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Improving Teaching Technique for Outcome Based Fluid Mechanics Course at AAMU

Abstract

The Accreditation Board for Engineering and Technology (ABET) Engineering requires that graduates must have demonstrated abilities listed in ABET Criteria 3(a-k). To ensure the attainment and quality of these outcome based mechanical engineering program criteria, faculty needs to develop an inclusive direct assessment process at course level to evaluate student learning related to the overall program outcomes. This paper describes a procedure in the Mechanical Engineering Department at Alabama A&M University to improve teaching technique for outcome based courses. Assessment methods and results were discussed. Examples in teaching of Fluid Mechanics class are discussed in detail.

Introduction

ABET [1] requires that Mechanical Engineering graduates must demonstrate (a) an ability to apply knowledge of mathematics, science and engineering; (b) an ability to design and conduct experiments, as well as to analyze and interpret data; (c) an ability to design a system, component, or process to meet desired needs; (d) an ability to function in multidisciplinary teams; (e) an ability to identify, formulate and solve engineering problems; (f) an understanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context; (i) a recognition of the need for and an ability to engage in life-long learning; (j) a knowledge of contemporary issues; and (k) an ability to use the techniques, skills and modern engineering tools necessary for engineering practice. In addition to ABET accreditation criteria 3(a-k) requirements, the Mechanical Engineering (ME) program at Alabama A&M University (AAMU) was designed to meet additional requirements by American Society of Mechanical Engineer, such as (l) an ability to apply advanced mathematics through multivariable calculus, and differential equations; (m) a familiarity with statics, linear algebra and reliability; (n) an ability to work professionally in both thermal and mechanical systems areas including the design and analysis of such systems; (o) a knowledge of contemporary analytical, computational, and experimental practices; (p) a competence in experimental design, data collection, and data analysis; (q) a competence in the use of computational tools; (r) a knowledge of chemistry; and (s) knowledge of calculus-based physics.

Outcome can be assessed at the “program level” [2] using standardized testing such as fundamental of engineering exam, or it can be pursued at the “course level”. To ensure the teaching quality of the outcome based mechanical engineering program, systematic assessment of engineering curriculum is needed. More importantly, faculty needs to improve teaching techniques so that the student learning of each course can be measured against program outcomes. In the past eight years, the current authors have developed a technique to improve teaching of outcome based engineering course at the Mechanical Engineering

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Deng, Z., & Qian, C., & Rojas-Oviedo, R. (2007, June), Improving Teaching Technique For Outcome Based Fluid Mechanics Course At Aamu Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2102