Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper investigates the link between course and national exam performance with success in an undergraduate mechanical engineering program. Success in the program is measured by cumulative GPA at graduation and GPA in ME courses. The data include SAT/ACT scores, high school GPA, and grades for math, science, and engineering courses taken in the first two years of the undergraduate mechanical engineering program. The data are analyzed seeking a correlation with success in the major using two methods. The first method examines relationships with individual data items and success in the major. Results suggest that alternatives to standardized exam scores can act as predictors for success in mechanical engineering. The second method uses an optimal weighting sequence to establish linear combinations of various data items for prediction of success in the major. The results may be useful to evaluate and establish entrance requirements for high school students applying to the program and for upper level admission requirements implemented to restrict access to junior and senior level courses. The data are limited to a small sample of mechanical engineering students that have completed a BSME program at a private institution in the Midwest.
Lofton, J., & Fulcher, J. T., & Blandford, D. (2018, June), Course and Standardized Exam Statistics in Mechanical Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30228
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