EET Nationally-Normed Assessment Exam: First Experiences and Their Relations to ABET Outcomes
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
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TAC/ABET Related Outcome Based Assessment Methods and Models
- Tagged Division
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Engineering Technology
- Page Count
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7
- Page Numbers
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22.529.1 - 22.529.7
- DOI
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10.18260/1-2--17810
- Permanent URL
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https://peer.asee.org/17810
- Download Count
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493
Paper Authors
Ilya Grinberg Buffalo State College
Ilya Grinberg graduated from the Lviv Polytechnic Institute (Lviv, Ukraine) with an M.S. in EE and earned a Ph.D. degree from the Moscow Institute of Civil Engineering (Moscow, Russia). He has over 30 years of experience in design and consulting in the field of power distribution systems and design automation. Currently he is Professor of Engineering Technology at Buffalo State College. He is a Senior Member of IEEE, and a member of ASEE
Ronald E. Land Pennsylvania State University, New Kensington
Ronald (“Ron”) Land is an Associate Professor in the School of Engineering Design, Technology & Professional Programs (SEDTAPP), a department of the College of Engineering at Penn State University. He works at Penn State’s New Kensington campus where he serves as the campus’ representative to the College of Engineering and is Program Coordinator for the baccalaureate degree program in Electro-Mechanical Engineering Technology (EMET). His main teaching responsibilities include courses in electrical machinery, basic electrical circuits, and linear electronics. He is also one of three faculty responsible for organizing and conducting the capstone design course for the EMET program.
Ron received a baccalaureate degree in Electrical Engineering from the Georgia Institute of Technology in 1971 and an M.S. degree in Electrical Engineering from the California Institute of Technology in 1973.
Thomas M. Hall Jr. Northwestern State University
Tom Hall has retired from Northwestern State University having served for ten years as Professor and Head of the Department of Engineering Technology. He was a member of the management team that drove the development of the EET Assessment Exam discussed in this paper.
Kelly Ann Lacroix Society of Manufacturing Engineers
Steve Macho Buffalo State College
Steve Macho is currently an Assistant Professor of Technology Education for SUNY at Buffalo State College. He completed a B.S. at St. Cloud State University, and M.A. & Ed.D. in Technology Education at West Virginia University. Steve is a Minnesota farm boy who has been involved in technology his entire life. He has worked at Los Alamos National Laboratory, New Mexico Highlands University, and on various grants funded by the U.S. Department of Education, NASA, and Microsoft. He became a member of the Oxford Roundtable in 2008 and presented at the roundtable again in 2010. Dr Macho recently began to collaborate with the China National Institute for Educational Research on matters of technology, engineering and design education.
Mike Eastman Rochester Institute of Technology
Mike Eastman is Department Chair and Professor of Electrical, Computer, and Telecommunications Engineering Technology at Rochester Institute of Technology. Mr. Eastman spent six years as a hardware design engineer with Intel corporation before entering academia to specialize in embedded systems design. Most recently he has been involved in curriculum development and academic calendar conversion at RIT. He has a B.S. in Electrical Engineering Technology and a M.S. in Computer Science from RIT.
Abstract
EET Nationally-Normed Assessment Exam: First Experiences and Their Relations to ABET OutcomesIn 2010 the first production run of EET Nationally-Normed Assessment Exam developed byIEEE, SME, and ECETDHA took place with 19 different programs participating. The intent ofsuch an exam was to provide programs with reliable direct assessment tool to be used incontinuous improvement process within ABET accreditation realm. Major emphasis inpreparation and development of this exam was given to technical competencies. It is difficult toobject that such an important assessment tool provides objective measurements of students’competencies in these areas, allows for benchmarking and identifies the areas of programsimprovements.Organizing and administering such an exam revealed several observations that were successfullyturned into opportunities. It became clear that more than just technical competencies are beingassessed; the exam also provided strong indications of utilization of essential non-technicalskills.Students volunteering for the exam displayed characteristics of team work (study groups duringpreparation for the exam), engagement in life-long learning, as well as commitment to quality,timeliness and continuous improvement. These important outcomes, if not initially intended,manifested themselves during the process, and assessment and evaluation of them weresuccessfully used by the program in continuous improvement process.The paper will concentrate on the importance of the exam as an integrating factor of severalABET outcomes, both technical and non-technical, and discuss experiences of the facultyadministering the exam and students taking it.
Grinberg, I., & Land, R. E., & Hall, T. M., & Lacroix, K. A., & Macho, S., & Eastman, M. (2011, June), EET Nationally-Normed Assessment Exam: First Experiences and Their Relations to ABET Outcomes Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17810
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