eight respondents choose not to answer this question. The
following is a list of responses.
50 responses per page<

A problem: if standards are introduced as a distinct topic, what do we take out?

Sun, Dec
2, 2012
1:54 PM2.

if we had someone on the faculty who had actually practiced the application ofstandards who was willing to lecture on this topic it would be very helpful

Tue, Nov
13, 2012
9:09 AM

3.

Require students to conduct a standards search for applicable standards for theircapstone projects.

Mon,
Nov 12,
2012 8:39
PM

4.

Just provide abbreviated documentation

Thu, Nov
8, 2012
8:27 PM

5.

Poll your sponsoring companies to see which standards are most important to themWed, Nov
7, 20128:05 AMNo

Mon,
Nov 5,
2012 3:41
PM

Access - Access - AccessMon,
Nov 5,
2012
11:01
AM

Stress presenting real applications using standards and good textbooks

Mon,
Nov 5,
2012
10:36
AM

6.

7.

8.

Page 23.1233.26

1.

10.

Incorporate standards more fully in design textbooks.

Mon,
Nov 5,
2012 8:13
AM

11.

Outreach programs (such as the one offered by ASTM) are a good way to get access toguest speakers involved in developing and using standards toMon,
Nov 5,
2012 7:39
AM

12.

assignments which require students to search for relevant standards for specificapplications. These can be short assignments and be much targeted in nature.

Mon,
Nov 5,
2012 7:22
AM

text book dedicated to standards with resources and many examples in a CDMon,
Nov 5,
2012 6:21
AM

14.

Owners develop teaching modules.

Mon,
Nov 5,
2012 4:29
AM

15.

Standards are like CAD programs - every company complains they you don't teach suchand such in your school. You can't teach them all especially in mechanical engineering.

Sun, Nov
4, 2012
9:45 AM

16.

Make the inclusion of relevant standards mandatory for capstone design
courses/projects.

Sun, Nov
4, 2012
3:03 AM

17.

Having examples of components that can be designed to a standard and then built andtested.

Sat, Nov
3, 2012
2:12 PM18.

I just have to learn more, so that I can help my students more

Sat, Nov
3, 2012
1:37 PM19.

Do you have any video clips I could show in the classroom about the use of standards?
Perhaps some real-world design examples to discuss? Do you have people on staff who
I could bring in by Skype to discuss the use and importance of standards?

Sat, Nov
3, 2012
8:28 AM

9.

13.

Page 23.1233.27

Provide workshops on use of standards in design at local campuses.

Mon,
Nov 5,
2012 9:27
AM1. Introducing a course on STDs
2. Using Case studies in a course before capstone project course

Fri, Nov
2, 2012
12:01 PM21.

Think SI units should be the base and aggressively taught. Specifics can be tailored tocourses and discipline.

Thu, Nov
1, 2012
2:56 PM22.

Make accessibility more prevalentThu, Nov
1, 2012
3:18 AM

23.

Teaching more design techniques motivates students to seek technical standards incircuit component selection and circuit construction.

Wed, Oct31, 2012
3:18 PM24.

Our program adopted ASME Y14.5-2009 for the creation of mechanical engineeringdrawings. Teachers in every course are required to use this standard so it has become thedepartmental standard for teaching dimensioning and tolerancing. We have seen thatstudents whose portfolios reflect an understanding of this standard fair well in job
interviews especially among organizations that also employ standards.

Wed, Oct31, 2012
1:09 PM25.

Make them more part of the syllabus requirements. ABET should ensure this happens.

Wed, Oct31, 2012
1:08 PM26.

The applicability of standards in ECE courses varies by sub discipline within ECE. It iseasier in the area I work in (power) than it is others. Some Ethernet standards also see
use.

Wed, Oct31, 2012
12:37 PM27.

Collaboration with industry

Wed, Oct31, 2012
10:42
AM

28.

