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Mechanical Engineering - Course Evaluation Form

Course Number: ME 470 Instructor: Shoeleh Di Julio Semester/year: F 2004

The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct.
Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and
examinations, and other feedback.

First time course taught by this instructor x Course taught previously

Course prerequisite(s) ME 370

 Were the students adequately prepared by prerequisite courses? Yes x No

 Were changes implemented since the last time this course was taught? Yes x No

If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?

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Changes made since last time Effects of change
1. In the previous years I assigned two individual 1. One team design project has helped students focus more and learn the material more
design projects. First was related to learning about in depth; team projects seem to develop a sense of comradery among team members with
the evolution of the design of a power cycle or a a better outcome on learning and overall class performance.
combustion engine. Students conducted literature
surveys and presented results in a technical report.
The second design project was on the incineration
process to eliminate waste product from a realistic
industrial process.

2. In the previous years three quizzes, two midterm


exams and a final exam along with two design
projects were given to motivate students to master 2. Less time on quizzes, more time on problem examples in class has made students
the principles presented and further help students learning more effective and timely, giving me also a timely feedback on their learning of
improve their problem solving skills. I realized I concepts
was requiring too much, hence I no longer give
quizzes and have reduced the number of design
projects to only one team project. This has reduced
the amount of time which I spent on grading and the
team design project allows students to work together
and learn from each other. This has created a better
balance for students and me.

 Are changes called for the next time this course is taught? Yes No x

If Yes, what changes should be made the next time this course is taught?

Changes recommended for next time Purpose of changes

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Most useful comments from students:
Do more example problems

Homework problems assigned weekly and solutions handed out, examples problems worked out in class, and sample tests reviewed prior to exams are
all helpful in learning the course material
The Design project helps them learn the concepts better, students liked the design project related to pharmaceutical application

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Achievement of Course Objectives/Demonstration of Program Outcomes
Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate
achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.

If sampling, please indicate the approximate percent of the class sampled: 100%

Course Objectives/Program Outcomes Means of Direct Assessment by Instructor’s Direct Improved


Instructor—what evidence was Course Objective (yes/no/??) compared to
List Course Objectives first, used for your assessment? Assessment last year
followed by Program Outcomes
4=Excellent to
Prerequisite test 0=Poor
3 Yes
1. Review material covered in previous course (ME Students’ performance on tests
370) by reviewing the concepts and the expanded
applications through lectures and extensive
problem solving (ME 470).

2. Teach the fundamentals of new material on Prerequisite test 3 Yes


thermodynamic property relations, gas mixtures, Students’ performance on tests
gas-vapor mixtures & air conditioning, chemical Students’ work on design 3 Yes
reactions and phase and chemical equilibrium. projects
Students’ involvement in class 2 No
discussions
Student performance in class 3 No
during problem solving sessions
held
Interim course assessment of
student learning

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3. Introduce some of the latest research results in Discussions on research results
the areas related to combustion, automotive related to combustion of 3 Yes
engineering, and environmental engineering to alternative fuels and impact on
pique student interest and to inform them about environment
some global issues. Students’ involvement in class 3 Yes
discussions
Student performance in class 3 Yes
during problem solving sessions
held
Students’ work on the design 3.5 Yes
project

4. Assign one group design project to help student Students’ work on the design 3.5 Yes
further develop their skills to gather information, project
analyze processes/systems, design a given
process/system based on design specifications

5. Help students further improve their problem Student performance in class


solving skills during problem solving sessions 3 No
held
Prerequisite test
Students’ performance on tests

6. Help students further develop their technical Students’ work on the design 3 No
report writing skills project

7. Develop skills to work as team members Students’ work on the design 3 No


project

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Demonstration of Program Outcomes
Demonstration of Program Outcome in the course Course Objectives that Instructor’s Assessment Improved
contribute to this program (0= poor, to 4= Excellent) (yes/no/??) compared to
outcome last year
Outcome a: Apply knowledge of math, science and 1,2,3,4 3. 5 Yes
engineering (3.5)
Demonstrates Specific Engineering Knowledge of subject
area 4
Demonstrates Interest in Continuous Learning 3.5
Demonstrates Initiative 3.5
Demonstrates Analysis and Judgment 3

Outcome c: An ability to design a system, component, or 4,5,6,7 3.5 Yes


process to meet desired needs (3.5)
Identify Design Problem and Constrains 3.5
Explores Alternative Designs 3
Uses Analytic Tools with Moderate Effectiveness 4
Documented Final Design 3.5

Outcome e: An ability to identify, formulate, and solve 1,2,4,5 2. 6 Yes


engineering problems
Demonstrates Specific Knowledge of Subject Area 3
Demonstrates Initiatives 2
Demonstrates Innovation 2
Demonstrates Analysis & Judgment 3
Demonstrates Effective Communication in Identifying,
Formulating and Solving Engineering Problems 3

Outcome g: An ability to communicate effectively 4,6,7 3 No


Shows Evidence of Teamwork 3
Effective Use of written Communication Tools 3
Effective Use of Oral/Visual Communication Tools NA

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Outcome o: An ability to work Professionally in both 1,2,4,5,6,7 2.5 No
thermal and mechanical systems area, including the
design and realization of such systems
Demonstrates basic knowledge of mechanical and thermal
systems in the development of the problem solution 3
Shows ability to apply principles of analysis and design
across mechanical and thermal systems areas 3
Provides practical implementation details for design
accompanying both thermal and mechanical areas 3
Successful integration of multiple subsystems in final
product or project 0
Summary: Based on course grade 93% passed and only
7% failed. 5% received A, 21% received B and the
remaining 67% received C in the course (F04). Again in Sp
05 93% passed, with 7% A, 25% B, 50% C, 7% D, 3% F
(due to student not withdrawing on time).

Students in general do better in task oriented assignment


such as design projects. Students’ performance is
acceptable on design project, both in writing and analysis.

In general the average on the quizzes and midterm exams


increase as students’ progress through the semester even
though the material gets more difficult.
Based on class discussions and problem solving sessions
students’ mastery of concepts increased drastically

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