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A Strategy for Sustainable Student Outcomes Assessment for a Mechanical Engineering Program that Maximizes Faculty Engagement

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Learning and Assessment in ME

Tagged Division

Mechanical Engineering

Page Count

12

Page Numbers

24.110.1 - 24.110.12

Permanent URL

https://peer.asee.org/20002

Download Count

48

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Paper Authors

biography

Sriram Sundararajan Iowa State University

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Sriram Sundararajan is an associate professor of mechanical engineering at Iowa State University and also currently serves as the associate chair for operations. His research areas encompass multiscale tribology (friction, lubrication, and wear), surface engineering, and mechanical engineering education. He has authored over 65 articles in peer-reviewed journals and conference proceedings, and two invited book chapters. He serves on the steering committee for the International Conference on Wear of Materials and on the mechanical executive committee of the Mechanical Engineering Division of ASEE. He also serves as an ABET program evaluator on behalf of ASME. Prof. Sundararajan has been recognized for his accomplishments with the Young Engineering Faculty Research Award and Early Achievement in Teaching Award at Iowa State University. He received his B.E. degree in mechanical engineering from the Birla Institute of Technology and Science, Pilani (India), followed by M.S. and Ph.D. degrees in mechanical engineering from Ohio State University, Columbus.

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Abstract

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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