Figure 1 Screen shot of the instructions page.

Transcription

1 Mechanical Engineering/Mechanical Engineering Technology Course Assessment Tool Department of Engineering & Design Eastern Washington University 16 Nov The following 7 figures show the 7 worksheets that comprise the course assessment tool used for courses taught in the Engineering & Design Department to ME and MET students. This version was developed in November 2012 to address the ABET ME Evaluation Team s request to separate the evaluation of ME and MET students in blended courses. It has been filled out using the available data for MENG 380 which is being taught to 26 ME and 11 MET students during the Fall 2012 term. Additional evaluation tools will be added as they are completed and the student evaluation scores will be included when they become available during the Winter 2013 quarter.

2 Figure 1 Screen shot of the instructions page.

3 ABET Evaluation MENG Thermodynamics Weiser - Fall 2012 Major (circle one) EE ME MET TECH VCD Other Please place a X or check in the box that best describes how well you felt this class met the following course objectives that were listed on the syllabus. Student Evaluation Course Objectives Excellent Good Average Poor Observed 1. Use scientific language to describe heat, temperature, pressure, work, and energy. (criteria TAC 3b, EAC 3a) 2. State and apply the 1st Law of Thermodynamics for flow and non-flow systems. (criteria TAC 3a & b, EAC 3a & k) 3. Identify processes and properties related to energy storage, transport, and transformation. (criteria TAC 3b & EAC 3a) 4. State and apply the 2nd Law of Thermodynamics and describe reversible and irreversible processes and define thermal efficiency. (criteria TAC 3a & b, EAC 3a & k) 5. Explain the Carnot cycle and its importance in Thermodynamics. (criteria TAC 3a & EAC 3k) 6. Sketch the p-v and t-v diagrams for steam. (criteria TAC 3a & EAC 3k) 7. Determine material properties using tables and charts. (criteria TAC 3a & 3g, EAC 3k) 8. Solve problems using the ideal gas law. (criteria TAC 3a & EAC 3k) 9. Identify and analyze various power and refrigeration cycles. (criteria TAC 3a & EAC 3k) 10. Compare thermodynamic cycles and heat transfer process in the lab with theoretical performance. (criteria TAC 3c, e, & g, EAC 3b, e, & g) 11. Compute rates of heat transfer in solids and liquids using theoretical and empirical methods. (criteria TAC 3a & EAC 3k) 12. Understand the historical nature of codes and regulations for power systems and the role of professional societies in their development. (criteria TAC 3h, i, & j, EAC 3f, i, & h) Figure 2 The end of term student evaluation form. e the section for the students to indicate their major.

4 ME Students MENG Thermodynamics: Instructor and Student Course Objective Assessment Quarter: Fall 2012 Instructor: Weiser Student Perception Course Embedded Assessment of Student Performance Raw Scores Percent Course Objective 1. Use scientific language to describe heat, temperature, pressure, work, and energy. (criteria TAC 3b, EAC 3a) EAC Criteria ME Outcomes Tool 1 a 1.1, 1.2, 2.1, 2.2 Hmwk 1 90 Score Score Score Score Score Score (% ) Tool 2 (% ) Tool 3 (% ) Tool 4 (% ) Tool 5 (% ) Tool 6 (% ) Perf. Comp. Exc Good Ave Poor 3.6 Obs Exc Good Ave Poor Obs Stud Eval. Comp. Total Compo site State and apply the 1st Law of Thermodynamics for flow and non-flow systems. (criteria TAC 3a & b, EAC 3a & k) Exam Identify processes and properties related to energy storage, transport, and transformation. (criteria TAC 3b & EAC 3a) Lab 1 Water Heater State and apply the 2nd Law of Thermodynamics and describe reversible and irreversible processes and define thermal efficiency. (criteria TAC 3a & b, EAC 3a & k) 5. Explain the Carnot cycle and its importance in Thermodynamics. (criteria TAC 3a & EAC 3k) a 1.1, 1.2, 2.1, 2.2 Exam 2 66 Exam 2 66 a 1.1, 1.2, 2.1, Sketch the p-v and t-v diagrams for steam. (criteria TAC 3a & EAC 3k) Hmwk Determine material properties using tables and charts. (criteria TAC 3a & 3g, EAC 3k) Exam 1 80 Hmwk Solve problems using the ideal gas law. (criteria TAC 3a & EAC 3k) f 4.2, 6.1 i 4.2, 4.3, 6.1, 6.2 h 4.2, 6.1, 6.2 Hmwk Identify and analyze various power and refrigeration cycles. (criteria TAC 3a & EAC 3k) Hmwk Compare thermodynamic cycles and heat transfer process in the lab with theoretical performance. (criteria TAC 3c, e, & g, EAC 3b, e, & g) b 2.2, 2.3, 3.1 d 4.1, 4.2, 5.2 g 5.1, 5.2 Lab 2 Specific Heat Compute rates of heat transfer in solids and liquids using theoretical and empirical methods. (criteria TAC 3a & EAC 3k) a 1.1, 1.2, 2.1, 2.2 Exam Understand the historical nature of codes and regulations for power systems and the role of professional societies in their development. (criteria TAC 3h, i, & j, EAC 3f, i, & h) Instructor Comments (Course Objectives): Please comment about class learning objectives achieved or not (and why). Number of responses: 0 Figure 3 The ME Data worksheet where the course assessment scores are entered for the ME students.

