Guidelines on Use of Rubrics - California State University...
Transcript of Guidelines on Use of Rubrics - California State University...
Mechanical Engineering DepartmentCourse Evaluation Forms
Fall 2005 Semester
ME 101, Introduction to Mechanical Engineering, Tim Fox............................2ME 286A, Introduction to Mechanical Engineering Design I, Nhut Ho...........5ME 286B, Introduction to Mechanical Engineering Design II, Bob Ryan......18ME 330, Machine Design, Nhut Ho..............................................................22ME 335, Mechanical Measurements, Bob Ryan..........................................26ME 415, Kinematics of Mechanisms, C. T. Lin.............................................30ME 486AB, Senior Design, Bob Ryan..........................................................33AE 486AB, Senior Design, Tim Fox.............................................................37ME 490, Fluid Dynamics, Bob Ryan.............................................................40ME 491, Thermal-Fluid Laboratory, Aram Kachatourians............................45ME 491, Thermal-Fluid Laboratory, Manuel Magrane..................................48ME 520, Robot Mechanics and Control, C. T. Lin........................................51
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Mechanical Engineering - Course Evaluation Form
Course: ME 101 Instructor: Fox Semester/year:Fall 2005 & Spring 2006
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) Math 102
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes No X If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
NA
If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
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Are changes called for the next time this course is taught? Yes X No
Need better solid works software exposure Students are excited, but need more qualified instructor for this element of the course.
Most useful comments from students:Great course
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??)
compared to last year
1. Introduce ME curriculum and profession – c, d, f, h, i Faculty observation; lab tours guest lecturers, group project
3.5 no
2. Foster team play – c, d, Group project, final present-ation, in class exercises
3.5 no
3. Promote effective communication - g Written web research paper; oral group term presentation; required interaction with LRC
4 yes
4. Introduce MS Office – a, d, g, k Written web paper, Excel analysis; term project power point presentation
4 yes
5. Introduce Solid Works – g, k Faculty observation; group project
3 no
6. Introduce engineering fundamentals – units, Newton’s 2nd law, thermal-fluid concepts – a
In-class exercises, group project, lectures
2 no
Evaluation of program outcomes (unweighted arithmetic means of objective evaluations)a. an ability to apply knowledge of mathematics, science, and
engineeringCourse objectives 4 and 6 3
c. an ability to design a mechanical/ thermal system, component, or process to meet desired needs
Course objectives 1 and 2 3.5
d. an ability to function on multidisciplinary teams Course objectives 1, 2, and 4 3.7f. an understanding of professional and ethical responsibility Course objective 1 3.5
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If sampling, please indicate the approximate percent of the class sampled: NA
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??)
compared to last year
g. an ability to communicate effectively Course objectives 3, 4, and 5 3.7
h. the broad education necessary to understand the impact of engineering solutions in a global and societal context
Course objective 1 3.5
i. a recognition of the need for, and an ability to engage in life-long learning
Course objective 1 3.5
k. an ability to use the technique, skills and modern engineering tools necessary for engineering practice
Course objectives 4 and 5 3.5
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Mechanical Engineering - Course Evaluation Form
Course Number: ME 286A Instructor: Nhut Tan Ho Semester/year: F 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor x Course taught previously
Course prerequisite(s)Physics Phys 220a/l
Were the students adequately prepared by prerequisite courses? Yes x No
Were changes implemented since the last time this course was taught? Yes x No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
The design problem was made more open-ended and unstructured.
Students generally struggled with defining the functional requirements of their design, articulating the risks, and allocating team resources
The uncertainty in the availability of the injection molding machine used for the project shortened by two weeks
Students had a hard time managing the projects and assessing the risks involved
Allocated two weeks to teach a new CAM software, Esprit Students seemed to need two additional weeks and a lot more practice with this software in order to use it effectively
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If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Putting more emphasis on how to approach an open-ended, unstructured design problem
Improve student ability to work with an open-ended, unstructured design problem and to better manage the resources
Introduce CAM software, Esprit earlier in the term Give students enough time to familiarize with the software
Introduce GANT chart to help students better manage project and resources
Improve student ability to manage project
Most useful comments from students:Unable to completely learning the CAM software, Esprit
Project needs to be introduced earlier in the semester
Instructor expects students to cover too much materials in one class
Instructor demonstrates interest in helping and assisting students in every way possible
Instructor appears to know subject matter well, likeable but is hot temper sometime
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Are changes called for the next time this course is taught? Yes x No
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Course Objective
Assessment
4=Excellent to 0=Poor
Improved(yes/no/same) compared
to last year
1. Teach the internalization of quality, cost, rate and flexibility as key manufacturing metrics
2. Teach the application of physics to understand the factors that influence the quality, cost and flexibility of processes.
3. Teach the application of an understanding of variation to the factors that influence the quality, cost and flexibility of processes and systems.
