Course Assessment Report
College of Engineering
The University of Iowa
(Draft Nov 19 2007)
COURSE NUMBER:
COURSE NAME:
59:005
SEMESTER/YEAR:
2007
Engineering Problem Solving I, Project Sections 001 and 002
COORDINATOR:
Keri Hornbuckle
INSTRUCTOR:
Allen Bradley
STUDENT HEAD COUNT:
131+125+
109=365
TEACHING ASSISTANTS (TOTAL FTE): 1.50
SEMESTER HOURS:
TAS (NUMBER):
1.5x365 =
477.5
6
Please attach the course syllabus.
I. Assessment Techniques
Indicate for each course goal what the students did and how the instructor assessed its
effectiveness
Course Activity
Assessment Technique
Course Goals
1. Students will develop
an understanding of the
multifaceted and generic nature
of engineering problem solving
and design.
2. The students will learn how
to apply a structured
engineering problem solving
and design process consisting of
several steps.
3. Students will gain
proficiency in using selected
elements and skills common to
engineering problem solving
and design.
Lectures and presentations
Homework 1
Module 1 -Course Introduction,
Engineering and Engineering
Problem Solving
Exam 1, Problem 1
Module 2 -Organizing Principles,
System Description, Identification,
Solution; Module 4 -Making
Economic Decisions; Module 5 Technical presentation,
Representation of data, Parameter
estimation
Exam 1 and Exam 2
4. Students will improve their
communication skills through
oral and written reports.
See Projects Sections 001 through 012
5. Students will solve openended problems working in
teams.
See Projects Sections 001 through 012
6. Students will learn to use
several engineering software
"tools" useful in problem
solving.
Excel and Matlab Workshop
Economic analysis (Module 4)
Graphical Presentation of Data (Module
5)
Exams
7. The student will be able
identify and describe selected
engineering systems and
subsystems, and apply the
appropriate fundamentals and
unifying concepts to solve
problems
Module 2 -Organizing Principles,
System Description, Identification,
Solution
Exams
8. The student will learn basic
elements of acceptable
graphical presentation and
analysis of data.
9. Students will recognize the
importance of economic
considerations in the design
process and will be able to
apply basic economic
relationships in making
decisions.
Module 5 -Technical presentation,
Representation of data, Parameter
estimation
Exams
Module 4 -Making Economic
Decisions
Exams
10. Students will become aware
of the role of life-cycle
assessment as part of a design
process.
Module 6 --Life Cycle Assessment
Exams
II. Course Goals and Program Outcomes
Course Learning Goal
(from Course Description)
Program Outcome
1. Students will develop an understanding of the
multifaceted and generic nature of engineering
problem solving and design.
2. The students will learn how to apply a
structured engineering problem solving and design
process consisting of several steps.
3. Students will gain proficiency in using selected
elements and skills common to engineering
problem solving and design.
4. Students will improve their communication
skills through oral and written reports.
5. Students will solve open-ended problems
working in teams.
6. Students will learn to use several engineering
software "tools" useful in problem solving.
7. The student will be able identify and describe
selected engineering systems and subsystems, and
apply the appropriate fundamentals and unifying
concepts to solve problems
8. The student will learn basic elements of
acceptable graphical presentation and analysis of
data.
9. Students will recognize the importance of
economic considerations in the design process and
will be able to apply basic economic relationships
in making decisions.
10. Students will become aware of the role of lifecycle assessment as part of a design process.
a(●), e(●), g(○), h(○), j(○), k(○)
a(●), e(●), g(○), h(○), j(○), k(○)
a(●), e(●), g(○), h(○), j(○), k(○)
See Projects Sections 001 through 012
See Projects Sections 001 through 012
k(○)
c(○)
g(●)
c(●)
c(○)
Notes:
○ denotes moderate contribution to the outcome ● denotes substantial contribution to the outcome
III. Program Outcomes provided for reference.
New graduates from the College of Engineering Undergraduate Programs will have:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multi-disciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
IV. Assessment
Part A. Multi-Year Review. Describe how and why the course has evolved over the
last ~4 years.
