Evaluating Student Learning Across the Mechanical Engineering Curriculum

The Accreditation Board for Engineering and Technology (ABET) has a number educational objectives for engineering programs. In order to assess the success of an engineering program in meeting these objectives, a number of outcomes are traditionally used including course performance, faculty assessment, standardized testing, GPA, and surveys of graduates and employers. In this project, the Mechanical Engineering department at the University of Kansas examined using the senior capstone design poster presentations as a means to assess student learning across the curriculum. A rubric was created and deployed using industrial advisory board members to assess student performance. From this assessment, student learning was assessed and reported to the faculty for evaluation and discussion. This rubric and assessment of the senior capstone design presentations were found to be particularly useful in examining communication skills, design methodology skills, and the ability to design and conduct experimental evaluation and testing. The rubric was less informative on engineering analysis skills as design projects varied in scope and coverage of these areas.