4. Teach the internalization of the impact of manufacturing constraints on product design and process planning.
5. Teach the internalization the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly
6. Teach CAD software SolidWorks7. Introduce CAM software and hardware (e.g.,
Esprit, Injection Molding, Rapid Prototyping, and CNC machines)
8. Teach a complete design-build experience of a product, from conception to production, in a teamwork environment
9. Teach personal and professional skills, teamwork, and communications
• Exams• Opportunity sets (formally called homeworks)• CAD lab assignments and mini-projects• Project report• Project presentation• Design project reviews• Field trip report• In class pair-share discussions and debates• Midterm and end of term student evaluation of class• Student evaluation of peers’ work and level of participation and contribution in the project• Class participation via cold calling and peer-discussion and debates • Student surveys at mid semester and at the end of the term on skills improvement• Reflective Memos
3.53.5
3.5
3.74444
2.5
3.5
3
3.5
3.5
ysame
s
yyyyy
n y
s
y
y
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If sampling, please indicate the approximate percent of the class sampled: 100%
10. Introduce to the design-build experience in the context of enterprise and society
11. Introduce the ability to interact effectively with others in business community
12. teamwork, and communications13. To be exposed to the design-build experience in
the context of enterprise and society
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Demonstration of Program OutcomesDemonstration of Program Outcome in the course Course Objectives that
contribute to this program outcome
Instructor’s Assessment(0= poor, to 4= Excellent)
Improved(yes/no/same) compared to last year
Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3Demonstrates Initiative 3Demonstrates Analysis and Judgment 3
1-5 3 s
Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 3.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4Documented Final Design 3.5
8 3.5 S
Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation NADemonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3
1-5,8 3.5 S
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Outcome g: An ability to communicate effectivelyShows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools 4
9-11 3.5 S
Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context Demonstrates Knowledge of Engineering and its Impact on Economic, Ethical and Environmental Issues 3Demonstrates Ability to evaluate existing and Emerging 3 Engineering or Technological Alternatives to Prevent or Minimize Adverse Impacts 3
6-7 3 y
Outcome i: A recognition of the need for, and an ability to engage in life-long learningDemonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 3Demonstrate Interest in Continuous Learning 3
1-5 3 Y
Outcome j: A knowledge of contemporary issuesDemonstrates a Satisfactory Level of General Knowledge Outside of Engineering 3Demonstrates Cultural Adaptability 3Demonstrates Analysis and Judgment 3
1-5 3 y
Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice 3
8 3 y
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Course OutlineME 286A Prepared by: Nhut Tan Ho
Department: Mechanical EngineeringCourse Number: ME 286ACourse Title: Mechanical Design ICredit Units: 3Contact Hours/Week: 2 hr lecture and 3 hr lab Instructor: Nhut Tan Ho
Course DescriptionThis course teaches mechanical design for manufacturing. A design project to build yoyos is currently piloted in this course. The design theme for Fall 05 was designing yoyos for McDonalds’ Happy Meal. In this project, students work in teams and go through the complete product development cycle (i.e., four phases of CDIO), conceiving innovative ideas based on market research for yoyos; designing yoyos to meet technical requirements and manufacturing requirements; integrating the yoyo parts and materials selection; and operating the yoyos in the context of safety and entertainment. Students are exposed to Computer Aided Design and Computer Aided Manufacturing tools and machines (e.g., SolidWorks, Esprit, Injection Molding, Rapid Prototyping, and CNC machines). Engaging in the project helps students internalize quality, cost, rate and flexibility as key manufacturing metrics; internalize the impact of manufacturing constraints on product design and process planning; internalize the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly; and learn personal and professional, teamwork, and communications skills.
Course PrerequisitePhys 220a/l
Course Objective
1. Teach the internalization of quality, cost, rate and flexibility as key manufacturing metrics 2. Teach the application of physics to understand the factors that influence the quality, cost and flexibility of processes.3. Teach the application of an understanding of variation to the factors that influence the quality, cost and flexibility of processes and systems.4. Teach the internalization of the impact of manufacturing constraints on product design and process planning.5. Teach the internalization the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly6. Teach CAD software SolidWorks7. Introduce CAM software and hardware (e.g., Esprit, Injection Molding, Rapid Prototyping, and CNC machines)8. Teach a complete design-build experience of a product, from conception to production, in a teamwork environment9. Teach personal and professional skills, teamwork, and communications10. Introduce to the design-build experience in the context of enterprise and society 11. Introduce the ability to interact effectively with others in business community
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Text, Ref & SoftwareFundamentals of Modern Manufacturing by Mikell P. Groover, Second Edition, Prentice Hall
Course TopicsProcess Planning, CAE, CAD, CAMResume WritingDesign For ManufacturingMaterialsSolidification ProcessesRemoval ProcessesDesign for AssemblyMetal FormingQuality/ControlManufacturing Systems
Course Assignments1. Prepare a resume and update resume evaluated by career office2. Opportunity set approximately every 1.5 weeks 3. Weekly lab assignments for first 7 weeks and project assignments thereafter4. Design project tasks, including forming teams and writing team contracts; design reviews; design presentations; design report; and manufacturing parts5. Field trip to write a report on how manufacturing metrics are implemented at a manufacturing plant6. Student evaluation of peers’ work and level of participation and contribution in the project7. Two exams
Professional Component
Program Outcomesa, c, d, e, f, g, h, i, j, k
Relationship to Program Educational ObjectivesThis course partially meets Educational Program Objectives 2, 3 and 4.