Make it as interactive as possible, Have students go out into their own environment andcollect standards that are found in the product information all around them. Structured
as a standards scavenger hunt, the standards collected can then be used for explorationand discovery as related to other technical course content.

Wed, Oct31, 2012
10:37
AM

29.

We need to transform our Engineering/ TECH
curriculum ~ to be competitive with India, China and Latin America.

Wed, Oct31, 2012
9:40 AM30.

The use of standards and regulations should be incorporated into every program.

Wed, Oct31, 2012
8:14 AM

31.

There should be more emphasis placed upon this at the accreditation level. Technicalsocieties also need to make the standards more readily available for student / faculty

Wed, Oct31, 2012

Page 23.1233.28

20.

usage. I'd also like to see more "best practices" presentations at teaching conferences /workshops.

8:07 AM

Provide an incentive by getting students certified in standards.

Wed, Oct31, 2012
7:47 AM

33.

Yes, include Standards in the curricula and syllabi

Wed, Oct31, 2012
7:46 AM34.

noWed, Oct31, 2012
7:45 AM

35.

Helps to have industry input -- such as advisory boards.

Wed, Oct31, 2012
7:42 AM

36.

More projects based courses because the standards are most important when
implementing something that MUST work..

Wed, Oct31, 2012
7:36 AM37.

See comments in item 5 above

Wed, Oct31, 2012
7:30 AM38.

We need to create the connections between teaching standards and teaching other course
material, likely through project-based pedagogy.

Wed, Oct31, 2012
7:09 AM

39.

Include recommendations related to teaching standards and regulations in program
accreditation requirements

Wed, Oct31, 2012
7:05 AM

40.

Stop making all decisions on the basis of enrollment.

Wed, Oct31, 2012
6:58 AM41.

It was answered in question 5.

Wed, Oct31, 2012
6:54 AM42.

- Develop learning activities to explicitly improve reading comprehension with nonfiction, especially technical material. Chris Tovani's books are an excellent resource,
full of exercises and best practices.
- Explicitly teach students to evaluate standards, in order to expose the hidden
assumptions they often make about criteria for goodness. Students should be able tojudge why the standards choose the tradeoffs that they do, and to assess whether astandard is appropriate for a situation -- or whether it is overkill, or possibly inadequate.

Mon, Oct29, 2012
1:25 PM

Page 23.1233.29

32.

- Students benefit from developing their own quality assurance and quality control
processes, based on standards, and defending their reasoning. This helps them clarify
their thinking, identify their assumptions, notice causal relationships, and evaluate
potential contradictions in the standards -- and also in the relationships between
technical standards, ethical/moral standards, environmental standards, community
standards, etc.

no

44.

None

Fri, Oct26, 2012
8:39 AM

45.

Hire faculty with industry work experience instead of those with only academic
credentials.

Fri, Oct26, 2012
8:34 AM46.

To create an open repository with teaching resources that are being used to teachstandards.

Wed, Oct24, 2012
7:53 AM

47.

Perhaps establish a repository and reference process for those resources that interpret
standards for users. If faculty can't afford to access the actual standard, they could use
help in verifying its general content.

Wed, Oct24, 2012
4:09 AM

48.

More examples.

Tue, Oct23, 2012
1:59 PM49.

yes, the creation of s summary web tool of the standards

Tue, Oct23, 2012
1:27 PM

50.

Broad-based initiatives to promulgate standards usage among engineering andtechnology faculty members.

Mon, Oct22, 2012
5:50 PM51.

probably as part of general engineering course

Mon, Oct22, 2012
4:12 PM52.

Make it readily available online at no cost

Mon, Oct22, 2012
3:31 PM53.

the freshman today need more basic background classes. Nobody fixes there car so they
don't know what a screw or a screwdriver is but the ALL want to be engineers cause thatwhat people say we need (STEM programs)

Mon, Oct22, 2012
1:10 PM

Page 23.1233.30

43.

