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Design Of Curriculum And Assessment Of Student Learning For Me Courses Based On Ec 2000

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

ABET Issues and Capstone Design

Page Count


Page Numbers

10.408.1 - 10.408.11



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Paper Authors

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Jiunn-Chi Wu

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

Session 3266 – ABET Issues and Capstone Design

Design of Curriculum and Assessment of Student Learning for ME Courses Based on EC-2000

Jiunn-Chi Wu1, Pei-Fen Chang2, Yeong-Sh, Chen3, Shyi-Jeng Tsai1, Niann-I, A. Yu3 1 Department of Mechanical Engineering 2 Graduate Institute of Learning and Instruction, National Central University, Jhong-Li, Taiwan 3 Department of Mechanical Engineering, Yuan-Ze University, Jhong-Li, Taiwan, ROC

I. Introduction

The ABET EC-2000 [1] has caused engineering educators in the United States to focus on how to implement the Criterion 3 (A-K) into their academic program so as to strength their accreditation process. However, this is not the case in Taiwan’s engineering education. Only recently, the accreditation for engineering education is just initiated by the IEET (Institute of Engineering Education, Taiwan) [2], and there is loose linking between the outcome-based assessment and the academic program in almost every engineering institution in Taiwan. Most of engineering courses offered in the undergraduate institutions in Taiwan only emphasize the acquiring of knowledge and neglect the essence of student learning outcome. Not to mention about the educators ever seriously review the effectiveness of the assessment instrument and the consistency between learning materials and the educational objectives. Although there are various reform activities of engineering education in Taiwan, few of them are focus on integrating the engineering education outcomes into the academic program. Two year ago, several faculties from two institutions (National Central University and Yuan-Ze University) who are aware of the impact and importance of the ABET EC-2000 and the outcome-based course planning. This is the background of how we initiated this study. Six faculties from the ME department of two institutions participated this study. Our aim is to experiment the feasibility of the outcome-based course planning so as to redesign our current course planning in consistency with the learning outcome and engineering criteria. It is our hope that our effort will convince more faculties to scrutinize how and what students have learned. Eventually, we hope this study can pave the first step to restructure the academic program for future accreditation of our ME program. Since both ME programs in these two institutions are not ready to apply for accreditation and the academic program is still has traditional contents. We decided to implement a limited scope of outcome-based course planning, which only involved four pilot courses. These courses were chosen from the two ME programs, namely, Mechanics of Materials, Mechanism, Heat Transfer, and Automotive Engineering. Four of the authors are the lecturer of these courses and can provide direct and variable teaching experience. These courses were chosen for their representative ME courses and their extent of offering year (from the sophomore upto the senior year). Table 1 lists the characters of each course.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education

Wu, J. (2005, June), Design Of Curriculum And Assessment Of Student Learning For Me Courses Based On Ec 2000 Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14350

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