[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589401-105":59,"doc-detail-589401-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","incorporating-a-product-archaeology-paradigm-across-the-mechanical-engineering-curriculum","Incorporating a Product Archaeology Paradigm across the Mechanical engineering Curriculum","","Paper discusses integrating product archaeology into mechanical engineering education to address ABET Outcome h requirements. Design theory historically confined to senior capstone experiences, but engineering design concepts now span most programs. The study reports curriculum emphasis on global, societal, economic, and environmental factors in two design courses and evaluates impacts using qualitative and quantitative assessment tools. Results show a significant rise in students’ perceptions across multiple skill and knowledge areas tied to Outcome h without harming other academic domains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/incorporating-a-product-archaeology-paradigm-across-the-mechanical-engineering-curriculum/589401/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/incorporating-a-product-archaeology-paradigm-across-the-mechanical-engineering-curriculum/589401.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What historical approach to engineering design education does the paper contrast with current trends?","Question",{"text":112,"@type":113},"It contrasts design theory being largely relegated to a senior capstone experience with the current trend of spreading engineering design concepts across most engineering programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which ABET outcome is the paper focused on, and why is it important?",{"text":117,"@type":113},"The paper focuses on ABET Outcome h, emphasizing the broad education needed to understand engineering solutions in global, economic, environmental, and societal contexts, and linking it to other ABET outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper evaluate the impact of the product archaeology paradigm in the courses?",{"text":121,"@type":113},"It reports using qualitative and quantitative assessment tools and methods to determine the impact of incorporating product archaeology in two design-related mechanical engineering courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589401,1792161148,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Ad | vances in engineering edu | cation |  |  |\n| --- | --- | --- | --- | --- |\n|  |  |  | |  |\n|  |  |  |  |  |\n\nSUMMer 2013  \nIncorporating a Product Archaeology Paradigm Across the Mechanical engineering Curriculum  \nDEBORAH MOORE-RUSSO  \nPHILLIP CORMIER  \nKEMPER LEWIS  \nUniversity at Buffalo – SUNY Buffalo, NY  \nAND  \nERICH DEVENDORF  \nAir Force Research Laboratory Information Directorate Rome, NY  \nABSTrACT  \nHistorically, the teaching of design theory in an engineering curriculum has been relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can be used to develop educational strategies for a wide array of engineering science principles. More recently, educators have found that product archaeology provides an effective platform to develop scalable learning materials, strategies, and educational innovations across these design courses. This paper presents and discusses how product archaeology has been incorporated at a large research university in two design-related courses for mechanical engineering students: (1) a sophomore-level course and (2) a senior-level class. More specifically, details are reported regarding how and how easily global, societal, economic, and environmental factors were emphasized in the curricula of these courses. Next, the paper shares the qualitative and quantitative assessment tools and methods used to determine the impact of incorporating a product archaeology paradigm in the courses. Finally, the results are reported which demonstrate a significant increase in the students’ perceptions across a number of skill and knowledge areas related to ABET-required Outcome h without negatively impacting other important academic areas. Results demonstrate a significant increase in student perception across a number of skill and knowledge areas critical to the next generation of engineers.  \nKey Words: product archaeology, design theory  \nSUMMer 2013 1  \nadvances in engineering education  \nincorporating a Product archaeology Paradigm across the Mechanical engineering curriculum  \nINTrODUCTION  \nEven though design education historically has been incorporated into the engineering curriculum in upper level mechanical design courses or in senior capstone design experiences, there have been recent trends to incorporate activities that promote engineering design concepts through the entirety of most engineering programs [1]-[4] . The promotion of engineering design across the curriculum provides educators more opportunities to address the global, societal, economic, and environmental (GSEE) factors in designing engineering solutions. Globalization, economic turmoil, environmental resource limitations, and interconnected societal concerns are creating challenges that require engineers to have a much broader perspective on their profession than they needed even ten years ago.  \nSince 1996 the ABET Outcomes Assessment Criteria have offered a set of guidelines to assure that engineers are equipped to be successful leaders able to meet the challenges of this new world [5] . Among the most vital of these criteria is Outcome h: the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. Properly understood, Outcome h goes far beyond contextual awareness. It provides the bond between virtually all other ABET outcomes, linking the profession’s traditional strengths in scientific knowledge (Outcome a) with design (Outcomes b and c), multidisciplinary teamwork (Outcome d), and knowledge of contemporary issues (Outcome j) . Outcome h is more important than ever for engineering education because such GSEE issues have become critical for preparing, engaging, and retaining the nation’s best students [6]-[7] .  \nYet, many engineering departme","cbCaianYSDHBBOhu","https://ap.wps.com/l/cbCaianYSDHBBOhu","pdf",5469339,29,"English","# Introduction\n## ABET Outcome h and GSEE context\n## Challenges meeting Outcome h in engineering programs\n## Assessment strategies and course approaches","[{\"question\":\"What historical approach to engineering design education does the paper contrast with current trends?\",\"answer\":\"It contrasts design theory being largely relegated to a senior capstone experience with the current trend of spreading engineering design concepts across most engineering programs.\"},{\"question\":\"Which ABET outcome is the paper focused on, and why is it important?\",\"answer\":\"The paper focuses on ABET Outcome h, emphasizing the broad education needed to understand engineering solutions in global, economic, environmental, and societal contexts, and linking it to other ABET outcomes.\"},{\"question\":\"How does the paper evaluate the impact of the product archaeology paradigm in the courses?\",\"answer\":\"It reports using qualitative and quantitative assessment tools and methods to determine the impact of incorporating product archaeology in two design-related mechanical engineering courses.\"}]","Incorporating a Product Archaeology Paradigm across the Mechanical engineering Curriculum | PDF",1792067142,73]