Incorporating Public Policy Creation and Analysis Activities Into a Mechanical Engineering Curriculum

Abstract

While it is easy to recognize that mechanical engineers can lend their expertise to public policy makers as they create public policy related to science and technology, it is not as clear as to how to introduce mechanical engineering students to public policy activities. The undergraduate curricula in most mechanical engineering programs are considered full, and there are always additional topics that people wish to add. Educators are likely to hesitate before removing material from their programs in order to add material on public policy. Yet, there are techniques that can be used to incorporate aspects of public policy into a standard mechanical engineering curriculum without the removal of much, if any, current content. In this paper, several techniques for introducing mechanical engineering students to the process of public policy creation will be discussed. While these methods will not make the students experts in policy, they can introduce students to the tools that they need to influence the public policy creation process. These techniques include a comprehensive semester-long project in a technical elective course, a short policy analysis paper for development in a required or elective course, incorporation of public policy considerations in a capstone design project, policy discussions or debates in relevant courses, and a focus on public policy development in extracurricular activities. In their education, students should not only become technically proficient, but also learn how to track current events and trends, communicate their knowledge effectively, gain knowledge on applying proper engineering ethics, and be aware of the environmental and social context of their work. Through these knowledge areas and skills, students will gain the fundamental working knowledge that they need to influence public policy creation. It may be noted that these are also desirable outcomes for a student’s educational program as defined by ABET. Therefore, finding opportunities in a mechanical engineering program’s curriculum to address public policy creation activities also benefits the program by helping it more completely fulfill ABET accreditation requirements.