Improving An Abet Course Assessment Process That Involves Marker Problems And Projects
- Conference
- Location
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Austin, Texas
- Publication Date
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June 14, 2009
- Start Date
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June 14, 2009
- End Date
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June 17, 2009
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Educational Research and Methods
- Page Count
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12
- Page Numbers
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14.702.1 - 14.702.12
- DOI
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10.18260/1-2--5058
- Permanent URL
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https://peer.asee.org/5058
- Download Count
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343
Paper Authors
Bruce Murray State University of New York, Binghamton
Bruce T. Murray is a professor of mechanical engineering at the State University of New York at Binghamton and is the Director of Undergraduate Studies in the ME Department. He received the B.S. and M.S. degrees in ME from Rutgers University in 1978 and 1980, respectively, and the Ph.D. degree in ME from the University of Arizona in 1986. Earlier in his career he was a Member of Technical Staff at Bell Laboratories where he was involved in system thermal management and reliability. He also was a research engineer at the National Institute of Standards and Technology where he worked on computational modeling for problems in materials processing and thermal design. At SUNY Binghamton he teaches and conducts research in the thermal sciences and materials areas.
Roy McGrann State University of New York, Binghamton
Professor McGrann is an Associate Professor in the Mechanical Engineering Department at Binghamton University. Dr. McGrann currently teaches the undergraduate courses: Computer-Aided Engineering and Mechanical Engineering Design. For fifteen of the years prior to accepting his academic position, he was engaged in steel production and fabrication. His responsibilities included production management, machine design, project engineering, engineering management, consulting, and executive management. He has served or is currently serving on several national standards committees including ASTM, ANSI/AWS, and MSS committees. He is the Binghamton University Campus Representative for ASEE and the faculty advisor for the student sections of ASME and SAE. He is a member of AWS and SHOT.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Improving an ABET Course Assessment Process That Involves Marker Problems and Projects Roy T.R. McGrann and Bruce Murray Mechanical Engineering Department Binghamton University
Keywords: Assessment, ABET, Marker Problems
Abstract One recognized goal of engineering education is to provide society with well-educated and technically-competent engineering leaders. As a means to that goal, ABET mandates the establishment of a process of continuous improvement of the quality of graduates of accredited undergraduate engineering programs. Part of this process is the ABET requirement for assessment of outcomes and demonstration of improvements in outcomes based on that assessment. Marker problems and marker projects can be used as a measure of outcomes. Establishing a system that monitors student performance on these problems and projects has been underway for eight years in the Mechanical Engineering Department at Binghamton University. This paper will outline the system. A curriculum matrix corresponding required courses with ABET requirements (3a-k) is used. Marker problems are identified and tracked for the relevant courses. Faculty report results at semi-annual curriculum review meetings. The system has been reviewed during two ABET evaluation visits. Difficulties with the system and proposals for improvement are discussed.
Introduction We will begin with a description of the design sequence in the mechanical engineering curriculum at Binghamton University. The process that we have developed in the department for continuous improvement (Departmental Course Review Process and ABET Accreditation) will be presented next. Following this we will describe an example of the application of the process for a single course and how it fits into the overall departmental review process. In the second section, the assessment approach using marker problems will be introduced. An example of a marker assignment in the selected course will be described. In addition, the rubric used to evaluate students’ work on the assignment will be shown. The results of the marker assignment for six semesters (2002-2007) are shown. The process by which these results are evaluated for improvement of the course and the curriculum are described in the next section. The paper will conclude with a discussion of the benefits and problems with this system. The Design Curriculum Students are introduced to design and solid modeling in the first-year, introductory engineering courses. In these courses, Solid Edge1 is used. First-year students are also introduced to the
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Murray, B., & McGrann, R. (2009, June), Improving An Abet Course Assessment Process That Involves Marker Problems And Projects Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5058
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