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Course AssessmentME 286A Prepared by: Nhut Tan Ho
Course Objective
1. Teach the internalization of quality, cost, rate and flexibility as key manufacturing metrics 2. Teach the application of physics to understand the factors that influence the quality, cost and flexibility of processes.3. Teach the application of an understanding of variation to the factors that influence the quality, cost and flexibility of processes and systems.4. Teach the internalization of the impact of manufacturing constraints on product design and process planning.5. Teach the internalization the role of key metrics in modern manufacturing systems and design methodologies for manufacturing and assembly6. Teach CAD software SolidWorks7. Introduce CAM software and hardware (e.g., Esprit, Injection Molding, Rapid Prototyping, and CNC machines)8. Teach a complete design-build experience of a product, from conception to production, in a teamwork environment9. Teach personal and professional skills, teamwork, and communications10. Introduce to the design-build experience in the context of enterprise and society 11. Introduce the ability to interact effectively with others in business community
Performance Criteria to Meet Course Objectives 1. 70% or more of students should be able to apply physics and analyze tradeoffs (based on key metrics) in a design for manufacturing problem. (outcomes a, e, h, i, j) [Objectives 1,2,3,4,5]
2. 70% of the students should be able to use computer-aided design/manufacturing software and machines for manufacturing. (outcomes a, g, h, i, k) [Objectives 6,7]
3. 70% of the students should be able to articulate the process of a design-build project, which involves defined functional requirements, design parameters, concepts, analysis method, risks, risk mitigation, and project management. (outcomes c, e, f, i, j, k) [Objectives 8]
4. 70% of the students should demonstrate the ability to work in teams and proper oral and technical writing skills with correct spelling, grammar, sentence structure, proper report organization and content. (outcome g) [Objectives 9,10,11]
Practices Used to Achieve Objectives1. Class demos/parts and video on manufacturing methods2. Regularly give students “How parts were made?” exercises (i.e., ask students to identify possible manufacturing method based on a picture and description of the
part) 3. Lectures emphasizing manufacturing techniques and latest research results4. Concept questions throughout lectures5. Field trip to study how manufacturing principles are applied in an enterprise
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6. Project involves designing and prototyping yoyos for McDonalds’ Happy meal. Design project requires students use the CAD/CAM packages; analyze tradeoffs among manufacturing metrics; apply physics to study to influence of metrics; articulate the functional requirements, design parameters, design concepts, risk mitigation measure, and analysis tools; and perform research to identify the operation of the design product in the context of society and enterprise.
7. Student evaluation of peers’ work and level of participation and contribution in the project8. Project reviews, and interim and final reports 9. In class cold-calling, pair-share discussions and debates
Assessment Methods Selected
Exams Opportunity sets (formally called homeworks) CAD lab assignments and mini-projects Project report Project presentation Design project reviews Field trip report In class pair-share discussions and debates Midterm and end of term student evaluation of instructor and class Student evaluation of peers’ work and level of participation and contribution in the project Class participation via cold calling and peer-discussion and debates Student surveys at mid semester and at the end of the term on skills improvement Performance in student design competition Professor reflective Memos
Documentation of Assessment and Demonstration of Course Objectives Met
Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 3.5Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3Demonstrates Analysis and Judgment 3
Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 3.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4Documented Final Design 3.5
Outcome d: An ability to function on multi-disciplinary teams Quality of Overall Team Function 3
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Communication among Team Members 3Team Organization and Leadership 2.5
Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 3.5Demonstrates Innovation 3Demonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3
Outcome f: An understanding of professional and ethical responsibilityRecognize and Make Appropriate Decisions in Situations in which Personal or Professional Ethics are Required 3Design Processes and Systems to Minimize Use of Resources and Impact on the Environment 3Knows regulations and Standards used in Practice 3
Outcome g: An ability to communicate effectivelyShows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools 4
Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context Demonstrates Knowledge of Engineering and its Impact on Economic, Ethical and Environmental Issues 3Demonstrates Ability to evaluate existing and Emerging Engineering or Technological Alternatives to Prevent or Minimize Adverse Impacts 3
Outcome i: A recognition of the need for, and an ability to engage in life-long learningDemonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 4Demonstrate Interest in Continuous Learning 3
Outcome j: A knowledge of contemporary issuesDemonstrates a Satisfactory Level of General Knowledge Outside of Engineering 3Demonstrates Cultural Adaptability 3Demonstrates Analysis and Judgment 3
Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
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Feedback Channels
