Bachelor of Science in Engineering, Concentration
Mechanical
AY2013-14 Academic Assessment Report
Submitted by
The Mechanical Engineering faculty: 1/16/2015
to the College of Engineering Dean’s Office
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OVERVIEW OF THE YEAR’S ASSESSMENT ACTIVITIES AND ASSESSMENT SCHEDULE
This year, course-level assessment data were collected for Outcomes a, b, e, f, i and j. In addition, we
gave our senior exit survey to all of this year’s graduates, which collects indirect assessment data on
every outcome.
Outcome
AY 2012-13
AY 2013-14
AY 2014-15
AY 2015-16
AY 2016-17
AY 2017-18
a
b
X
c
d
X
f
X
X
X
e
h
X
X
X
X
i
j
X
X
X
X
g
X
X
X
X
X
X
k
X
X
X
IMPROVEMENTS TO THE ASSESSMENT PROCESS
We did not make changes to our assessment process this year. In the last complete round of
assessment, which ended in AY2013-14, we made several changes to our Performance Indicators and
assessment rubrics, but we did not feel the need to make additional changes this year.
CONSTITUENT INPUT
The ME faculty met with the ME Curriculum Advisory Board on Wednesday, April 23, 2014. The
minutes from that meeting are on file with our department. We sought feedback on the competencies
that they look for in potential hires for entry-level positions within their companies. Highlights from
this discussion include
 IT-related skills and networking engineering.
 The ability to build and query databases for handling very large datasets.
 Communication (strongly emphasized by all), including verbal and nonverbal, and the ability
to express technical ideas to non-technical people.
 A broad-based education, with a focus on an ability to learn – employers do not expect their
entry-level employees to be trained as specialists.
 Emphasis on a strong grounding in “the basics,” including math and science.
As the result of this feedback, the faculty plan to discuss with the CS&E faculty possibilities for
including network-related skills in our curriculum. We might also consider soliciting feedback from
nontechnical people at student project presentations (e.g. senior design presentations).
ASSESSMENT OF PROGRAM STUDENT LEARNING OUTCOMES
Outcome a:
Outcome a: an ability to apply knowledge of mathematics, science and engineering
1. Selects appropriate theory, model or governing equation
2. Understands simplifying assumptions or limitations of the chosen model
3. Implements theory, model or governing equation correctly to perform analysis
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Direct CLA results for Outcome a
60%
Percentage of students
50%
40%
30%
20%
10%
0%
Unsatisfactory
Developing
Satisfactory
Excellent
Level of attainment
Selects appropriate theory
Understands simplifying assumptions
Correctly performs analysis
Direct Assessment Measures
Course
ME A441
Measure
Final, Q2
Final, Q2
Final, Q2
Quiz 2
Final, Q4
AM session
ES A208
FE Exam
PI Assessed
1
2
3
1
3
1-3
Attainment Level
63%
63%
75%
57%
70%
100%
Indirect Assessment Measures
Measure
Senior exit survey
Attainment Level
100%
Overall attainment level (80/20 weight factor for direct vs. indirect measures): 77%

Faculty analysis of student performance relative to this outcome: The ME Faculty
acknowledge that most courses involve “handholding” when it comes to selecting
appropriate governing equations and simplifying assumptions, which may partially explain
the lower levels of attainment for PIs 1 and 2. The suggestion was made at the 2012
Assessment Retreat that instructors should incorporate more fully symbolic questions into
their homework and exams to break students of the habit of thinking of engineering
problem solving in terms of number crunching. Some of these symbolic questions will be
assessed in the next cycle in order to collect data on their effect.
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
Student attainment of this outcome is below expectation because this attainment level has
been artificially raised by the FE Exam scores and Senior Exit Survey results. We consider
the CLA-measured level of 66% to be more accurate, and below target levels.

Plans for enhancing student attainment of the outcome: The ME Faculty have made a
series of improvements to the core curriculum during AY 2010-11 and AY 2011-12 which
we believe add rigor to the program and address these issues with Outcome a. These
changes include replacing the rapid-paced ES A208 Engineering Mechanics: Statics and
Dynamics with separate courses in Engineering Statics (ES A209) and Engineering
Dynamics (ES A210), and also adding laboratory aspects to ME A334 Materials Science,
ME A414 Thermal System Optimization and ME A441 Heat and Mass Transfer.

