First-year engineering curricula are vitally important in improving the quantity and quality of engineering graduates. Many innovative approaches to first-year engineering curriculum development have been created and implemented over the past twenty years. Often, innovative approaches incorporate one or more engineering projects as learning experiences for first-year students.Further, problem-based and project-based pedagogical theories have offered the framework for many innovative learning experiences for engineering students in all four years of engineering curricula. As Texas A&M University improves its first-year engineering curricula, faculty members are re-examining the nature of the project-based learning experiences both to improve the learning experiences and to develop specifications for future project-based learning experiences. This paper presents the rationale behind the five specifications and offers experiences in developing and implementing the design projects for the prototype first-year engineering curricula. The paper also describes the assessment and evaluation plan as well as assessment data that has been analyzed to date.
The ABET process and purpose is very often one of the most misinterpreted notions in academia. While many people know the vision of ABET is to provide leadership in assuring quality and in stimulating innovation in the areas of applied science, computing, engineering, and technology education, they occasionally lose sight of the fact that this assurance resides within the quality of your own program. A common dilemma arises in how to properly showcase the quality of a program. Many programs have sailed successfully through previous ABET visits, but they find the newer process of outcomes-based accreditation somewhat overwhelming and do not know how to proceed. In addition, programs are uncertain of the best methods or tools to evaluate the level of achievement of expected outcomes for graduates.Information available on assessment methods will likely include terminology, such as direct and indirect methods, but the exact definition or implementation of these methods frequently causes great strife. Common questions include, "What is the best assessment method?", "How many assessment methods does an ABET evaluator want to see?", or even "How do you incorporate assessment methods?" The most common assessment method utilized by departments to gather data for ABET purposes would probably be the survey mechanism. Although easy to assemble and distribute, it is not always the best means for assessment in every particular case. The purpose of this paper is to assist both established and newer programs with determining methods to successfully navigate through the ABET process. Development and implementation factors will also be discussed. The authors are both from an established ABET department but are in the process of incorporating newer methods for their accreditation process. Both experienced and new personnel working with ABET programs will hopefully learn more about utilizing assessment methods effectively in their individual program.
He also serves as the Director for the Texas Institute for Intelligent Materials and Structures (TiiMS). His research involves the design, characterization and modeling of multifunctional material systems at nano, micro and macro levels. During the past two decades he has published extensively on the subject of shape memory alloys with his students, postdoctoral associates and colleagues and several of his journal papers are now considered classic papers in the field. He served as an Associate Vice President for Research for Texas A&M University from 2001-2004, and as the first chair of the Materials Science and Engineering Program at TAMU. He has been involved with curriculum innovations and engineering education throughout his career, notably with the Foundation Coalition, where he focused on restructuring the sophomore year engineering curriculum.
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