June 15, 2014
June 15, 2014
June 18, 2014
24.110.1 - 24.110.12
A strategy for sustainable student outcomes assessment for a mechanical engineering program that maximizes faculty engagementAbstractAs part of continuous improvement of the program and ABET accreditation requirements, directassessment methods of student outcomes are necessary and quite illustrative in terms ofdescribing student learning. Direct assessment methods range from evaluating studentperformance on locally prepared examinations or standardized tests to assessing studentportfolios or performing performance appraisals. Choice of the methods depends on a range offactors including number of students in the program, impact on faculty workload andappropriateness of sample size. One of the challenges in implementing a successful directassessment process is engaging the faculty and achieving a high level of participation andsupport. Here we describe the development and successful implementation of direct assessmentprocesses for a large mechanical engineering program with 1750 students and 42 faculty at aland-grant, research-intensive doctoral granting university. This process was piloted in Spring2011 to identify potential issues, and fully implemented by the Spring of 2012. Assessment ofthe process itself indicates high level of faculty satisfaction and involvement, suggesting that theprocess is a sustainable one.
Sundararajan, S. (2014, June), A Strategy for Sustainable Student Outcomes Assessment for a Mechanical Engineering Program that Maximizes Faculty Engagement Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20002
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