A discussion on the first day of class on the learning and teaching techniques that work best for students and professorClass review sessions for upcoming examsPeer evaluation for students to evaluate their team matesPerformance on exams and homework and project reviews and project reports and team meetings with professorMid-semester feedback questions on classes materials, student and professor performanceStudent participation in classStudent attendance and questions raised during office hours and labConceptual questions during lectureHours students spent doing class work outside classStudents’ discussion and understanding during class pair-share discussions and debates
Evaluation Results
Exams …. Opportunity sets (formally called homeworks) CAD lab assignments and mini-projects Project report Project presentation Design project reviews Field trip report In class pair-share discussions and debates Midterm and end of term student evaluation of instructor and class Student evaluation of peers’ work and level of participation and contribution in the project Class participation via cold calling and peer-discussion and debates Student surveys at mid semester and at the end of the term on skills improvement Performance in student design competition Professor reflective Memos
Mid-semester student feedback showed that students were generally very satisfied with the materials covered with lots of suggestions for improving. The suggestions included spending more time to review exam materials and homework, doing more examples with calculations, and making problems less open-ended. Students also enjoyed the turn
Results on homework and exams showed that students grasped the concepts well but needed more iterations with un-structured problems
Design reports, design reviews, team evaluation results showed that students had a good grasp of the design process and were competent enough to take on a new design project. Students also enjoyed the challenges of the project and spent extra time to work on the project.
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Peer evaluation results at the end of the semester showed that students learnt how to work in team, and appreciated the evaluation process, which helps them gauge their contribution to the team.
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Mechanical Engineering - Course Evaluation Form
Course Number: ME 286B/L Instructor: Robert Ryan Semester/year: Fall 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) ME 286A/L
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
Changed textbook Difficult to assess – could have made better use of case studies in text
Changed type of project (ASME Student Design) Project required SolidWorks to complete so improved integration of software tools was the result
Added midterm on VBA Programming Improved assessment of learning, but may not have improved learning itself
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If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Enhance lectures on design topics Make better use of material in text book
Add quizzes and more introductory material for VBA
Some students really struggle with basic programming concepts – need to solve this somehow!
Most useful comments from students:
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Are changes called for the next time this course is taught? Yes X No
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??) compared to
last year
1) Understand and implement basic steps in design process See Attached Spreadsheet 3.1 no
2) Work effectively on student project team 3.2 no
3) Develop communication skills via project and programming reports
3 no
4) Develop computational skills related to design 2.5 no5) Learn basic programming structures and implement in VBA 2.2 no
Outcome c - ability to design system, component, or process 3.1 no
Outcome d - ability to function on teams 3.2 no
Outcome g - ability to communicate effectively 3.1 no
Outcome k - ability to use engineering tools 2.6 no
General Comments
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If sampling, please indicate the approximate percent of the class sampled:67 %
In previous semesters, Lego Mindstorms kits were used as the basis for the design project. These kits were successful in terms of engaging student creativity in a group project, but did not effectively use software tools introduced in the 286A/B sequence (i.e. SolidWorks, CosmosWorks, Excel/VBA).
The project used this semester was the ASME Student Design Contest topic, which will be tested in the Regional Student Competition in Spring 2006. [Note: participation in the competition is optional for the students.] This design project required students to create solid models in SolidWorks, and in most cases CosmosWorks and Excel was used for some analysis. Also the prospect of going to a student competition was a good motivating factor. For these reasons, this change in project type was considered to be successful. There are two difficulties for the future, however:
The ASME project can only be used in Fall offerings of the course.
Funding for this type of project can be problematic. This semester, funds raised by the ASME club via Associated Students was used. Use of Instructionally Related Activities (IRA) funding may be possible in the future.
Although numerical scores dropped slightly for all objectives and outcomes, the most serious drop was for the course objective related to VBA programming. There was a significant drop (2.59 to 2.05) in the average student survey response for the question related to this objective. This was consistent with instructor observations. I think a solution should come from two avenues:
Provide more effective instruction in VBA early in the course, and use frequent quizzes to motivate students and detect conceptual misunderstandings
Keep a tight control of enrollment in this course (20 maximum). This semester there were 30 students in this class.
