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Promoting Consistent Assessment of Student Learning Outcomes over Multiple Courses and Multiple Instructors in Continuous Program Improvement

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Mechanical Engineering Assessment

Tagged Division

Mechanical Engineering

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Paper Authors


Randall D. Manteufel University of Texas, San Antonio

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Randall Manteufel is Associate Professor in Mechanical Engineering at the University of Texas at San Antonio. He teaches thermal-fluid courses.

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Amir Karimi University of Texas, San Antonio

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Amir Karimi, University of Texas, San Antonio
Amir Karimi is a Professor of Mechanical Engineering at The University of Texas at San Antonio (UTSA). He received his Ph.D. degree in Mechanical Engineering from the University of Kentucky in 1982. His teaching and research interests are in thermal sciences. He has served as the Chair of Mechanical Engineering (1987 to 1992 and September 1998 to January of 2003), College of Engineering Associate Dean of Academic Affairs (Jan. 2003-April 2006), and the Associate Dean of Undergraduate Studies (April 2006-September 2013). Dr. Karimi is a Fellow of ASEE, a Fellow of ASME, senior member of AIAA, and holds membership in ASHRAE, and Sigma Xi. He has served as the ASEE Campus Representative at UTSA, ASEE-GSW Section Campus Representative, and served as the Chair of ASEE Zone III (2005-07). He chaired the ASEE-GSW section during the 1996-97 academic year.

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Criterion 3 of ABET Engineering Accreditation Commission (EAC) requires that engineering programs have documented student outcomes that prepare graduates to attain the program educational objectives. Student outcomes are outcomes (a) through (k) established by ABET-EAC, plus any additional outcomes that the program wishes to articulate. Criterion 4 of ABET-EAC requires that each engineering program must regularly use documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. The University of Texas at San Antonio (UTSA) completed a successful ABET reaccreditation of its mechanical engineering programs in fall 2010. The program is preparing for the next ABET accreditation visit in fall 2016. The assessment instruments have been revised and the process streamlined for greater efficiency. A set of assessment tools was enhanced and used to evaluate student outcomes. The assessment tools included homework assignments, project reports, exam results, and student surveys/interviews. For each subject in the curriculum, the course objectives are re-evaluated by the faculty on a regular basis to ensure that the program outcomes were being met. For each course a portfolio is created which contained sufficient information needed for the assessment. A set of faculty are assigned to each course to review the course portfolio and evaluate the student learning outcomes. Their recommendations are input to program improvements. This paper discusses the assessment process and attainment of student outcomes for the program. It explains how assessment data are collected, analyzed, and used in the enhancement of the mechanical engineering program. It also describes the management of the assessment process. Lessons learned from our assessment experience are described, especially in the area of streamlining the process for greater efficiency.

Manteufel, R. D., & Karimi, A. (2016, June), Promoting Consistent Assessment of Student Learning Outcomes over Multiple Courses and Multiple Instructors in Continuous Program Improvement Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25986

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