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. 10.18260/1-2--20002

\bibitem{asee_peer_20002}
  Sundararajan, S. (2014, June), \emph{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.
  10.18260/1-2--20002

Sriram Sundararajan.  "A Strategy for Sustainable Student Outcomes Assessment for a Mechanical Engineering Program that Maximizes Faculty Engagement".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20002 Internet.  22 Feb, 2025

\bibitem{asee_peer_20002}
  Sriram Sundararajan.
  "A Strategy for Sustainable Student Outcomes Assessment for a Mechanical Engineering Program that Maximizes Faculty Engagement".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20002 Internet.  22 Feb, 2025

@INPROCEEDINGS{asee_peer_20002
author = "Sriram Sundararajan"
title = "A Strategy for Sustainable Student Outcomes Assessment for a Mechanical Engineering Program that Maximizes Faculty Engagement"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20002}
number = {10.18260/1-2--20002}
}

TY  - CPAPER
AB  -            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.
AU  - Sriram Sundararajan
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - A Strategy for Sustainable Student Outcomes Assessment for a Mechanical Engineering Program that Maximizes Faculty Engagement
UR  - https://peer.asee.org/20002
DO  - 10.18260/1-2--20002
ER  -