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Mechanical Engineering - Course Evaluation Form
Course Number: ME 330A Instructor: Nhut Tan Ho Semester/year: F 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor x Course taught previously
Course prerequisite(s)Physics 286a/b
Were the students adequately prepared by prerequisite courses? Yes No x
Were changes implemented since the last time this course was taught? Yes No x If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
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Are changes called for the next time this course is taught? Yes x No
If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Teach the CDIO (conceiving, designing, implementing, operatoring) process with a hands-on design-build experience
Better prepare students for Senior Design
Teach personal and interpersonal skills Better prepare students for Senior Design
Teach machine shop skills Better prepare students for Senior Design
Most useful comments from students:More emphasis on the design aspect
Hands-on project makes class more interesting
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
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If sampling, please indicate the approximate percent of the class sampled: 100%
Course Objectives/Program OutcomesList Course Objectives first
followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Course Objective
Assessment 4=Excellent to
0=Poor
Improved(yes/no/same) compared
to last year
1. Understand the detailed, integrated design process of machine elements
2. Master important aspects of the design, including load determination; stress, strain, and deflection analysis; static and fatigue failure theories; and surface failures
3. Expose to the design of machine elements, including gears, shafts, and bearings
4. Complete a paper design experience of a machine element in a teamwork environment
5. Expose to personal and professional skills, teamwork, and communications
• Exams• Opportunity sets (formally called homeworks)• Project report• Project presentation• Design project reviews• In class pair-share discussions and debates• Midterm and end of term student evaluation of class• Student evaluation of peers’ work and level of participation and contribution in the project• Class participation via cold calling and peer-discussion and debates • Student surveys at mid semester and at the end of the term on skills improvement• Professor reflective Memos
2.74
3.533444
3.5
3.5
3.5
3
n s
ysssss
y
y
y
s
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Demonstration of Program OutcomesDemonstration of Program Outcome in the course Course Objectives that
contribute to this program outcome
Instructor’s Assessment(0= poor, to 4= Excellent)
Improved(yes/no/same) compared to last year
Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3Demonstrates Initiative 3Demonstrates Analysis and Judgment 3
1,2,3,4 3 S
Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 3.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4Documented Final Design 3.5
1,2,3,4 3.5 S
Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation NADemonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3
1,2,3,4 3.5 s
Outcome g: An ability to communicate effectivelyShows Evidence of Teamwork 3Effective Use of written Communication Tools 3Effective Use of Oral/Visual Communication Tools NA
3,4 3.5 S
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Mechanical Engineering - Course Evaluation Form
Course Number: ME 335 Instructor: Robert Ryan Semester/year: Fall 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) ECE 240/L
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
Textbook was changedToo soon to fully assess impact. Students still struggle with uncertainty analysis topics.
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If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
I
Most useful comments from students:
Instructor evaluations not received yet
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Are changes called for the next time this course is taught? Yes No X
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??) compared to
last year
1) Identify instruments with appropriate specifications See Attached Spreadsheet 2.3 no2) Use statistical techniques to estimate random uncertainty and calculate propagation of error. 2.5 same
3) Use computational tools (e.g. Excel, Matlab) to perform data analysis calculations and present results in a graphical form
3.2 no
4) Interface sensors with a PC-based data acquisition system, and effectively use the related software (e.g. LabVIEW)
2.5 no
Outcome b – design, conduct expts., analyze data 2.7 no
Outcome n - statistics, linear algebra 2.5 same
Outcome k - ability to use engineering tools 2.8 no
Outcome g - ability to communicate 3 same
General Comments
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If sampling, please indicate the approximate percent of the class sampled:89 %
None of the course objectives or program outcomes showed improvement. On the student surveys, responses on 5 of the 6 questions were lower, with significant drops in some cases. For example:
Question related to application of statistics, dropped from 2.72 to 2.13
Question related to use of Excel, dropped from 3.67 to 3.13
Question related to use of LabView, dropped from 3.17 to 2.46
The statistics issue has been a persistent one, and is partially linked to a general mathematics weakness in our students. However, efforts must be made to improve this problem. One approach is to spend more class time on example problems.
The drop in response to the questions related to the use of computer tools is undoubtedly linked to the over enrollment in this course which occurred this semester, which was aggravated by one or two computer stations being down throughout the term. This can be solved by:
Maintaining max enrollment at 20 students. This probably means that we have to move to 3 sections per year.
Replace existing computers. We may be able to do this in summer by using “Pentium 2” machines from another department’s lab which are being replaced. Of course purchasing new ones is better if funding permits.
Page 29 of 53
Mechanical Engineering - Course Evaluation Form
Course Number:
ME415 Instructor: C. T. Lin Semester/year: Fall 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) AM316
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes No X If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
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Are changes called for the next time this course is taught? Yes X No
If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Introducing basic Matlab programming earlier in ME curriculum and making it commonplace; or replacing Matlab programming with introduction of SimMechanics by the MathWorks.
Despite inclusion of in-class examples and discussion on creating programs and functions in Matlab, students were struggled with Matlab programming in general.
Most useful comments from students:
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program OutcomesList Course Objectives first,
followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Unscorable
Improved(yes/no/??) compared to
last year
1. Introduce various types of basic closed-chain kinematic mechanisms. Understand motion analysis and linkage design for these mechanisms. Study several analytical and graphical approaches in motion analysis. Learn about the concept of kinematically equivalent mechanism in motion study.