Report on the impact of prior efforts to enhance student attainment of this outcome: The
prior efforts described above went into effect very recently and their effects are expected to
be more evident in the next assessment cycle.
Outcome b:
Outcome b: an ability to design and conduct experiments, as well as analyze
and interpret data
1. Selects appropriate equipment or tools, such as software, theoretical equations, etc.
2. Makes appropriate use of data collection/analysis techniques
3. Combines or integrates information from multiple sources
Direct CLA results for Outcome b
100%
Percentage of students
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Unsatisfactory
Developing
Satisfactory
Level of attainment
Selects appropriate equipment/tools
Uses appropriate data collection techniques
Combines information from multiple sources
Direct Assessment Measures
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Excellent
Course
ME A441
ENGR A251
ME A438
Measure
Lab report
Lab report
Lab report
Final, Q4
Lab report
Lab report
Final presentation
PI Assessed
1
2
3
1
2
3
1-3
Attainment Level
67%
75%
96%
78%
74%
63%
91%
Indirect Assessment Measures
Measure
Senior exit survey
Attainment Level
100%
Overall attainment level (80/20 weight factor for direct vs. indirect measures): 82%

Faculty analysis of student performance relative to this outcome: The ME faculty have
anecdotally noticed a positive trend with regard to Outcome b as it relates to students’
capstone design projects. In the past, students tended to focus on simply building a
prototype without predicting the performance ahead of their test via numerical or analytical
means. This year, every capstone design group incorporated some amount of analysis of
their final product into their final reports, and some groups did impressive amounts of
analysis. It is believed that the addition of ME A280 Solid Modeling for Engineers to the
core curriculum has played a role in making students more comfortable with adding
numerical analysis techniques, such as the finite element method, to their arsenal. ME
A280 was taught for the first time in fall of 2011 and is offered every semester.

Student attainment of this outcome is at expectation. This attainment is above target levels
at the time of graduation, although direct CLA has revealed individual courses and PIs that
have much room for improvement.

Plans for enhancing student attainment of the outcome: A potential problem on the horizon
is that the only class that emphasized LabView as a tool (ENGR A251 Engineering
Practices III) has been eliminated from the core curriculum. The ME faculty made this
change as part of the continuous improvement process. ENGR A251, which was a 3-credit,
200-level introduction to experimental techniques, was replaced with three course-specific
labs added to the upper level. These were ME A334L Materials Science Laboratory, ME
A414L Thermal System Design Laboratory and ME A441L Heat and Mass Transfer
Laboratory. Not only did the AY2010-11 constituent survey indicate strong support for this
move among current students and alumni, the ME faculty also believe that more lab
experience at the upper level will improve student performance on Outcomes b, d and e. In
addition, the large number of lab reports that students will have to write is expected to
improve their written communication skills and performance on Outcome g. There are
many advantages to remove ENGR A251 from the curriculum, but one disadvantage is that
the curriculum no longer contains a course that makes extensive use of LabView.

Report on the impact of prior efforts to enhance student attainment of this outcome: The
prior efforts described above went into effect very recently and their effects are expected to
be more evident in the next assessment cycle.
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Outcome c: Not assessed this year
Outcome d: Not assessed this year
Outcome e:
Outcome e: an ability to identify, formulate, and solve engineering problems
1. Identifies relevant known and unknown factors
2. Provides appropriate analysis of elements of the solution
3. Assesses the validity of the solution based on mathematical or engineering insight
Direct CLA results for Outcome e
100%
Percentage of students
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Unsatisfactory
Developing
Satisfactory
Excellent
Level of attainment
Identifies known/unknown factors
Provides appropriate analysis
Assesses validity of solution
Direct Assessment Measures
Course
ME A313
ME A306
ME A438
Measure
Project report
Project report
Project report
Project report,
subproblems 1,2,4
Project report,
subproblems 1,3,5-8
Project report,
subproblems 1-8
Final presentation
Final report
Final report
Final report
PI Assessed
1
2
3
1
Attainment Level
75%
75%
58%
76%
2
67%
3
52%
1-3
1
2
3
92%
82%
82%
100%
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Indirect Assessment Measures
Measure
Senior exit survey
Attainment Level
100%
Overall attainment level (80/20 weight factor for direct vs. indirect measures): 81%

Faculty analysis of student performance relative to this outcome: The best assessment of
Outcome e at the time of graduation is ME A438 Design of Mechanical Engineering
Systems. The ME faculty have observed that student capstone groups have been getting
better than in previous years about analyzing the validity of their designs. This may be
partially due to the addition of ME A280 Solid Modeling for Engineers to the curriculum,
which has made students more comfortable with using solid modeling and numerical
analysis techniques to vet potential designs, rather than relying on a less precise trial-anderror method. This might also be partially due to the fact that capstone design groups are
now more strongly encouraged to seek help from a faculty advisor with expertise in an area
relevant to their project in addition to the ME A438 course instructor. These advisors are
able to tell student groups what forms of validation are typically looked for in the particular
design problem they have been assigned.

