Program Assessment Process for ABET

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Program Assessment Processfor ABET
Presented to Industrial Advisory Board, October
5, 2001

• H. U. Akay
• Professor and Chair
• Department of Mechanical Engineering
• Indiana University-Purdue University Indianapolis

http//www.engr.iupui.edu/me
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Outline

• ABET Engineering Criteria 2000
• Current curriculum
• Program objectives and outcomes
• Assessment process adopted
• Design courses
• Future work

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ABET

• ABET (Accreditation Board for Engineering and
  Technology)
• is the sole agency responsible for the
  accreditation of U.S. educational programs that
  lead to engineering degree
• recently has adopted a radically new set of
  criteria for accreditation of U.S. engineering
  programs, know an Engineering Criteria 2000 (EC
  2000).

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Engineering Criteria 2000

• An outcomes assessment program that requires each
  engineering program seeking accreditation or
  re-accreditation to establish its own internal
  assessment process, which in turn, will be
  assessed by ABET.

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Engineering Criteria 2000

• Calls for
• detailed, published educational objectives that
  are consistent with the institutions mission and
  EC 2000
• detailed, published program outcomes that are
  consistent with the program objectives and EC
  2000
• a curriculum and process that ensures the
  achievement of these objectives and
• a system of ongoing evaluation that demonstrates
  achievement of these objectives and uses the
  results to improve the effectiveness of the
  program.

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ME Department

• In 1998, the ME department has received a full
  six-year accreditation according to the old
  criteria
• Next ABET review is scheduled for 2004 which will
  be based on the new criteria

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Department Vision

• The vision of the Department of Mechanical
  Engineering is to be an innovative leader in
  providing undergraduate and graduate mechanical
  engineering education, and conducting high
  quality research and service for industry and
  government in Indianapolis, the State and beyond

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Department Mission

• The mission of the Department of Mechanical
  Engineering is to 
• Provide high quality education in mechanical
  engineering for both undergraduate and graduate
  students
• Enhance and provide support for high quality
  faculty research to ensure quality education
• Increase the programs national and international
  reputation
• Enhance our community through civic
  responsibility and the promotion of economic
  development
•  

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Curriculum Freshman Common for all engineers

• First Semester
• ENGR 195 Intr to Engineering Profession (1)
• ENGR 196 Intr to Engineering (3)
• CHEM C111 Chemical Science 1 (3)
• COMM R110 Fundamentals of Speech Communication
  (3)
• MATH 163 Integrated Calculus and Analytical
  Geometry I (5)

• Second Semester
• ENGR 197 Intr to Programming Concepts (3)
• Science Elective (3)
• ENG W131 Elementary Composition (3)
• MATH 164 Integrated Calculus and Analytical
  Geometry II (5)
• PHYS 152 Mechanics (4)

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Curriculum Sophomore Year

• Third Semester
• ME 200 Thermo-dynamics (3)
• ME 270 Basic Mechanics I (3)
• ECON 201 Introduction to Microeconomics (3)
• MATH 261 Multivariate Calculus (4)
• PHYS 251 Heat, Electricity, and Optics (5)

• Fourth Semester
• ME 262 Mechanical Design I (3)
• ME 272 Basic Mechanics II (3)
• EE 201 Linear Circuit Analysis I (3)
• EE 207 Electronic Measurement Techniques
  Laboratory (1)
• MATH 262 Linear Algebra and Differential
  Equations (4)
• Gen Ed Elective (3)

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Curriculum Junior Year

• Fifth Semester
• ME 272 Mechanics of Materials (4)
• ME 310 Fluid Mechanics (4)
• ME 330 Modeling and Analysis of Dynamics Systems
  (3)
• MSE 345 Introduction to Engineering Materials (3)
• Gen Ed Elective (3)

• Sixth Semester
• ME Elective (3)
• ME 314 Heat and Mass Transfer (4)
• ME 340 Dynamic Systems and Measurements (3)
• ME 372 Mechanical Design II
• Gen Ed Elective (3)

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Curriculum Senior Year

• Seventh Semester
• ME 482 Control Systems Analysis and Design (3)
• ME Elective (3)
• TCM 360 Communication in Engineering Practice (2)
• Technical Elective (3)
• Gen Ed Elective (3)

• Eight Semester
• ME 410 Engineering Ethics and Professionalism (1)
• ME 462 Engineering Design (4)
• ME Electives (3)
• ME Elective (3)
• Gen Ed Elective (3)

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Course outcomes

• In Fall 00
• Faculty prepared outcomes for all undergraduate
  courses
• Made the outcomes known to students by
• including them in their syllabi, and
• reviewing them with students throughout the
  semester
• A survey for course outcomes implemented for each
  course
• The surveys were analyzed and faculty were asked
  to comment on the results by submitting one
  paragraph report to the chair with
  recommendations

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Program Objectives

• Apply to what the graduates should be able to
  accomplish in the work place a few years after
  the graduation

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Adopted Program Objectives

• The overall educational objective of the
  undergraduate program in the Department of
  Mechanical Engineering is to educate students
  with excellent technical capabilities in
  mechanical engineering discipline and related
  fields who will be responsible citizens and
  continue their professional advancement through
  life-long learning.

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Adopted Program Objectives (contd)

• As practicing engineers, our graduates should be
  able to
• Apply sound design methodology in
  multidisciplinary fields of mechanical
  engineering.
• Competently use mathematical methods, engineering
  analysis, and measurement and instrumentation
  techniques.
• Practice effective oral and written communication
  skills.
• Understand the environmental, ethical, diversity,
  cultural, and contemporary aspects of their work.
• Work collaboratively and effectively in
  engineering and manufacturing industries.
• Assume positions of professional leadership in
  industry and government. 

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Program Outcomes

• The Program Outcomes apply to what the students
  should be able to do at the time of graduation

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Adopted Undergraduate Program Outcomes
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Assessment of Outcomes

• The program outcomes a-k were established
  including all mechanical engineering specific
  outcomes required by ABET
• The assessment committee made a mapping of course
  outcomes to program outcomes
• A program outcomes survey devised for the
  graduating seniors
• A program outcomes survey is devised for alumni
  and industry

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Tools Used for Assessment

• Course outcome surveys
• Program outcome surveys
• Alumni and employer surveys
• Monitoring student satisfaction via surveys and
  meetings
• Monitoring FE exam results

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Tools Used for Assessment (contd)

• Assessing the student work in selected key
  courses which cover all program outcomes
• Common guidelines and rubrics for student reports
  in
• Laboratory experiments
• Major design project reports

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ME 462 Engineering DesignExisting Capstone
Design Course

• The last one out of a sequence of three
  mechanical design courses in the curriculum
• The students
• Design a mechanical system
• Build a prototype or a computer model of the
  system
• They work in teams
• Write a joint report
• Orally present their work
• Prepare and display posters
• Are exposed to lectures from industry
• A design day instituted at the end of the
  semester for project and poster presentations
• Best design and best poster awards are granted

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An ME 462 Project NASAs MOONBUGGY STUDENT
COMPETITION On the Grounds of the U.S. Space
Rocket Center Huntsville, Alabama April 1999,
2000, and 2001 Participated by the Senior Design
Course Students of the Department of Mechanical
Engineering Purdue School of Engineering and
Technology, IUPUI
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ME ??? Design of Thermal Systems A capstone
course planned

• In this course, the students will
• Design a thermal/energy system
• Build a prototype or a computer model of the
  system
• Work in teams
• Write a joint report
• Orally present their work
• Prepare and display posters

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Support needed from industry

• Feedback on our program and graduates
• Suggestions/support for design projects
• Internship opportunities
• Speakers on professional experiences
• Awards for outstanding student or faculty work
• Scholarships or awards for outstanding students
• Lab equipment

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Support needed from industry (contd)

• Publicity of our programs in the community
• Stress the need for stronger engineering programs
  in Indianapolis area to city administration and
  state

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ADOPTED ASSESSMENT SYSTEM
Review program objectives and outcomes
Prepare/revise course outcomes
Conduct surveys for course and program outcomes
assess key courses conduct exit surveys and
monitor FE exams
Conduct student satisfaction, alumni, and
employer surveys
Deficiency?
Yes
No
Make necessary changes
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A typical course outcomes list (8-12 items)

• ME 450 Introduction to Computer-Aided Engineering
• Course Outcomes
• Fall 2000
•  
• After completion of this course, the students
  will be able to
• 1. Use the finite element method as a
  simulation/modeling tool for design k2
• 2. Use the finite element method for stress
  analysis and design of load carrying structures
  k1
• 3. Evaluate the accuracy of results obtained
  from finite element codes a4
• 4. Use the Finite element method for heat
  transfer analysis of solids k1
• 5. Write project reports describing and
  evaluating the obtained results g
• 6. Give oral presentations of your projects
  g

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A typical outcomes survey (partial)
ME 450 Introduction to Computer-Aided
Engineering Course Outcomes Survey Fall
2000   After having completed this course, on a
scale from (1) to (5), please rate how well this
course has helped you to perform the following
course outcomes (1 Very dissatisfied, 5 Very
satisfied) 1. Use the finite element method as a
simulation/modeling tool for design 1 2
3 4 5 2. Use the finite element
method for stress analysis and design of load
1 2 3 4 5 carrying
structures 3. Use the Finite element method for
heat transfer analysis of solids 1 2
3 4 5 4. Evaluate the accuracy of
results obtained from finite element codes 1
2 3 4 5 5. Write project
reports describing and evaluating the obtained
results 1 2 3 4 5 6.
Give oral presentations of your projects 1
2 3 4 5
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Mapping of Course Outcomes to Program Outcomes
 
 
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Publicizing on the Web

• Made the following available on the web
• Course syllabi
• Program outcomes
• Outcomes of all courses

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What did we gain?

• A systematic approach to evaluate and detect the
  strengths and weaknesses of the program
• More attention to specific outcomes in the
  courses
• Maintain continuity among instructors
• Better appreciation of ABET outcomes

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Next step

• Review the program outcomes with
• Industrial Advisory Board
• Student Advisory Board
• Find a solution for soft outcomes (h - j)
• Implement a similar process for graduate program
  assessment needed for NCA

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Next step (contd)

• Establish objective testing methods
• Prerequisite tests
• Exit exams
• Etc.
• More presence on the Web

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• THE END!