Thomas J. Krueger

Using program outcomes as a curriculum theme for an introduction to engineering course

Program outcomes are the knowledge, skills, and abilities that students should be able to demonstrate at the end of a degree program. ABET requires that accredited engineering departments must define a set of program outcomes, publicize them broadly to all constituents, and put into place a process for continuous assessment of the program outcomes. One of the biggest obstacles in assessment is the inability to engage students in the program outcomes. Many students see them as overly generalized statements that have no bearing on the concepts they need to pass a given course. Thus, early dissemination of the notion and value of program outcomes is a major challenge for the faculty. This paper presents examples of freshman class assignments and projects that address specific program outcomes in a mechanical engineering department. The results of this effort suggest that ABET Outcomes can be a central theme of emphasis in the freshman engineering curriculum

A Project-Centered Freshman Engineering Graphics and Design Course

Our group is developing a new project-centered “Freshman Engineering Graphics and Design” course. The project-centered approach emphasizes a desire for individual learning, teamwork, and communication abilities using modern computer graphics tools. The modular graphics and design curriculum emphasizes the development of a 3-D geometric computer model and application of this digital database to design analysis, simulation, prototyping, and documentation. The students work as a team to dissect a common mechanical assembly. They measure the parts, make hand sketches, build computer models, perform various analyses, and make rapid prototypes of their assembly. At the conclusion of this integrated graphics and design project, the team assembles a final report. This paper presents some preliminary results in implementing these new course objectives in the Spring 2002 semester.Copyright