Student attainment of this outcome is at expectation. This attainment is above target levels
at the time of graduation, although direct CLA has revealed individual courses and PIs that
have much room for improvement.

Plans for enhancing student attainment of the outcome: The attainment level of PI 3 is
much lower in the other courses assessed, which are typically taken in the junior year and
well before ME A438. These results suggest that students have not been used to thinking
about the validity of their solutions before they get as far as capstone design. There are
many ways in which individual instructors can emphasize verification in their classes. In
lab classes, students could be asked to write a section on whether their results make sense
and why. In traditional lecture-format classes, instructors could work order of magnitude
verifications, unit checks, and other forms of verification into homework, projects and
exams.

Report on the impact of prior efforts to enhance student attainment of this outcome: The
ME Department is currently conducting its second-ever full assessment cycle and does not
have this data.
Outcome f:
Outcome f: an understanding of professional and ethical responsibilities
1. Has knowledge of a professional code of ethics
2. Analyzes ethical issues
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Direct CLA results for Outcome f
100%
90%
Percentage of students
80%
70%
60%
50%
40%
30%
20%
10%
0%
1
2
3
4
Level of attainment
Has knowledge of professional code of ethics
Analyzes ethical issues
Direct Assessment Measures
Course
ENGR A151
ENGR A192
FE Exam
Measure
Final, Q13
Final , Q16
Final, Q19
Final, Q24
Final
AM Session
PI Assessed
1
2
2
2
2
1-2
Attainment Level
50%
80%
95%
90%
46%
100%
Indirect Assessment Measures
Measure
Senior exit survey
ENGR A151 end-of-semester survey
Attainment Level
100%
80%
Overall attainment level (80/20 weight factor for direct vs. indirect measures): 79%

Faculty analysis of student performance relative to this outcome: The direct CLA results
that deal mainly with the existence of the Code of Ethics for professional engineers, and
with ethical issues faced by professional engineers, include the ENGR A192 Engineering
Seminar exam and Question 1 from the ENGR A151 Engineering Practices I final. The
student level of achievement in these areas is around half. The percentage of ME freshmen
achieving “Satisfactory” or “Excellent” performance on the ENGR A192 exam is
approximately 46%, and the percentage of ME freshmen choosing the correct answer for
Question 1 on the ENGR A151 exam is 50%.
The direct CLA results that deal with ethical issues facing engineering students (citing
sources, collaborating on coursework, etc.) include Questions 16, 19 and 24 on the ENGR
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A151 final. Here, student performance is better as a whole, with between 80-95% of
students picking the correct answer in all cases. These results suggest that our freshmen are
more familiar with ethical issues facing students than with those facing working
professionals. This is unsurprising, given that college freshmen have years of experience
with ethical issues facing students, and likely very little experience with ethical issues
facing working professionals.

Student attainment of this outcome is above expectation, although our current practice of
doing CLA closer to the freshman year is problematic because it does not give us a sense of
student achievement of this Outcome at the time of graduation.

Plans for enhancing student attainment of the outcome: An obvious shortcoming of the
assessment data presented here is a lack of direct CLA data from classes taken closer to
graduation. To rectify this, students will be assessed for Outcome f in ME A438 Design of
Mechanical Engineering Systems during the next round of assessment.