5 MENG Thermodynamics: Course Assessment Tool ME Program Educational Outcome Assessment Instructor: Weiser Quarter: Fall 2012 Educational Program Outcome Course Objective Total Composites (from "ME Scoring" page) Composite 1.1 To have the students demonstrate their ability to understand technical and industrial terminology and processes To have the students demonstrate their ability to understand 1.2 industrial concepts. To have the students apply learned knowledge to practical 2.1 problems and adapt to emerging applications of mathematics, science, engineering and technology. To have the students use typical design tools, hardware, and 2.2 software in an efficient manner. To have the students conduct, analyze and interpret experiments and apply experimental results to improve 2.3 processes and the design of mechanical and thermal systems. The students are able to evaluate a problem and bring general design strategies to bear on the problem with a 3.1 commitment to quality, timeliness, and continuous improvement. The students are able to plan and coordinate a project and 3.2 manage systems. To have the students demonstrate their ability to function 4.1 effectively on teams. To have the students understand professional, ethical and social responsibilities; To have the students demonstrate 4.2 respect for diversity and a knowledge of contemporary professional, societal and global issues. To have the students recognize the need for, and 4.3 demonstrate an ability to engage in lifelong learning. The students are able to write clearly and concisely to a 5.1 variety of audiences. The students are able to communicate verbally, give presentations, demonstrate skills related to persuasion, 5.2 listening and the consideration of other points of view, appropriate for industry. To have faculty and students involved with regional companies, department technology and engineering 6.1 clubs/student sections, and professional societies ASME, SME, ASHREA, and ASM. To have an Industrial Advisory Board to actively involved with 6.2 the program ABET EAC Criteria 3 a b c d e f g h i j k Composite from Educational Program Outcomes Instructor Comments (Program Outcomes and ABET Criteria): Please comment on changes that will be done, analysis about educational program outcomes being met satisfactorily, ABET criteria being fulfilled, etc. In general any data about the class that should be shared (or that you want to address in the quarterly/annual meeting should be included here) Coverage of ME Program Outcomes in ENGR Senior Seminar a b c d e f g h i j k Figure 4 The compiled report for the ME students.

6 MET Student MENG Thermodynamics: Instructor and Student Course Objective Assessment Quarter: Fall 2012 TAC Course Objective Criteria MET Outcomes 1. Use scientific language to describe heat, temperature, pressure, work, and energy. (criteria TAC 3b, EAC 3a) Tool 1 Hmwk 1 84 Instructor: Weiser Score Score Score Score Score Score (% ) Tool 2 (% ) Tool 3 (% ) Tool 4 (% ) Tool 5 (% ) Tool 6 (% ) Perf. Comp. Exc Good Ave Poor Student Perception Course Embedded Assessment of Student Performance Raw Scores Percent 3.1 Obs Exc Good Ave Poor Obs Stud Eval. Comp. Total Compo site State and apply the 1st Law of Thermodynamics for flow and non-flow systems. (criteria TAC 3a & b, EAC 3a & k) Exam Identify processes and properties related to energy storage, transport, and transformation. (criteria TAC 3b & EAC 3a) 4. State and apply the 2nd Law of Thermodynamics and describe reversible and irreversible processes and define thermal efficiency. (criteria TAC 3a & b, EAC 3a & k) 5. Explain the Carnot cycle and its importance in Thermodynamics. (criteria TAC 3a & EAC 3k) Lab 1 Water Heater Exam 2 64 Exam Sketch the p-v and t-v diagrams for steam. (criteria TAC 3a & EAC 3k) Hmwk Determine material properties using tables and charts. (criteria TAC 3a & 3g, EAC 3k) g 5.1, 5.2 Exam 1 76 Hmwk Solve problems using the ideal gas law. (criteria TAC 3a & EAC 3k) Hmwk Identify and analyze various power and refrigeration cycles. (criteria TAC 3a & EAC 3k) Hmwk Compare thermodynamic cycles and heat transfer process in the lab with theoretical performance. (criteria TAC 3c, e, & g, EAC 3b, e, & g) e 4.1, 4.2, 5.2 g 5.1, 5.2 Lab 2 Specific Heat Compute rates of heat transfer in solids and liquids using theoretical and empirical methods. (criteria TAC 3a & EAC 3k) 12. Understand the historical nature of h 4.2, 4.3, 6.1, 6.2 codes and regulations for power i 4.2, 6.1 systems and the role of professional j 2.1, 4.2, 6.1, 6.2 societies in their development. (criteria TAC 3h, i, & j, EAC 3f, i, & h) Instructor Comments (Course Objectives): Please comment about class learning objectives achieved or not (and why). Exam Number of responses: 0 Figure 5 The MET Data worksheet where the course assessment scores are entered for the MET students.

