CDIO as an Enabler for Graduate Attributes Assessment

2012 ◽  
Vol 2 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Robert W. Brennan ◽  
Ronald Hugo ◽  
William D. Rosehart
Keyword(s):  
Continuous Improvement ◽  
Mechanical Engineering ◽  
Assessment Process ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Curriculum Improvement

Recent changes to the criteria for engineering accreditation in Canada emphasize continuous curriculum improvement through outcomes-based assessment. In this article, the authors show how the CDIO (Conceive-Design-Implement-Operate) approach not only enables continuous improvement, but can assist Canadian engineering programs with the overall graduate attributes assessment process through a case study of the B.Sc. in mechanical engineering program at the Schulich School of Engineering.

scholarly journals AN EXAMPLE OF ABET ACCREDITATION PRACTICE OF MECHANICAL ENGINEERING PROGRAM AT UAE UNIVERSITY

2019 ◽  
Vol 7 (8) ◽  
pp. 387-401
Author(s):  
Emad Elnajjar ◽  
S.-A.B. Al Omari ◽  
Farag Omar ◽  
Mohamed YE. Selim ◽  
AHI Mourad
Keyword(s):  
Learning Outcomes ◽  
United Arab Emirates ◽  
Mechanical Engineering ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Indirect Assessment ◽  
Engineering Program ◽  
Engineering And Technology ◽  
United Arab Emirates University

This paper focuses on the Mechanical Engineering Program (MEP) at United Arab Emirates University (UAEU) as a case study in terms of consistent accreditation by the internationally recognized Accreditation Board for Engineering and Technology, Inc. (ABET), where significant proportions of the study give attention towards the recent records of accreditation; granted in 2016. The paper describes the program educational objectives (PEOs), the student learning outcomes (SOs), and the curriculum, direct and indirect assessment tools of the SOs and it’s mapping to the PEO, and the level of attainment achieved is addressed through a case study example.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Assessment Process ◽  
Assessment Protocol ◽  
Graduate Attributes ◽  
The Third ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.

Thermo/Fluids Curriculum Development in a New Mechanical Engineering Program

2010 ◽  
Author(s):  
Amir Jokar ◽  
Stephen Solovitz
Keyword(s):  
Heat Transfer ◽  
Graduate Students ◽  
Fluid Mechanics ◽  
Mechanical Engineering ◽  
Dual Approach ◽  
Engineering Programs ◽  
Engineering Research ◽  
Engineering Program ◽  
Research Activities ◽  
Hands On

This study describes a model for developing a thermo/fluids curriculum in a new mechanical engineering program. Hands-on experience and applied engineering research are the center of this development. The efforts in creating undergraduate, elective, and graduate level courses and laboratories in the fundamental topics of thermodynamics, fluid mechanics, and heat transfer are reviewed and explained in detail. A dual approach has been taken in developing the curriculum, so that both undergraduate and graduate students can utilize the facility in their research activities. This development has been revised and optimized since its initiation in 2005, and it has successfully been accredited by ABET. The good results obtained from this model can be used in developing mechanical engineering programs, especially for smaller-sized institutions.

scholarly journals Self Evaluation for Compliance with the 12 CDIO Standards

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
Engineering Ethics ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Practical Applications ◽  
Self Evaluation ◽  
Engineering Program

Throughout the 1980’s and 1990’s, collaboration began between universities, industry, and government to improve the quality and state of engineering education. Their paramount goal was to provide better ways to help students become successful engineers, possessing the necessary technical skills and expertise, exhibiting creativity, and having awareness of social, lawful, ethical, and environmental impacts as related to their profession. Traditionally, engineering programs emphasized the theoretical aspects required, while placing little emphasis on practical applications. An approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adopted by several universities within their engineering departments. At UOIT, the Mechanical Engineering curriculum has been developed around and continually evolves to line up with the goals of CDIO in terms of course and curriculum offerings for core and complementary engineering design courses, science, math, communications, engineering ethics, and humanities courses. Herein, we present an evaluation of the Mechanical Engineering program at UOIT against the twelve CDIO standards.

scholarly journals USING POST COURSE ASSESSMENTS TO INVOLVE INSTRUCTORS IN THE CONTINUOUS IMPROVEMENT PROCESS

2018 ◽  
Author(s):  
M. Ivey ◽  
S. Dew ◽  
M. Mandal ◽  
Y. Mohamed ◽  
J.A. Nychka ◽  
...  
Keyword(s):  
Continuous Improvement ◽  
Feedback Mechanism ◽  
Assessment System ◽  
Critical Aspect ◽  
Course Assessment ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Continuous Improvement Process ◽  
Specific Feedback ◽  
Successes And Challenges

Abstract – Continuous improvement is a critical aspect of engineering program development and accreditation. Instructors are important stakeholders who can provide valuable feedback with regards to courses and curriculum; however, obtaining this information can be problematic. Here we present a post course assessment system (PCAS) that enables all instructors to provide timely and specific feedback about their courses as well as pause to reflect on the pedagogical successes and challenges they have faced over the course of a semester. The PCAS also serves a number of program specific uses (triggers, graduate attributes, consistency). The system has been very successful if providing course-based information and, taken in aggregate, program-based insight. The system continues to be adapted but is a good model of instructor engagement and feedback mechanism.