Report on the impact of prior efforts to enhance student attainment of this outcome: The
ME Department is currently conducting its second-ever full assessment cycle and does not
have this data.
Outcome g: Not assessed this year
Outcome h: Not assessed this year
Outcome i:
Outcome i: a recognition of the need for, and the ability to engage in, life-long learning
1. Identifies opportunities for continued education in the field
2. Indicates interest in continuing education
3. Participates in professional activities, such as taking the FE
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Direct CLA results for Outcome i
100%
Percentage of students
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Unsatisfactory
Developing
Satisfactory
Excellent
Level of attainment
Identifies opportunities for continued education
Indicates interest in continuing education
Participates in professional activies, such as taking the FE
Direct Assessment Measures
Course
ENGR A151
Senior exit survey
Measure
Focus group
Focus group
Q19
Q3
PI Assessed
1
2
1
3
Attainment Level
50%
75%
56%
56%
Indirect Assessment Measures
Measure
Senior exit survey
Attainment Level
100%
Overall attainment level (80/20 weight factor for direct vs. indirect measures): 67%

Faculty analysis of student performance relative to this outcome: Direct CLA of Outcome i
was performed in ENGR A151 Engineering Practices I and also using the senior exit
survey. ENGR A151 is the introduction to engineering course taken by freshmen in
mechanical, civil, electrical and computer systems engineering students. The instructor for
ENGR A151 reported at the 2012 Assessment Retreat that students were eager to come up
with ideas and discuss continuing education, which is reflected in the 75% attainment level
for PI 2. However, as freshmen, their knowledge of opportunities for continuing education
in the field is limited. The students focused on internet and campus resources, and were
unaware of professional society resources, short courses, and graduate study opportunities.
Two questions on the senior exit survey allow for direct assessment of Outcome i.
Question 19 asks students where they hope to be in five years, and what resources they plan
to utilize to make their goals happen. Students who identified at least one continuing
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education resource (graduate school, professional societies, obtaining a PE license, etc.)
were graded as at least “Satisfactory.” Question 3 asks students if they have passed the FE.
Students were graded “Satisfactory” if their answer was either “yes” or “results pending.”
ME students at UAA are strongly encouraged to take the FE, and most choose to do so
eventually. The results of this round of assessment suggest relatively low levels of
attainment for this outcome, particularly PI 2. Anecdotally, the ME faculty have observed
that many of our students do have an interest in continuing education (for example, 73% of
respondents to the 2012 Alumni Survey indicated an interest in a master’s program in ME,
if UAA was to offer one). It is possible that our students are not prepared to articulate
concrete plans for lifelong learning at the time of graduation.

Student attainment of this outcome is below expectation, possibly due to the way in which
the data were collected, as described above.

Plans for enhancing student attainment of the outcome: At the very least, professional
society membership should be emphasized throughout the ME program. Representatives
from various student chapters of professional societies sometimes ask to speak about their
activities to ME classes, and this can be further encouraged. Also, ME faculty can start
emphasizing opportunities for continuing education when we meet with juniors and seniors
for academic advising.

Report on the impact of prior efforts to enhance student attainment of this outcome: The
ME Department is currently conducting its second-ever full assessment cycle and does not
have this data.
Outcome j:
Outcome j: a knowledge of contemporary issues
1. Identifies contemporary issues important in engineering
2. Describes those issues in a factually correct manner, supported with evidence, explained
in sufficient detail and properly documented
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Direct CLA results for Outcome j
100%
90%
Percentage of students
80%
70%
60%
50%
40%
30%
20%
10%
0%
1
2
3
4
Level of attainment
Identifies contemporary issues
Describes in factually correct, properly documented manner
Direct Assessment Measures
Course
ME A664
Measure
Final, Q1
PI Assessed
1
Attainment Level
75%
Indirect Assessment Measures
Measure
Senior exit survey
Attainment Level
100%
Overall attainment level (80/20 weight factor for direct vs. indirect measures): 80%

Faculty analysis of student performance relative to this outcome: Direct CLA data for
Outcome j was only collected in ME A664 Corrosion Processes and Engineering during the
latest round of assessment. ME A664 is an advanced elective rather than a required course,
although it is an elective with very high enrollment (24 students were assessed).

Student attainment of this outcome is above expectation, although assessment of this
Outcome also has room for improvement, as direct CLA was only done using an advanced
elective, rather than a required course.

Plans for enhancing student attainment of the outcome: It would of course be ideal to
collect most if not all direct CLA data in required core courses. This issue was discussed
by the ME faculty at the 2012 assessment retreat. Outcome j could potentially be assessed
in any engineering course by asking the students to examine how the topics they learn in
class relate to contemporary engineering practice. In the next round of assessment, a
required core course will be used to assess Outcome j.
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
Report on the impact of prior efforts to enhance student attainment of this outcome: The
ME Department is currently conducting its second-ever full assessment cycle and does not
have this data.
Outcome k: Not assessed this year.
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