Examinations, computer-assisted design projects
3 No
2. Use general-purpose software to develop computer models of kinematic mechanisms and to simulate their motion. Use computer modeling as a tool for mechanism design and analysis.
Computer-assisted design projects, and report writing
2.5 No
Page 31 of 53
If sampling, please indicate the approximate percent of the class sampled:
Course Objectives/Program OutcomesList Course Objectives first,
followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Unscorable
Improved(yes/no/??) compared to
last year
a. an ability to apply knowledge of mathematics, science, and engineering
Examinations 3 No
e. an ability to identify, formulate, and solve engineering problems
Examinations, computer-assisted design projects
3 No
k. an ability to use the technique, skills and modern engineering tools necessary for engineering practice
Computer-assisted design projects, and report writing
2.5 NoSome students who had never had knowledge and experience in Matlab programming had difficulties in completing computer project assignments.
Page 32 of 53
Mechanical Engineering - Course Evaluation Form
Course Number: ME 486A/B Instructor: R. Ryan Semester/year: Fall 05/ Spring 06
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) Senior Standing
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes No X If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
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If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Require formal PDR and CDR presentations, rather than just “end of semester” presentation
Enforce a more organized design process, increase communication skills practice
Increase emphasis on requiring quantitative analyses for justifying design decisions at CDR
Prevent students from avoiding analysis and relying too much on intuition for design choices
Emphasize project documentation on an ongoing basis
Eliminate end of semester crunch for final written reports, and thus improve report quality
Most useful comments from students:
Page 34 of 53
Are changes called for the next time this course is taught? Yes X No
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??) compared to
last year
Outcome a: an ability to apply knowledge of mathematics, science and engineering
Observations during class, review of written reports and oral presentations
2.8 NA
Outcome c: 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 sustainability.
Observations during class, review of written reports and oral presentations
2.8 NA
Outcome d: an ability to function on multi-disciplinary teams. Observations during class 3 NA
Outcome e: an ability to identify, formulate, and solve engineering problems.
Observations during class, review of written reports and oral presentations
2.7 NA
Outcome f: an understanding of professional and ethical responsibility. Observations during class 3 NA
Page 35 of 53
If sampling, please indicate the approximate percent of the class sampled:
Outcome g: an ability to communicate effectively.
Review of written reports and oral presentations
3 NA
Outcome i: a recognition of the need for, and an ability to engage in life-long learning. Observations during class 3.5 NA
Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Observations during class, review of written reports and oral presentations
3 NA
Outcome o: an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems
Observations during class, review of written reports and oral presentations
2.7 NA
Page 36 of 53
Mechanical Engineering - Course Evaluation Form
Course: AE 486A & B Instructor: Fox Semester/year:Fall 2005 – Spring 2006
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) Senior Standing
Were the students adequately prepared by prerequisite courses? Yes No X
Were changes implemented since the last time this course was taught? Yes No X If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
NA
If Yes, what changes should be made the next time this course is taught?
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Are changes called for the next time this course is taught? Yes X No
Changes recommended for next time Purpose of changes
Implement tighter Schedule control Elluminate too much last minute effort
Push harder on Literature Search Minimize “seat of the pants” design decisons
Stronger emphasis on scheduled design reviews
Increase oral/written communication content by individuals and increase schedule balance.
Most useful comments from students:Push students to dig more deeply by themselves; less faculty input.
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was used
for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved (yes/no/??)
compared to last year
1. Teach design by hands-on effort - d,f Faculty observation; progress reports 4 no2. Foster team play – d, f Faculty observation & final result 3 no3. Promote effective communication - g Competition oral & written elements 3.5 yes4. Demonstrate Analysis ability – a, e, k, l, m, o Progress reports; final report 1 no5. Demonstrate Empirical ability – b, n, o Progress reports; final report 1 no6. Optimize design solution – a, b, c, h, i, j, o Competition demonstration 1 noProgram outcomes average of course objective scores related to each program outcome
a. an ability to apply knowledge of mathematics, science, and engineering Course objectives 4 and 6 1b.an ability to design and conduct experiments, as well as to analyze and
interpret dataCourse objectives 5 and 6 1
Page 38 of 53
If sampling, please indicate the approximate percent of the class sampled: NA
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was used
for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved (yes/no/??)