scholarly journals CAPSTONE DESIGN IN MECHANICAL ENGINEERING AT THE UNIVERSITY OF WESTERN ONTARIO

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Mechanical Engineering ◽  
Primary Sources ◽  
Career Goals ◽  
Engineering Programs ◽  
Engineering Program ◽  
Student Teams ◽  
Wide Range ◽  
The University ◽  
Centres Of Excellence ◽  
Capstone Design

All engineering programs in Canada must culminate in a significant design experience. This paper describes the capstone design course in the Mechanical Engineering Program at the University of Western Ontario. Self-selected student teams choose from several types of projects: faculty-defined projects, student-defined entrepreneurial projects, student design competitions, and industry-sponsored projects. These choices accommodate a wide range of interests and career goals. The primary sources of project funding are industry sponsorship fees and matching funding through the Ontario Centres of Excellence Connections Program. The majority of project expenses are for parts, materials, prototype construction and testing.

Case study - lesson plan for noise control engineering concepts for use in ABET accredited engineering programs

2021 ◽  
Vol 263 (6) ◽  
pp. 907-912
Author(s):  
Lily Wang ◽  
Bryan Beamer ◽  
Keegan J. Moore ◽  
Katie Krainc
Keyword(s):  
Student Outcomes ◽  
Noise Control ◽  
Lesson Plan ◽  
Control Engineering ◽  
Engineering Programs ◽  
The Public ◽  
Engineering Program ◽  
Safety And Health ◽  
Harmful Effects

ABET accreditation is an internationally recognized system ensuring consistency and quality in engineering education programs. As a part of ABET accreditation, there is no set requirement for any general engineering program to include noise control engineering concepts in their curricula. However, one of the seven student outcomes that each ABET accredited engineering program must document is their students' "ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare..." Controlling noise is a fundamental strategy for protecting workers from occupational noise and the public from the harmful effects of environmental noise. In this presentation, a case study is presented which focuses on the development and execution of a noise control lesson plan designed to meet ABET requirements. The lesson plan not only promotes the understanding and practice of noise control engineering techniques but also is designed to help engineering programs demonstrate ABET student outcomes related to consideration of safety and health.

An Innovative Offshore Delivery of an Undergraduate Mechanical Engineering Program

2012 ◽  
pp. 233-245 ◽  
Author(s):  
Firoz Alam ◽  
Aleksandar Subic ◽  
Gregory Plumb ◽  
Mark Shortis ◽  
Reddy P. Chandra
Keyword(s):  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Hybrid Approach ◽  
Traditional Teaching ◽  
Student Needs ◽  
Flexible Learning ◽  
Engineering Programs ◽  
Engineering Program ◽  
Learning Modes

In the era of globalisation, traditional onshore education providers have the opportunity to offer offshore education to meet student needs. Although a number of many non-engineering programs have been offered offshore for some time, the engineering programs generally lag behind due to insufficient laboratory and workshop facilities off campus and the difficulties encountered when trying to emulate this learning experience. RMIT University’s offshore mechanical engineering program is designed to overcome these difficulties by combining traditional teaching and learning with flexible learning modes. The program represents a hybrid approach and has drawn significant interest among students, educational developers, and professional bodies.

Assessment of EC2000 Criteria 3 (a)-(k) Program Outcomes

2005 ◽  
Author(s):  
H. I. Abu-Mulaweh
Keyword(s):  
Mechanical Engineering ◽  
Comprehensive Assessment ◽  
Assessment Process ◽  
Indiana University ◽  
Educational Objectives ◽  
Program Outcomes ◽  
Engineering Program ◽  
Senior Design ◽  
Design Projects ◽  
Purdue University

A comprehensive assessment process for EC2000 Criterion 3 (a)-(k) program outcomes of the mechanical engineering program at Indiana University-Purdue University Fort Wayne (IPFW) is presented. This assessment process is a part of an assessment plan that was developed by the author with some feedback from the faculty to assess the mechanical engineering educational objectives and program outcomes using internal and external measures. This process involves feedback from several parties that include: courses’ instructors (faculty), students, and graduating seniors, local industries that sponsor capstone senior design projects, and Fundamental of Engineering (FE) examination.

scholarly journals Development of Integrated Curricula for the Master of Engineering Programs using the CDIO Framework

2019 ◽  
Vol 9 (3) ◽  
pp. 44
Author(s):  
Harold Jan Redonda Terano
Keyword(s):  
The Philippines ◽  
Engineering Programs ◽  
Skill Sets ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Integrated Curricula ◽  
Frame Work ◽  
Industry Needs ◽  
Current Curriculum

This research presents the revision of the current curriculum of the Master of Engineering program at Camarines Sur Polytechnic Colleges in the Philippines through series of consultations and FGDs with the faculty and students of the graduate pro-gram and industry practitioners, and the development of integrated curricula using CDIO framework. Standards 1, 2, 3, 4 and 5 and syllabus v2.0 of the CDIO frame-work were used in the development of the integrated curricula. Graduate attributes were developed, and the result of the industry needs survey served as one of the bases in the integration of various skill sets in the integrated curricula for the master of engineering programs.

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