Reverse-Engineering the Engineering Curriculum: A Proposal
Abstract
The traditional approach to engineering education curriculum design is based on “basics first”
principle. No doubt that physics, chemistry, mathematics (and even now biology) are essential in
the understanding of engineering complex ill-defined problems in real practice. Unfortunately
this approach does not necessarily motivate the new learners. We suggest a radical change in the
engineering curriculum: starting from the “end product” continued by reconstructing -as in
reverse engineering- the basic “components” –such as lenses, benzene- of the profession. We are
aware of the difficulties in restructuring a rooted engineering program, but we feel the time for
change is long due.
Introduction
Traditional engineering curricula will start with the basic science courses -including one
introductory course to the profession- and continue with engineering sciences in the sophomore
and junior years. Applications –including a capstone course- will be limited to the senior year.
We claim that learners cannot see the importance of the basic courses –generally taught by field
experts and not engineers- during the first years and soon get discouraged and start to think that
engineering is not after all their vocation. Many start to look for alternative paths, the pains in
learning pure sciences being overwhelming. Some engineering institutions –like Drexel- try to
combine these basic courses in an integrated program to make learning more pleasant. None of
the changes made in the engineering curriculum -that must nevertheless conform to strict
traditional accreditation criteria- can provide the encouraging environment that the engineering
candidate needs to be successful in her studies.
Background
“Concurrent engineering” has been for some decades now a fashionable expression to describe
the need emerging from the need to shorten the “time to market” of a new product (see Exhibit
1.). Traditionally design was a sequential process starting from the need assessment followed by
sketching phase down to the production line. Now-a-days all the stages are triggered at the same
time including the potential user as part of the design process. This requires a different mindset
and communication tools. Suppliers of elements and devices are invited to participate together
with the production people in the whole process. An integrated view of the whole system is
required in order to shorten the “product life-cycle”.
In the meantime another approach reached the production environments. Although there is
nothing new in this approach a whole branch developed around “reverse engineering” as the
process of discovering the technological principles of a device or object or system through
analysis of its structure, function and operation. It often involves taking something (e.g. a
mechanical device, an electronic component, a software program) apart and analyzing its
workings in detail, usually to try to make a new device or program that does the same thing
without copying anything from the original1. Unfortunately these two approaches have not
trickled into the educational system yet.
Exhibit 1. Model of Concurrent Engineering design including all related components
Ecology
Sociology
Concurrent Engineering Design
Technology
Philology
Years /
Products
1
Consumer
2
Construction
3
Industrial
4
Power
Method
We humbly propose in this paper the reverse-engineering of the engineering program so that
the learners are presented from the beginning with the design courses that are traditionally
offered in the senior year. As the learner becomes familiar with the design process will eventually
see the relevance of the basic courses such as thermodynamics, strength and feel the need to go
even deeper in the basic sciences –physics, chemistry and biology- with the help of mathematical
tools. As an example to a reverse-engineering of the engineering program, we offer the topic of
car design in mechanical engineering as the starting point. Knowledge of the basic components
and the parametric design of the system will open the way to the other courses as they become
relevant.
In Exhibit 2., we show the relations between the car design and the three main areas of
knowledge relevant to engineering, namely: basic, social and applied sciences. Just to get a flavor
of what a reverse engineering approach note that “car design” is at the center of the model.
Human engineering principles are the first requirements to be taken into consideration:
ergonometric is the natural source for taking the necessary human measures which depend
heavily on demographic considerations, thus the need for a social study. Similarly the design of
the combustion chamber is a thermodynamic problem which is based on physical laws.
Exhibit 2. Example of a “concurrent design model” for a car manufacturing enterprise
BASIC
SOCIAL
Mathematics
Geography
Chemistry
History
Ergonometric
Human design
Physics
(drawn by student using ACAD)
CAR DESIGN
Machine design
Processes
APPLIED
Forming
Materials
Casting
Thermal design
Steel
Plastic
Rubber
Results
We are proposing a new approach to engineering education. It is not possible to give evidence of
the positive results that such a change will make because it goes beyond the boarders of one
course model. We are confident of the possible improvements in learners’ satisfaction from the
results we get by implementing “reverse engineering” even from one single course. We expect
that the learner should be immersed in the literature and catalogues of components that make the
design. Eventual manufacture of prototype models in the coming years in a team work
environment will help the learner acquire the professional skills she will need in the practice. It
should be clear to the learner that technology is in constantly advancing
Control engineering is at the crossroad of several disciplines. In Exhibit 3., we attempt to show
how a control engineering undergraduate program could be designed to encompass all this
disciplines showing at the same time the product life-cycle. Such a cycle starts with the product
definition (customer needs, market expectation, time-to-market, etc). Basic sciences are shown in
the left ready to be introduced as the component selection, product development followed by
solution proposal ends the cycle. There is a sense of iteration as the product development takes
shape and more details are revealed. We talk today of soft control, stressing the importance of the
programming side of the product embedded in the product (also included in the model).
Exhibit 3. Diagram showing all the components of a Control Engineering Program
Table 1 Roadmap Proposal for a Control System Design Education Program
Problem
Definition
Component
Selection
Pseudo Code
System
Mathematics
Logics
Pneumatic
Equations
Measuring
Matrix
Circuits
Hydraulic
Blocks
Recording
Differential
Devices
Mechanic
Responses
Actuating
Probability
Processes
Numerical
Program
Validation
Mechanics
Conditioning
Switch
GET (variables)
Drive
DECIDE (rules)
Motor
ACT (variables)
Electricity
Basic
Analog
Optics
Assembler
I/O
Functions
Digital
Thermo
C
Processor
Diagrams
Adaptive
Physics
Simulation
PLC
Controllers
Robust
Final Code
Solution
Proposal
Control
Product
Development
We acknowledge that this approach to education may sound confusing and somewhat chaotic.
But engineers that have been on the ground now very well how the real world actually operates.
We ought to introduce the realities of the “ground” in the educational system. Even the barriers
between traditional freshmen-to-senior classes should be removed. Students with different
learning experiences working simultaneously as in the real working environment can help to
improve motivation. There are now evidences of cases where students join for competitions in the
production of new cars or ships. In these cases, laboratory work has a real meaning by not just the
repetition of test-benches having known results. Engineering is a challenging activity and the
final results cannot necessarily be predicted before hand.
Conclusion
Dissatisfied with the state of engineering education –lagging behind the true needs of industrywe have ventured in this paper to propose a new approach to curriculum design. Leaving behind
the traditional “basic science goes first” undergraduate program, we envisage one which starts
with hands-on design applications and introduces sciences as it is relevant. Such an approach will
require a whole re-structuring of the whole curriculum. We envisage a big resistance from basic
science staff: they keep the doors closed to changes in the engineering world.
Technology is developing fast. Everyday new products are coming to the market. The need for
innovation and leadership in engineering is a new challenge. Education needs to fulfill the needs
of the employers. There is no time for orientation and re-education in the working place.
Engineers should graduate ready to “act”. A “situated learning environment” should be provided.
It is the responsibility of the industry to demand change. We welcome the change in criteria we
see in ABET 2000. It is not easy to assess “outcomes”, but we should definitely try.
Acknowledgment
We remain in debt to the former Director of the Biomedical Engineering Institute Prof.Yorgo
Istefanopulos for his support in making this work possible.
References
1. http://en.wikipedia.org/wiki/Reverse_engineering (last accessed July 2007)