Abdallah, M., & Jones, D. K. (2016, June), Successful Assessment of the Computer Engineering Technology Program   Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25957

\bibitem{asee_peer_25957}
  Abdallah, M., \& Jones, D. K. (2016, June), \emph{Successful Assessment of the Computer Engineering Technology Program }
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25957

Mohammed Abdallah and Daniel K. Jones P.E..  "Successful Assessment of the Computer Engineering Technology Program ".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25957 Internet.  18 May, 2024

\bibitem{asee_peer_25957}
  Mohammed Abdallah and Daniel K. Jones P.E..
  "Successful Assessment of the Computer Engineering Technology Program ".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25957 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_25957
author = "Mohammed Abdallah and Daniel K. Jones P.E."
title = "Successful Assessment of the Computer Engineering Technology Program "
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25957}
number = {10.18260/p.25957}
}

TY  - CPAPER
AB  - Successful Assessment of the Computer Engineering Technology Program 

M. Abdallah, D. Jones
SUNY Polytechnic Institute
Abstract 
ETAC/ABET-accredited programs have demonstrated their excellence during rigorous, objective, periodic reviews conducted by external evaluators. Two main parts of the accreditation process are the ABET student outcomes and ABET program criteria. For Computer Engineering Technology (CET) programs, ETAC/ABET specifies (a-k) student outcomes and (a-e) program criteria. The CET program at SUNY Poly developed eight student outcomes and mapped them to the ABET student outcomes (a-k) and the ABET program criteria (a-e).

The CET program has successfully performed two improvement points regarding ABET accreditation.  The first point of improvement is regarding the student outcomes number one and the second point is about the ABET program criteria (d). 

All student outcomes (1-8) use courses at different levels (1xx, 2xx, 3xx, and 4xx) except the student outcome one  which used only 100- and 200-level courses for assessment. However, the CET program accepts transfer students from other colleges. Since they take 1xx and 2xx courses elsewhere, they cannot be assessed at SUNY Poly. Therefore, the program has added a forth performance indicator (PI 1.4) to assess student outcome #1 to be able to assess and evaluate all students (transfer and non-transfer). This performance indicator will be very useful in the case of transfer student’s assessment since they may not have any 100- or 200-level course at SUNY Poly. A required core 300 level course is used to evaluate this new performance indicator.

In the paper, the eight developed student outcomes are presented as well as their mapping to the ABET student outcomes (a-k).

The second point of improvement is about the ABET program criteria. The program developed a mapping between program criteria and CET student outcomes. The mapping was not efficient and it was difficult to provide evidence to prove that the mapping ideally works.  Therefore, the program decided to get rid of the mapping and directly assess the ABET program criteria (a-e). 

In the paper, the five program criteria (a-e) are presented. A rubric is developed to assess each program criterion. Each performance indicator uses a course or more to be assessed to evaluate the program criterion. 

AU  - Mohammed Abdallah
AU  - Daniel K. Jones P.E.
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Successful Assessment of the Computer Engineering Technology Program 
UR  - https://peer.asee.org/25957
DO  - 10.18260/p.25957
ER  -