June 18, 2006
June 18, 2006
June 21, 2006
11.254.1 - 11.254.8
Assessment of Teaching and Learning in Dynamics Julie Y.-Z. Wang and Oguz Soysal Frostburg State University
This paper presents a process to directly assess the 1ABET learning outcomes at a course level in Dynamics. The outcomes from the student performance show that the mathematics and physics preparation is an important factor to succeed the Dynamics course. The interactive activities in the class improve the quality of teaching/learning. The standard lecture/tutorial format of traditional instruction in the class is replaced by a series of two-hour active-learning sessions involving short lectures and demonstrations, problem solving, classroom questioning and discussion. Students are involved in the class activities, peer tutorial, and discussion of the exercise problems and real world examples.
The assessment includes course surveys from the students, the scores on the quizzes and tests and final exams. The result shows the student strength and limitation in the areas of mathematics, physics and engineering science. The paper presents the result from the course assessment and the plans for continuous improvement to achieve ABET learning outcomes and objectives in mechanical engineering program.
The course ENES 221 – Dynamics is a fundamental course in mechanics for sophomore mechanical engineering students at Frostburg State University. The prerequisites for this course are Calculus II and Statics. The basic concepts in this course are the Newton's law and its applications, the kinematics of particles in various coordinate systems, work- energy relation and impulse-momentum, as well as the principles to determine the plane translation and rotation of rigid bodies in various coordinates
The course of dynamics has its roots in mathematics and physics. It is based on the knowledge and skills acquired in the earlier course work such as Calculus I and II, Physics I-mechanics, and Statics, while Dynamics carries further toward creative applications, and provides a bridge between mathematics/sciences and the engineering practice.
To assess the quality of teaching/learning at a course level, the ABET processes for the evaluation, assessment, and continuing improvement of the course include: setting up assessment goals, developing course objectives, developing detailed course outcomes, collecting student performing data, analyzing and evaluating result, and continuing the cycle for the improvement according to ABET criteria2. An assessment process and methods for the direct assessment of ABET outcomes in Dynamics are addressed in this paper.
Wang, J., & Soysal, O. (2006, June), Assessment Of Teaching And Learning In Dynamics Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1351
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