{'fraction_non_alphanumeric': 0.012897678417884782, 'fraction_numerical': 0.0, 'mean_word_length': 5.689655172413793, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Reassessing Design Goals: Using Design Projects To Meet Assessment Goals

The ability to set and assess desired student learning outcomes is key not only to maintaining accreditation, but to providing students with a high quality education as well. This paper discusses using integrated design projects to meet student learning objectives and also to provide assessment material for measuring the level of student achievement. A description of the approach is followed by a detailed discussion of a Machine Design course developed using this method. Machine Design is a technical elective for senior Manufacturing Engineering Technology students at Western Washington University. This course contains a reverse engineering/redesign project that reinforces technical material and develops students’ teamwork, oral communication, and project management skills, as well as other desired skills. For comparison, briefer examples of other courses from freshman to senior level utilizing integrated design projects are also provided. The approach discussed by this paper has been very useful for developing courses to address specific desired student learning outcomes.