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Assessing Undergraduate Mechanics Courses

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Trends in Mechanics Education

Page Count

5

Page Numbers

7.238.1 - 7.238.5

Permanent URL

https://peer.asee.org/10131

Download Count

34

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Paper Authors

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John Duke

author page

Don Morris

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 2268

Assessing Undergraduate Mechanics Courses

John C. Duke, Jr. and Don H. Morris Department of Engineering Science and Mechanics Virginia Tech

Abstract

A uniform procedure for assessing courses for continuous improvement, consistent with ABET EC2000, has been developed at Virginia Tech in the Department of Engineering Science and Mechanics. This paper will describe the details of this procedure and how the procedure fits within an overall process for Student Outcomes Assessment. Specific examples of the course assessment process and how the assessment data are used to evaluate student achievement as well as form the basis for recommendations for course improvement will be discussed.

Introduction

Continuous improvement of student learning as well as maintaining relevancy of the course content are the objectives of ABET EC 20001 . To support such an approach a process for assessing individual courses as well as student outcomes from the overall program is needed. However, for faculty members at a Research I university their responsibilities include not only teaching, but also research and outreach. As a consequence, the process must be effective and efficient.

The process developed and implemented in the Department of Engineering Science and Mechanics at Virginia Tech will be described and examples of the data collected presented. The course assessment outcomes assessment process is part of an overall effort to sustain an outstanding undergraduate educational program in engineering science and mechanics at a comprehensive land grant Research I university, Fig. 1. The undergraduate program objectives are maintained consistent with the needs of its constituents as well as the University and College of Engineering strategic plans through this process.

Course Assessment Process – The Big Picture

The overall process for course assessment is depicted schematically in Fig. 2.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Duke, J., & Morris, D. (2002, June), Assessing Undergraduate Mechanics Courses Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10131

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