In order to implement the Accreditation Board for Engineering and Technology (ABET) engineering criteria, it is important for engineering educators to understand different types of knowledge and how these types relate to the outcomes described in Criterion 3. This paper first provides a heuristic for framing a program’s educational objectives by identifying exemplars of the types of engineers a program seeks to graduate. Three sections then follow, each addressing categories of knowledge: tacit knowledge, four types of knowledge that can either be tacit or explicit, and knowledge created and shared in teams. Examples of the relationship of traits of knowledge to the outcomes in Criterion 3 are provided. The paper concludes with a brief discussion of how these types of knowledge are imbued in engineering students at the University of Virginia, as well as suggestions for additional ways in which they could be infused into engineering curricula. (Author/publisher)
Abstract