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Session 1566

Developing Assessment Tools for Outcome Based Engineering Courses Drs. Z.T. Deng, Ruben Rojas-Oviedo and Xiaoqing (Cathy) Qian Mechanical Engineering Department, Alabama A&M University P.O. Box 1163, Huntsville, AL 35762 Voice: (256) 858-4142, E-Mail: AAMZXD01@AAMU.EDU

Abstract

The implementation of the Accreditation Board for Engineering and Technology (ABET) Engineering Accreditation Criteria 2000 (EAC 2000) into Mechanical Engineering undergraduate curricula is critical to the success of the education program. The EAC Criteria 2000 emphasizes an outcome based system approach to engineering education. The basic level criteria for engineering program outcome and assessment requires that graduates must have demonstrated abilities (a-k) [1], in math, science, engineering, design, teamwork, ethics, communication, and life-long learning. In addition to ABET accreditation criteria 3(a-k) requirements, the Mechanical Engineering (ME) program at Alabama A&M University (AAMU) was designed to meet additional requirements by American Society of Mechanical Engineer, such as (l) an ability to apply advanced mathematics through multivariable calculus, and differential equations; (m) a familiarity with statics, linear algebra and reliability; (n) an ability to work professionally in both thermal and mechanical systems areas including the design and analysis of such systems; (o) a knowledge of contemporary analytical, computational, and experimental practices; (p) a competence in experimental design, data collection, and data analysis; (q) a competence in the use of computational tools; (r) a knowledge of chemistry; and (s) knowledge of calculus-based physics.

Under the criteria (a-s), Mechanical Engineering Faculties at AAMU are being challenged to revise the course content, depth and perspectives of the engineering curriculum. To ensure the quality of the outcome based mechanical engineering program, faculties adopted a system approach, denoted by the acronym SEAARK for instruction and teaching. SEAARK stands for Knowledge, Repetition, Application, Analysis, Evaluation and Synthesis in reverse order. It was based on Bloom’s taxonomy [2]. SEAARK starts from the basic to the complex levels or learning. Faculties need to provide assessment matrices that map these criteria to each undergraduate engineering course. Those matrices should also provide assessment tools for the corresponding mapped course contents and criteria.

This paper describes, in details, the development of assessment matrices and tools for a particular undergraduate mechanical engineering course, Fluid Mechanics, at Alabama A&M University. Development of SEAARK teaching method, mapping of course objective to ME program objective and outcomes, mapping of the course contents to criteria (a-s) and assessment tools are discussed. The procedure to implement the criteria in class teaching and assessment tool is discussed in details.

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

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Deng, Z. T., & Qian, X. C., & Rojas-Oviedo, R., & Deng, Z. (2002, June), Developing Assessment Tools For Outcome Based Engineering Courses Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10141