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Session 1648

Continuous Improvement in Engineering Technology Programs

Raymond M. Kliewer Virginia State University Petersburg, Virginia

Abstract

Continuous improvement in engineering technology programs is an increasingly popular topic. The Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET) has developed new TAC of ABET Engineering Technology Criteria 2000 (ET2K) which are being implemented. Accredited engineering technology programs will soon be required to have plans for “continuous improvement” and evidence that the results are applied for ongoing program improvement. Plans for continuous improvement are a part of the current criteria, but the emphasis of continuous improvement is increasing. Current programs may be weak in outcomes assessment and the feedback element under the new criteria.

The new TAC of ABET criteria are less specific and thus more flexible. This will allow more diversity among engineering technology programs. Controls must be in place to ensure that program changes are truly improvements and that academic programs are not continuously disrupted by many poorly planned changes. Changes developed with good intentions may yield unforeseen deleterious effects. Programs having identical or similar titles may serve different student populations, different employers and have somewhat different objectives. Thus, attributes that are good for one program may not be suitable for another. On the other hand, some anchor components are expected in all similarly named programs to insure that program names connote meaning to students, parents, employers, faculties and other stakeholders.

There are many ideas concerning the elements needed for continuous improvement, and there is confusion about what constitutes continuous improvement. Sometimes continuous improvement seems to be confused with continuously changing programs and attempting to incorporate every recommendation tabled. Perspective is easily lost in selecting program improvements and adapting them for implementation while ensuring that those selected enhance the synergy of the overall academic program. This paper discusses continuous improvement in the context of Total Quality Management (TQM) and offers ideas for implementing the continuous improvement process into engineering technology programs. It outlines possible continuous improvement program methods, tools and procedures. It discusses the documentation that might be produced in an academic continuous improvement program. Further, it discusses linking feedback from outcomes assessment to the continuous improvement process.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ã 2002, American Society for Engineering Education Main Menu

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Kliewer, R. (2002, June), Continuous Improvement In Engineering Technology Programs Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10856