2025 ASEE Annual Conference & Exposition

This study investigates mechanical engineering PhD preliminary examinations in the U.S. to identify the evaluation methods used during the initial years of students’ academic tenure. While methods for evaluating early-stage PhD students in mechanical engineering vary widely, there is a notable lack of research on the goals, assessment strategies, and outcomes associated with these different evaluation methods. This gap underscores the need for a deeper understanding of effective and inclusive assessment techniques. By characterizing the various preliminary examination techniques used across a sample of 25 mechanical engineering doctoral programs, we aim to identify common practices and their underlying educational goals. Our research evaluates the examination techniques used by the programs, categorizing them by the methods utilized, such as course-based completion requirements, written and oral fundamental exams, and preliminary research proposals. Next, for programs with specific exam topics, we reviewed these categories to identify trends in doctoral programs’ organization and descriptions of fundamental mechanical engineering knowledge. Ultimately, we found a wide range of examination techniques and requirements. Notably, 16 of the 25 programs offered some form of flexibility for students to select the knowledge which they were expected to master. We hope this work can provide a clearer understanding of the early-stage examination practices in U.S. mechanical engineering programs. Characterizing evaluation methods can guide curriculum improvements and pedagogical strategies across universities, ultimately offering insights into early-stage doctoral examinations to better prepare researchers and practitioners in mechanical engineering.