Sun, Oct28, 2012
11:56
AMSee above

Mon, Oct22, 2012
12:35 PM

None

Mon, Oct22, 2012
10:59
AM

56.

No, most textbooks refer to them and use them.

Mon, Oct22, 2012
10:48
AM

57.

Our design projects emphasize creativity rather than compliance with standards. Neither
faculty nor students think technical standards are important enough to require inundergraduate studies.

Mon, Oct22, 2012
10:01
AM

58.

faculty training

Mon, Oct22, 2012
9:57 AM59.

we typically have student teams develop inter-group interface standards that all teams
must respect, as part of the design process. So even if we are not using actual industry
standards, we are following the standard processes for negotiating and agreeing on
standards.

Mon, Oct22, 2012
9:31 AM

60.

First, we should use the standardized notations. Secondly, we need to stress and explain
the importance of standards and difficulties of their development and implementation.

Mon, Oct22, 2012
8:38 AM

54.

55.

It is difficult to train an engineer in a 120-hr curriculum when 60-hrs are taken up withhistory, government, phis. ed. and other subjects that are taught in high school.
61.
I do believe engineering students should have a well-rounded education but not at theexpense of the technical subjects in engineering and other sciences.

Mon, Oct22, 2012
8:35 AMI hadn't thought about a location, but a good spot would be to include the information in
the capstone course. We have just added it to our two-year program.

Mon, Oct22, 2012
8:21 AM

63.

Incorporate standards presentations into classes, especially labs. Require oralpresentations on standards

Mon, Oct22, 2012
8:21 AM64.

Make information for standards more accessible and easier to understandMon, Oct22, 2012
8:01 AM65.

SDO MUST COLLABORATE WITH FACULTY. A GOO EXAMPLE IS AISC,

Mon, Oct

Page 23.1233.31

62.

WHICH HAS A VERY GOOD UNIVERSITY PROGRAM

22, 2012
7:59 AMSee item 5 above

Mon, Oct22, 2012
7:56 AM67.

See #5.

Mon, Oct22, 2012
7:53 AM

68.

--

Mon, Oct22, 2012
7:46 AM69.

Try to have authors incorporate Standards and Code into their textbooks and problems

Mon, Oct22, 2012
7:42 AM

70.

more assemblies so students can see the interrelationship between parts.

Mon, Oct22, 2012
7:37 AM

71.

None

Mon, Oct22, 2012
7:31 AM

72.

Include units in the Intro to Fundamentals course.

Mon, Oct22, 2012
7:28 AM

73.

Capstone courses are a natural place for consideration of standards and should include
use of relevant standards.

Mon, Oct22, 2012
7:26 AM

74.

No

Mon, Oct22, 2012
7:25 AM75.

As indicated above a video will be useful

Mon, Oct22, 2012
7:24 AM76.

Need to determine which standards are most important to the local employers and either
have access to these standards through the Library or through the course.

Mon, Oct22, 2012
7:21 AM77.

I think there is a big difference between standards, which are largely voluntaryagreements to assist with compatibility, and regulations, where are like code
requirements. Giving a better idea about how and why standards are created, andsimilarly, how and why regulations are created, would be helpful.

Mon, Oct22, 2012
7:21 AM

Page 23.1233.32

66.

78.

Standards need to be made available as open source documents or at zero cost to be able
to include them in the curriculum.

Mon, Oct22, 2012
7:18 AM79.

Make sure the instructors have used them in their careers to perform actual professional
engineering designs so that they know how they get implemented and how good or badsome of them are.

Mon, Oct22, 2012
7:17 AM

80.

No.

Mon, Oct22, 2012
7:13 AM81.

Introduce the concepts of standards, make a project/homework a reference search, andintroduce technical specifications which incorporate standards references.

Mon, Oct22, 2012
7:12 AM

82.

Sell off the technical college to a company who cares

Mon, Oct22, 2012
7:08 AM83.

noPage 23.1233.33