Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.409.1 - 4.409.14
Outcomes Assessment Results of a Multi-disciplinary First -Year Engineering Course at the University of New Haven
Ismail I. Orabi University of New Haven
An assessment of the effects of a multi-disciplinary first-year engineering course was conducted at the University of New Haven during the spring, 1998. It is the students’ first exposure to engineering and probably their first meaningful design experience. It starts with engineering applications and concepts in problem solving, and ends with introduction to design. This is the first place the student is introduced to industrial quality design tools through the use of design environment that provides such features as simulations, animation and virtual laboratory.
The assessment tools for this course include course profiles, classic tests, projects, oral presentations, written reports and student surveys. Two surveys were conducted during the semester, one at the beginning and one at the end of the semester. The first survey was designed to measure student perceptions about themselves and their skills in several topics such as mathematics, computer usage, and team and communication skills. The second survey was designed for outcome assessment of achieving the course objectives and the level of increasing their skills.
The assessment results show a very strong correlation between student satisfaction measured by the survey and active experience in the classroom. The assessment of the course by students has led to increased hands-on projects, multimedia technology usage, computer simulations, and assignments linked more closely to real-world applications.
ES 107, Introduction to Engineering, is a three semester-hour course introducing students to engineering disciplines, professional practice and ethics, creative problem solving, basic computer skills, team skills, and technical presentations. The course is required for all freshman engineering students and a majority of non-engineering majors at the University of New Haven take it as a scientific methodology elective. The course introduces future engineers as well as non-engineering students to various disciplines of engineering, the fundamental concepts of design, representation of technical data and theoretical concepts. This course is conducted as a lecture course with several computer simulations as well as virtual and hands-on projects assigned throughout the semester.
ABET’s new assessment criteria require faculty to demonstrate that the graduates are
Orabi, I. (1999, June), Outcomes Assessment Results Of A Multi Disciplinary First Year Engineering Course At University Of New Haven Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7871
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