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Me Curriculum Redesign Through An Assessment Process

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Trends in ME Education Poster Session

Page Count

15

Page Numbers

9.901.1 - 9.901.15

Permanent URL

https://peer.asee.org/12744

Download Count

151

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Paper Authors

author page

Ramana Pidaparti

author page

Hasan Akay

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

Session 1566

ME Curriculum Redesign Through an Assessment Process

Ramana M. Pidaparti and Hasan U. Akay

Department of Mechanical Engineering Purdue School of Engineering and Technology Indiana University-Purdue University Indianapolis (IUPUI) Indianapolis, IN 46202 Email: rpidapa2@iupui.edu and hakay@iupui.edu

Abstract The curriculum at the Department of Mechanical Engineering at IUPUI was redesigned, addressing the ABET 2000 outcomes through a systematic assessment process. Systematic use of the assessment tools for a period of four semesters revealed certain shortcomings in the programs. The changes made to our curriculum address the identified shortcomings. The new curriculum was introduced in Fall 2003 and includes a thermal-fluid systems design course, a seminar component in the capstone design course, a statistics and probability elective, and general education electives better reflecting the cultural and societal outcomes of ABET EAC 2000. We believe that the new B.S.M.E. curriculum better prepares our engineering graduates to readily enter the work force in the 21st century.

Introduction The mission of the Department of Mechanical Engineering at IUPUI is to provide high quality education in mechanical engineering for both undergraduate and graduate students. The Mechanical Engineering B.S. Degree program at Indiana University–Purdue University Indianapolis (IUPUI) has been accredited by ABET since the early 1980s and is currently due for a review in Fall 2004. Recently, there has been a growing emphasis on redefining the curriculum based on an assessment of program outcomes that provide a strong balance of technical background and professional development.

Any curriculum redesign needs to include the Accreditation Board for Engineering and Technology (ABET) 2000 outcomes-based assessment [1]. Engineering educators have been modifying and enhancing the mechanical engineering curriculum through a variety of means including advanced breadth and depth, creative and collaborative process and multidisciplinary projects and experience [2-6]. Murphy and Lineberry [4] discussed the accreditation

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Pidaparti, R., & Akay, H. (2004, June), Me Curriculum Redesign Through An Assessment Process Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12744

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