Course Creation
Engineering Problem Solving I (EPS1) was developed by a team of faculty during the
2001-2002 academic year. The membership of the original EPS1 Development Team
included all the faculty who would teach the course in the first year is was offered- fall
2002. This course was part of the ‘new curriculum’ that was established in 2002.
EPS1 was a departure from the previous approach used in Engineering I, the first
semester engineering course required of all engineering students. The major departure
was the addition of the project sections. The previous course included two hours of
lecture and one hour of recitation during which homework solutions were presented. In
the new course, the lecture section was retained but only for 1.5 hours per week of class
time. The remaining 1.5 hours of class time in EPS1 was dedicated to more open-ended
problem solving, guided by full time tenured or tenure-track professors.
This course introduces the student to a multifaceted engineering problem solving and
design paradigm. Lectures introduce students to common elements of engineering
problem solving and design such as the application of organizing principles to describe
engineered systems, economic analysis upon which to base decisions, and technical
presentation and analysis of data. Students are also organized in teams in sections led by
faculty who direct open-ended activities and projects. This provides an opportunity for
students to apply common elements of problem solving in the solution of engineering
problems in the context of a structured problem solving and design process.
The project sections were added to provide students with opportunities to tackle openended problems and to work in interdisciplinary teams. The project sections focus on
teamwork, oral and written communications, and creativity. While the projects are
conducted differently from each other, and led by at least six different professors, there
are common elements to all the projects. These common elements were determined by
the EPS1 Development Team and affirmed by the College of Engineering Curriculum
Committee. They have been used by the Project members as a checklist (Figure 1).
Further description of the project sections and their evolution over time is left to the
Project CAR/COW forms.
Figure 1. Common elements in each of the projects conducted as EPS1 project section.
Revisions to the Lecture Portion of EPS1
The major objective of the lecture section is to provide students with structured strategies
for solving engineering problems. The lecture section focuses on organizational skills.
Students learn how to prepare a homework assignment in a uniform and professional
way. Students learn how to present data in graphical form. These are important
communication skills for new engineers to develop. Students also learn how to organize
mathematical data with spreadsheet software (Excel) and matrix software (Matlab).
Students also learn how to organize components of a system as a sketch. This is
practiced using mass balances of materials, energy balances, and economic systems
through the content of the course structured as Modules (see syllabus). These were
developed by the EPS1 development team in 2001-2002 and in 2007 still retain the same
basic structure. The lecture portion of EPS1 has been taught by the following professors:
Fall 2002
Fall 2002
Sections A&B
Sections C&D
Prof. Rich Valentine (Civil & Environ. Eng)
Prof. Keri Hornbuckle (Civil & Environ. Eng)
Fall 2003
Fall 2003
Sections A&B
Sections C&D
Prof. Rich Valentine
Prof. Keri Hornbuckle
Fall 2004
Sections A,B,C,D
Prof. Keri Hornbuckle
Fall 2005
Sections A,B,C,D
Prof. Keri Hornbuckle
Fall 2006
Fall 2006
Sections A,B
Sections C,D
Prof. Keri Hornbuckle
Prof. Allen Bradley (Civil & Environ. Eng)
Fall 2007
Sections A,B,C,D
Prof. Allen Bradley
Professor Valentine was course coordinator from 2002 until 2006. Professor Keri
Hornbuckle was coordinator from 2006 –present.
A major change to the modules has been the removal of a module about life cycle
engineering. Instead of a separate module of this topic, we have integrated the principles
of sustainable engineering into the lectures, examples, and homework problems of the
course. This was recommended after one of us (Hornbuckle) participated in two national
workshops on the subject: (1) Workshop of the Center for Sustainable Engineering
(CSE). Carnegie Mellon University, Pittsburgh, PA. July 19-21, 2006; (2) DOE/National
Association of State Universities and Land Grant Colleges (NASULGC) Biomass and
Solar Energy Workshops, National Renewable Energy Laboratory (NREL), Golden CO.
August 3-4, 2004.
Part B. Annual Overview of Improvements and Recommendations. Provide a
description of changes that have occurred this year and recommended changes for the
upcoming year.
Still needs to be filled in by Allen.
Part C. Annual Quantitative Assessment Results. Provide a quantitative assessment
for each course learning goal.
Keri and Allen will fill in.
Example of a quantitative review of a course learning goal: