Assessing ABET Student Outcome 5 (Teamwork) in BSME Capstone Design Projects

Mynderse, James A.; Gerhart, Andrew L.; Liu, Liping

doi:10.18260/1-2--36702

Cited by 4 publications

(5 citation statements)

References 12 publications

(16 reference statements)

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“…A more detailed list of section-by-section learning objectives with associated Bloom's taxonomy levels are provided to students with the course syllabus. The section-by-section learning objectives were previously reported [5].…”

Section: Measurement Systems Course Organizationmentioning

confidence: 99%

“…Students individual identify topics of their own interests using da Vinci lists, work in teams to select a problem to pursue, and develop a measurement system to address the selected problem. Assessment for both ABET Student Outcome 6 (experimentation) and demonstration of behaviors associated with an entrepreneurial mindset was previously reported [5].…”

Section: Project 3 -Self-directed Projectmentioning

confidence: 99%

“…The new Measurement Systems course was identified as an appropriate course to assess both ABET Student Outcome 6 and Student Outcome 7. Details on the assessment of Student Outcome 6 were previously reported [5]. This work focuses on the assessment of Student Outcome 7.…”

Section: Introductionmentioning

confidence: 99%

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Assessing ABET Student Outcome 7 (New Knowledge) with Measurement Systems

Mynderse

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Team-based projects in a new Measurement Systems course are presented with assessment for ABET Student Outcome 7. The first project is an exploration of strain gages and the second project is an exploration of data acquisition, encoders, and accelerometers. ABET Student Outcome 7 is split into two sub-outcomes. Both projects address the first sub-outcome and project one (strain gages) also addresses the second sub-outcome. A rubric is used to capture multiple dimensions of each sub-outcome with indicators of Unsatisfactory, Minimal, Adequate, or Exemplary (UMAE) and report the percentage of student teams achieving Adequate or Exemplary. Specific to the data presented, additional efforts are needed to improve student assessment of the quality of information and citing sources.

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Section: Measurement Systems Course Organizationmentioning

confidence: 99%

Section: Project 3 -Self-directed Projectmentioning

confidence: 99%

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Assessing ABET Student Outcome 7 (New Knowledge) with Measurement Systems

Mynderse

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Few appropriate rubrics are available in the literature. This outcome could reasonably be interpreted in various ways and assessed differently based on context; for example, this outcome has been assessed in a measurement systems course with rubric items developed specific to individual lab activities [33].…”

Section: Overview Of Toolsmentioning

confidence: 99%

Tools for Comprehensive Assessment of the 7 ABET Student Outcomes in Mechanical Engineering, with Application to Capstone Design

Szatmary

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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The seven ABET Student Outcomes are guidance from industry on the abilities that engineering graduates should have and are central to accreditation of engineering programs in the United States. To address the breadth of engineering abilities, some capstone design courses assess all of these outcomes. The recent revision of the 11 "a-k" outcomes into the current seven makes this approach more tractable; however, the change in scope for some of these outcomes requires a corresponding revision to assessment instruments. This paper reviews assessment tools for each of these outcomes. It also shares a comprehensive set of tools for assessing these outcomes, especially for use in capstone design. These tools are described in the context of the known benefits and limitations of assessment. In particular, they are designed to give students experience with the breadth of engineering competency in authentic settings, and to clearly demonstrate compliance with requirements of ABET and other accrediting bodies. Some notable features include a phase-gate product development process, a project management system inspired by agile scrum, and several assignments that call for individual students to make signature contributions to their project. Taken together, these tools are a model assessment system that can be adopted and modified by other programs. In the long run, we envision the engineering education community developing a shared set of assessment tools that are psychometrically sound and that clearly meet accreditor requirements.

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“…While engineering curricula must include a culminating major engineering design experience [1], engineering technology programs must incorporate an experience that develops student competencies in applying both technical and non-technical skills [2]. In addition, educational programs have used the capstone course for various purposes, including equipping students with project management skills [3,4,5], addressing real-world problems [6,7,8], and as an assessment tool to meet professional accreditation requirements [9,10,11]. Although the process for implementing capstone projects varies between programs and disciplines, such projects normally take two semesters to complete and in the majority of cases, students are organized in teams of two or more [12,13,14].…”

Section: Introductionmentioning

confidence: 99%