Guidelines on Use of Rubrics - California State University ...lcaretto/MEdepartment/assessment/allFall... · Web viewIntroduce CAM software and hardware (e.g., Esprit, Injection Molding,

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







Improved(yes/no/??)


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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Course Number: ME 286A Instructor: Nhut Tan Ho Semester/year: F 2005


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?


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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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







Instructor’s Direct Course Objective

Assessment


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 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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Course Number: ME 286B/L Instructor: Robert Ryan Semester/year: Fall 2005



Course prerequisite(s) ME 286A/L


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?


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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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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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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Course Number: ME 330A Instructor: Nhut Tan Ho Semester/year: F 2005


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?


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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



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Course Objectives/Program OutcomesList Course Objectives first

followed by Program Outcomes



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


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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Course Number: ME 335 Instructor: Robert Ryan Semester/year: Fall 2005



Course prerequisite(s) ECE 240/L




Textbook was changedToo soon to fully assess impact. Students still struggle with uncertainty analysis topics.

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I


Instructor evaluations not received yet

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Are changes called for the next time this course is taught? Yes No X










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.

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Course Number:

ME415 Instructor: C. T. Lin Semester/year: Fall 2005



Course prerequisite(s) AM316




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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.




Course Objectives/Program OutcomesList Course Objectives first,





4=Excellent to 0=Unscorable


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

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If sampling, please indicate the approximate percent of the class sampled:

Course Objectives/Program OutcomesList Course Objectives first,







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


3 No



2.5 NoSome students who had never had knowledge and experience in Matlab programming had difficulties in completing computer project assignments.

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Course Number: ME 486A/B Instructor: R. Ryan Semester/year: Fall 05/ Spring 06



Course prerequisite(s) Senior Standing




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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


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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.


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.


2.7 NA

Outcome f: an understanding of professional and ethical responsibility. Observations during class 3 NA

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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


3 NA

Outcome o: an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems


2.7 NA

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Course: AE 486A & B Instructor: Fox Semester/year:Fall 2005 – Spring 2006



Course prerequisite(s) Senior Standing

Were the students adequately prepared by prerequisite courses? Yes No X



NA


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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.





Means of Direct Assessment by Instructor—what evidence was used

for your assessment?



Improved (yes/no/??)


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

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If sampling, please indicate the approximate percent of the class sampled: NA



Means of Direct Assessment by Instructor—what evidence was used

for your assessment?



Improved (yes/no/??)


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


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


m. applied advanced mathematics through multivariate calculus and differential equations


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

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Course Number: ME 490 Instructor: Robert Ryan Semester/year: Fall 2005



Course prerequisite(s) ME 390




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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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)


Page 41 of 53






Means of Direct Assessment by Instructor—what

evidence was used for your assessment?




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)

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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

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Course Number:

ME491 Instructor: A. Khachatourians Semester/year: Fall 05



Course prerequisite(s)




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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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.










last year

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Are changes called for the next time this course is taught? Yes No X


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Course Number:

ME 491Instructor: Magrane Semester/year: Fall 2005


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?


Page 48 of 53




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











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








last year

Apply statistical techniques for estimating experimental

uncertainties, and use these uncertainties appropriately

when interpreting data


Clearly document the results of an experimental project in written and oral form, using modern software tools (e.g. Microsoft Word, Excel, PowerPoint)


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


Course Number:

ME520 Instructor: C. T. Lin Semester/year: Fall 2005



Course prerequisite(s) ME384




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



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.








Instructor’s Direct Outcome

Assessment


Improved(yes/no/??) compared to last year

Page 52 of 3



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.


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


3.3 No



3 NoFew students seemed to have a bit difficulty in visualizing 3-dimensional mechanisms

Page 53 of 3

Documents

Guidelines on Use of Rubrics - California State University ...lcaretto/MEdepartment/assessment/allFall... · Web viewIntroduce CAM software and hardware (e.g., Esprit, Injection Molding,