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Assessment Development for Accreditation of an Innovative Mechanical and Energy Engineering Program

[+] Author Affiliations
Reza A. Mirshams, Yong X. Tao, Xun Yu

University of North Texas, Denton, TX

Azize Akcayoglu

Mersin University, Tarsus, Mersin, Turkey

Paper No. IMECE2014-36280, pp. V005T05A025; 6 pages
doi:10.1115/IMECE2014-36280
From:
  • ASME 2014 International Mechanical Engineering Congress and Exposition
  • Volume 5: Education and Globalization
  • Montreal, Quebec, Canada, November 14–20, 2014
  • Conference Sponsors: ASME
  • ISBN: 978-0-7918-4950-7
  • Copyright © 2014 by ASME

abstract

The addition of Energy to the Mechanical Engineering curriculum created a new mechanical engineering model of engineering education in the baccalaureate-level and an opportunity for providing the academic foundation for successful career preparation and lifelong learning for the students. The curriculum has been designed with a system-level approach to traditional mechanical engineering based design, on the fundamentals of undergraduate level engineering within the mechanical engineering discipline, and has provided experiential-oriented approaches for the better understanding of classical mechanical engineering principles. The interdisciplinary nature of energy systems and mechanics requires a cross-cutting education that draws from the synergy of traditional disciplines of mechanical engineering, materials engineering and manufacturing, and computational methods and engineering. We are going to present the outcome based assessment in undergraduate level and discuss components of the program from freshman to senior years, and our successful implementation in developing student learning outcomes assessment, and evaluation approach for ABET accreditation.

Copyright © 2014 by ASME

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