June 20, 2010
June 20, 2010
June 23, 2010
15.825.1 - 15.825.16
Key Subject Indicators and Admission Impact from Subject Grades in Mechanical Engineering-Based Bachelor Programs at Chulalongkorn University
This study concerns the analyses of student performance, represented by subject grades and grade point averages from three bachelor’s degree programs that are offered by the Department of Mechanical Engineering, Chulalongkorn University, Thailand. The studied population contains all former and current students who were admitted into a program from 2002 to 2008. It is shown that the grade averages of enrolled students significantly drop after the introduction of a new university admission system in 2006. However, the loss of top students may be contributed to the drop in popularity in the program selection at the end of the first year of study. The correlations between all compulsory courses and grade point averages can be used to help targeting specific areas for curriculum and course improvements for the programs with a large number of mixed-ability students only. Additionally, the final grade average was found to predominantly reflect the performances in lecture-based engineering courses.
This paper originated during the ongoing process of program revisions in the Department of Mechanical Engineering, Chulalongkorn University (CU), Thailand. The current bachelor’s and graduate programs have been in use since 2002 and are due for a major adjustment in 2011. Both current and proposed bachelor’s degree curricula are very traditionally structured as they are best described by a series of courses and the corresponding content .
As the opening for formal curriculum flexibility is very limited due to the stringent requirements on compulsory courses and credits, as demanded by the Commission on Higher Education, Ministry of Education and the Council of Engineers , it is clear that delivery of the desired outcome is not possible without changes in structures and teaching/learning approaches. Some intermediate and advanced-level courses can be changed but the core courses have to stay the same. Hence, the only real opening for improvements is in management and educational improvements that are not formally included into the curricula but can be carried out and continuously adapted with various feedback, particularly from the internal quality assurance processes .
Before the revision, the programs have been recently re-structured by the interaction of the academic disciplines and desired outcomes. Courses are organized into disciplines by the responsible units. These units are the academic/research divisions within the department, other engineering departments, Faculty of Science, Office of General Education and, lastly, other faculties. The desired outcomes are grouped into three streams – design, experiment and other skills – such that the integration across disciplines can be considered together by dedicated working groups. For instance, the design outcome stream starts with drawing in the first year and ends with the senior project in the fourth year.
Maneeratana, K., & Sripakagorn, A. (2010, June), Key Subject Indicators And Admission Impact From Subject Grades In Mechanical Engineering Based Bachelor Programs At Chulalongkorn University Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16375
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