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Session 2263

Techniques for Assessment In a Successful ABET 2000 Accreditation Evaluation

K. Schmahl, O. Ettouney, J. Stenger, J. Moller, C. Noble Miami University, Oxford OH

Abstract

Miami University’s Manufacturing Engineering program successfully completed an ABET accreditation visit using the Engineering Criteria 2000 in the Fall of 1998. This paper will discuss the department’s approach to fulfilling ABET 2000 assessment requirements. The department used a systematic approach to assessment for continuous improvement using twelve different assessment techniques. Each of the techniques and its strength relative to measuring the ABET 2000 criteria is discussed.

Introduction

Manufacturing Engineering is an ABET accredited Bachelor of Science program in the School of Engineering and Applied Science at Miami University in Oxford, Ohio. The primary mission of the Manufacturing Engineering Department is to provide quality graduates to meet societal and industrial needs. Approximately 140 students are enrolled in the Manufacturing Engineering program.

The program was accredited under the ABET 2000 criteria[1] which emphasizes establishment of program objectives and assessment of associated measurable outcomes. The approach developed at Miami University to achieve program objectives is based on, forming, reaching and maintaining our goals through a process of continuous improvement. The key to this process is assessment. The primary purpose of assessment is to provide information that will be used to improve our program. Since a variety of components are involved in a complete description of student outcomes at various stages in the academic program, it is essential that multiple measures of quality be employed.

As part of our assessment plan, we developed and implemented twelve assessment methods to assess the degree to which our graduates have achieved the discipline-oriented outcome characteristics enumerated in the ABET 2000 criteria. The methods were developed through inputs of all Manufacturing Engineering faculty, staff, student representatives and the dean’s office. The twelve methods are discussed in five categories: Course Content, Customer Feedback, Graduate Surveys, Standards and Benchmarks, and Closing the Loop.

Course Content

These methods focus on students’ performance during their study at Miami. The methods are an integral part of classroom activities.

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Ettouney, O., & Stenger, J., & Schmahl, K. E., & Moller, J., & Noble, C. (2000, June), Techniques For Assessment In A Successful Abet 2000 Accreditation Evaluation Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8766