compared to last year
c. an ability to design a mechanical/thermal system, component, or process to meet desired needs
Course objective 6 1
d.an ability to function on multidisciplinary teams Course objectives 1 and 2 3.5e. an ability to identify, formulate, and solve engineering problems Course objective 4 1f. an understanding of professional and ethical responsibility Course objective 1 and 2 3.5g.an ability to communicate effectively Course objective 3 3.5h.the broad education necessary to understand the impact of engineering
solutions in a global and societal contextCourse objective 6 1
i. a recognition of the need for, and an ability to engage in life-long learning
Course objective 6 1
j. a knowledge of contemporary issues Course objective 6 1k.an ability to use the technique, skills and modern engineering tools
necessary for engineering practiceCourse objective 5 1
.l a knowledge of chemistry and calculus-based physics with depth in at least one
Course objective 5 1
m. applied advanced mathematics through multivariate calculus and differential equations
Course objective 5 1
n.familiarity in statistics and linear algebra Course objective 5 1
o.ability to work professionally in both thermal and mechanical areas including the design and realization of such systems
Course objectives 5 and 6 1
Page 39 of 53
Mechanical Engineering - Course Evaluation Form
Course Number: ME 490 Instructor: Robert Ryan Semester/year: Fall 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) ME 390
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
More time spent introducing how to use FloWorks, whichwas used for one of the projects
Students seemed to be able to complete project with less frustration
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If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Assign more effective homework assignments in second half of course
Improve understanding of theoretical principles related to viscous flow, and their application
Add additional material on turbomachinery, especially centrifugal pump impeller analysis
This material has been covered in ME 493 (Hydraulics), but is being shifted to this course as it relates more directly to ME’s (as opposed to CE’s)
Most useful comments from students:
Page 41 of 53
Are changes called for the next time this course is taught? Yes X No
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what
evidence was used for your assessment?
Instructor’s Direct Outcome Assessment
5=Excellent to 1=Poor
Improved(yes/no/??) compared to
last year
Students should be able to analyze incompressible flow through complex piping systems Surveys, exams, projects
2.9 No
Students should understand how to choose a pump for particular system requirements Surveys, exams
2.75 Yes
Students should be able to analyze internal compressible flows (isentropic, normal shocks, Fanno, and Rayleigh) Surveys, exams, projects
2.55 Yes
Students should have the ability to use computational tools (Excel, FloWorks) to analyze and design flow systems Surveys, projects
2.85 NA (new course obj.)
Students should have a general understanding of viscous flow principles, including boundary layer behavior and the effect of turbulence General observations
2.7 A (new course obj.)
Outcome a: an ability to apply knowledge of mathematics, science and engineering.
2.85 No
Outcome e: an ability to identify, formulate, and solve engineering problems. 2.7 YesOutcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
2.9 No
Outcome o: an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems
2.75 NA (new outcome)
Page 42 of 53
If sampling, please indicate the approximate percent of the class sampled: 100%
Summary of Scores on Rubrics for ME 490 – Fall 2005
Outcome a – an ability to apply knowledge of mathematics, science, and engineering
Criterion 1: 3
Outcome e – an ability to identify, formulate, and solve engineering problems
Criterion 1: 2.7
Criterion 2: NA
Criterion 3: NA
Average: 2.7
Outcome k – an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Criterion 1: 3
Criterion 2: NA
Average: 3
Outcome o – an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems
Criterion 1: 3
Criterion 2: NA
Criterion 3: 2.5
Criterion 4: NA
Average: 2.75
Page 43 of 53
ME 490 Course Assessment Survey - Fall 2005
Question Definitions Question number
Responses (Q's 1-5)
Responses (Q's 6, 7)
Numerical Scale
Mapped course obj.
Mapped prog. Out.
Analysis of Friction Losses 1 NS = Not Sure NS = Not Sure N/A 1 a,e,oDesign Pump-piping Systems 2 VP = Very Poorly SD = Strongly
Disagree0 1,2 a,e,o
Use Excel to Design Systems 3 P = Poorly DA = Disagree 1 4 kApply Integral Forms of Conservation Eqns 4 AD = Adequately N = Neutral 2 a,eUse Tables to Analyze Compressible Flow 5 W = Well AG = Agree 3 3 a,e,oFloWorks Helped Understanding of Nozzle Flow
6 VW = Very Well SA = Strongly Agree 4 k
Use FloWorks More in this Course 7
Responses to Question # >> 1 2 3 4 5 6 7
NS 0 0 0 0 0 0 0VP/SD 0 0 0 1 2 1 0P/DA 2 4 2 2 1 2AD/N 7 9 10 13 10 7 15W/AG 20 16 12 14 13 15 7
VW/SA 5 6 7 3 6 9 9
Number of responses 32 33 33 33 33 33 33
Weighted average 2.94 2.79 2.67 2.48 2.58 2.91 2.70
Weighted averages for each objective/program
Surveys My perception Combined Score
1 2.86 3 2.92 2.79 2.7 2.753 2.58 2.5 2.554 2.67 3 2.855 N/A 2.7 2.7
a 2.70 3 2.85e 2.70 2.7 2.7k 2.79 3 2.9o 2.77 2.75 2.75
For above, see attached scores for each rubric
Page 44 of 53
Mechanical Engineering - Course Evaluation Form
Course Number:
ME491 Instructor: A. Khachatourians Semester/year: Fall 05
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s)
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
Exam given @ finals rather than midterm time frame Gave the students an opportunity to have more experiments completed & a better understanding of error analysis
Oral Presentation conducted prior to other teams having done the lab
More interest shown by students. The presenting team was the “teacher” and had to do some research work and the audience showed more interest because they were seeing it for the first time, rather than two weeks after they had conducted the same experiment
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If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Most useful comments from students:Students requested more experiments, newer equipment, and smaller groups. The said groups of 2 to 3 will be more effective than 5-6.