7 MENG Thermodynamics: Course Assessment Tool MET Program Educational Outcome Assessment Instructor: Instructor Quarter: Fall 2012 Educational Program Outcome Course Objective Total Composites (from "MET Scoring" page) Composite 1.1 To have the students demonstrate their ability to understand technical and industrial terminology and processes To have the students demonstrate their ability to understand 1.2 industrial concepts. To have the students apply learned knowledge to practical 2.1 problems and adapt to emerging applications of mathematics, science, engineering and technology. To have the students use typical design tools, hardware, and 2.2 software in an efficient manner. To have the students conduct, analyze and interpret experiments and apply experimental results to improve 2.3 processes and the design of mechanical and thermal systems. The students are able to evaluate a problem and bring general design strategies to bear on the problem with a 3.1 commitment to quality, timeliness, and continuous improvement. The students are able to plan and coordinate a project and 3.2 manage systems. To have the students demonstrate their ability to function 4.1 effectively on teams. To have the students understand professional, ethical and social responsibilities; To have the students demonstrate 4.2 respect for diversity and a knowledge of contemporary professional, societal and global issues. To have the students recognize the need for, and 4.3 demonstrate an ability to engage in lifelong learning. The students are able to write clearly and concisely to a 5.1 variety of audiences. The students are able to communicate verbally, give presentations, demonstrate skills related to persuasion, 5.2 listening and the consideration of other points of view, appropriate for industry. To have faculty and students involved with regional companies, department technology and engineering 6.1 clubs/student sections, and professional societies ASME, SME, ASHREA, and ASM. To have an Industrial Advisory Board to actively involved with 6.2 the program. ABET TAC Criteria 3 Composite from Educational Program Outcomes a b c d e f g h i j k Instructor Comments (Program Outcomes and ABET Criteria): Please comment on changes that will be done, analysis about educational program outcomes being met satisfactorily, ABET criteria being fulfilled, etc. In general any data about the class that should be shared (or that you want to address in the quarterly/annual meeting should be included here) Coverage of ABET ETAC Criteria 3 in MENG Thermodynamics Coverage of MET Program Outcomes in MENG Thermodynamics a b c d e f g h i j k Figure 6 The compiled report for the MET students.

8 k a b c ABET EAC Pub Oct 2011 an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments, as well as to analyze and interpret data an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and a b c d ABET ETAC Pub Oct an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities; an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies; an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes; an ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives; d an ability to function on multidisciplinary teams e an ability to function effectively as a member or leader on a technical team; e an ability to identify, formulate, and solve engineering problems f an ability to identify, analyze, and solve broadlydefined engineering technology problems; g an ability to communicate effectively g an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; i f a recognition of the need for, and an ability to engage in life-long learning an understanding of professional and ethical responsibility ABET Criteria 3 Listing h i an understanding of the need for and an ability to engage in self-directed continuing professional development; an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity; j a knowledge of contemporary issues j a knowledge of the impact of engineering technology solutions in a societal and global context; and h the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context a commitment to quality, timeliness, and continuous improvement. k a commitment to quality, timeliness, and continuous improvement Figure 7 The listing of ABET Criteria 3 that is on the back of the student evaluation form. It is organized to allow comparison between EAC and ETAC.