Student Paper: The Current State of Pedagogy on Nondestructive Methods in Engineering Education

Justin Charles Major, Tyler Tallman

Research output: Contribution to journalConference articlepeer-review

Abstract

Nondestructive methods (NDM) play an imperative role in the safety and reliability of engineering design. Such a role contributes to the United States' role in solving grand challenges and keeping technologically competitive. However, use of NDM is not typically an easy endeavor; proper NDM use typically requires high-level professional or academic training to ensure statistical error is minimized. Little is known about the holistic process surrounding the pedagogy of training students or professionals. Yet, knowing more about past and present issues with NDM pedagogical practices can allow NDM educators to meaningfully prepare to teach the next generation of engineers. In this paper, a graduate student (Justin) presents work from a literature review of NDM pedagogy in engineering education written for a graduate-level NDM class that was taught by the second author (Tyler) in Spring of 2020. From a review of 22 peer-reviewed journal articles and conference papers, the student suggests that there is evidence that: 1) practitioners need to teach about a broader range of NDM, 2) universities need to clearly identify and articulate their role in developing NDM theorists versus technicians, 3) universities need to facilitate partnerships in industry that provide both entities the resources they need to proceed with high-level NDM education and methodological-execution, 4) researchers need to find meaningful ways to educate administrators and faculty about NDM and its benefits in order to support growing NDM programs, and 5) researchers must begin to study human cognition and affect as it relates to teaching and learning NDM methods. Following review, Justin reflects on the experience of being an NDM learner in the second author's class, more specifically how the Tyler's class compared to those themes above. To end, Tyler responds to Justin's review and reflection from the viewpoint of an NDM practitioner and researcher. There Tyler provides their thoughts as they relate to teaching and learning NDM, and thoughts relating to the future of NDM engineering education more broadly.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jul 26 2021
Externally publishedYes
Event2021 ASEE Virtual Annual Conference, ASEE 2021 - Virtual, Online
Duration: Jul 26 2021Jul 29 2021

All Science Journal Classification (ASJC) codes

  • General Engineering

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