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what
evidence was used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??) compared to
last year
Page 46 of 53
Are changes called for the next time this course is taught? Yes No X
If sampling, please indicate the approximate percent of the class sampled: 100%
Mechanical Engineering - Course Evaluation Form
Course Number:
ME 491Instructor: Magrane Semester/year: Fall 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
x First time course taught by this instructor Course taught previously
Course prerequisite(s) ME 390 ME 375 ME 370
Were the students adequately prepared by prerequisite courses? Yes x No
Were changes implemented since the last time this course was taught? Yes No x If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
Page 48 of 53
Are changes called for the next time this course is taught? Yes x No
If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Re-format the lab manual Needs to be re-bound and some experiments needed to be re-typed
Properly update procedures Needs to be updated with newer notes in regard to each lab
Most useful comments from students:
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what
evidence was used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??) compared to
last year
Properly record data from a variety of instruments commonly used by mechanical engineers, especially those used to measure pressure, flow rate, and temperature
Observation and discussion within the groups throughout semester
3
Understand the importance of instrument calibration for minimizing systematic errors
Observation of lab groups and submitted lab reports
2
Compare experimental results with theoretical predictions, and explain differences based on physical principles
Submitted lab reports 2
Page 49 of 53
If sampling, please indicate the approximate percent of the class sampled: 100
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what
evidence was used for your assessment?
Instructor’s Direct Outcome Assessment
4=Excellent to 0=Poor
Improved(yes/no/??) compared to
last year
Apply statistical techniques for estimating experimental
uncertainties, and use these uncertainties appropriately
when interpreting data
Submitted lab reports 2
Clearly document the results of an experimental project in written and oral form, using modern software tools (e.g. Microsoft Word, Excel, PowerPoint)
Submitted lab reports 3
Work effectively in a team of student-engineers Observation of lab groups during laboratory assignments
3
Outcome b – design, conduct expts., analyze data Observation of lab groups and submitted lab reports
3, 3, 3, 23
Outcome g - ability to communicate Observation and discussion within the groups throughout semester
3, 22
Page 50 of 53
Mechanical Engineering - Course Evaluation Form
Course Number:
ME520 Instructor: C. T. Lin Semester/year: Fall 2005
The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.
First time course taught by this instructor X Course taught previously
Course prerequisite(s) ME384
Were the students adequately prepared by prerequisite courses? Yes X No
Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?
Changes made since last time Effects of change
Funding provided by the IRA fund to the class was drastically reduced by 60%, from 5K down to 2K, for completing students’ robot design projects.
Students were forced to cut down budget in building their robots. Most of students’ design had to select cheaper material, or less-performance components; yet met the performance specifications. Most of the students paid for some components needed for their projects out of their own pocket.
Page 51 of 3
If Yes, what changes should be made the next time this course is taught?
Changes recommended for next time Purpose of changes
Incorporate supervised sessions of operating and programming Adept robots in the lab into the course.
The Adept desktop robots had finally been repaired and properly calibrated. The lab sessions allow students to relate robot kinematics to actual robot arm operating routines.
Most useful comments from students:
Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.
Course Objectives/Program Outcomes
List Course Objectives first, followed by Program Outcomes
Means of Direct Assessment by Instructor—what evidence was
used for your assessment?
Instructor’s Direct Outcome
Assessment
4=Excellent to 0=Unscorable
Improved(yes/no/??) compared to last year
Page 52 of 3
Are changes called for the next time this course is taught? Yes X No
If sampling, please indicate the approximate percent of the class sampled:
1. Introduce robot kinematics, design, and control. Understand robot configuration and robot design. Study analytical approaches in motion analysis. Learn about using radio-controlled servomotors or microcontroller programming to control robots.
Examinations, computer-assisted projects, robot design project
3 No
2. Use both general-purpose and specific off-line programming software to develop computer models of robot forward and inverse kinematics, and to simulate their motion. Use computer modeling as a tool for robot design and analysis.
Computer-assisted design projects, and report writing
3 No
a. an ability to apply knowledge of mathematics, science, and engineering
Examinations, computer projects
3 No
c. an ability to design a mechanical/thermal system, component, or process to meet desired needs
Robot design project 2.5 No
e. an ability to identify, formulate, and solve engineering problems
Examinations, computer-assisted design projects
3.3 No
k. an ability to use the technique, skills and modern engineering tools necessary for engineering practice
Computer-assisted design projects, and report writing
3 NoFew students seemed to have a bit difficulty in visualizing 3-dimensional mechanisms
Page 53 of 3