Asee peer logo

Academic Quality Management

Download Paper |

Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Student Learning and Research

Page Count

8

Page Numbers

9.136.1 - 9.136.8

Permanent URL

https://peer.asee.org/12977

Download Count

26

Request a correction

Paper Authors

author page

Essaid Bouktache

author page

Chandra Sekhar

author page

Jai Agrawal

author page

Omer Farook

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session: 2147

Academic Quality Management

C. R. Sekhar, O. Farook and Jai. P. Agrawal, E.Bouktache Department of Electrical and Computer Engineering Technology Purdue University Calumet

Abstract

This Paper describes the implementation and outcome results of an Academic Quality Management (AQM) program and one of the tools used in three of the courses taught in the Electrical and Computer Engineering Technology (ECET) program at Purdue University Calumet, Hammond, IN. A number of papers have been presented at the ASEE and other professional society meetings on the subject of academic quality under various titles such as TQM, CQI, and TQI etc. Continuous improvement is the buzz word that is used by ABET. We will describe a process that has worked for us to improve the learning and retention of knowledge by the students.

I. Introduction

Classroom assessment techniques are widely used to measure students’ acquired knowledge. These techniques include assigning home work problems, quizzes, tests, term papers and others. Minute papers, Muddiest point, one sentence summary and what is the principle techniques are well described in literature[1]. At the macro level assessment activities include: 1) Student learning as evaluated by test scores, grades, project presentations etc. 2) Curriculum and course objectives evaluated by an external body such as an Industrial Advisory Committee, and 3) The quality of the graduates judged by the placement data and employer survey. Continuous improvement to the curriculum is implemented using graduate exit survey, employer feed back survey and alumni survey. Number of articles has appeared in the past ASEE conferences and assessment related meetings on continuous improvement, most of them implemented at the macro level, this paper address the issue at the micro level.

Technology criteria 2000 (TC2K)[2] requires that TAC/ABET accredited institutions implement Programs that will address educational objectives based on the mission of the institution, a process to measure the outcome of the established objectives and a continuous improvement program that will enable the graduate to achieve their educational objectives. Schools are developing volumes of document addressing the above requirements along with statistical data to show continuous improvement in their programs, indeed a time consuming process for the faculty!!

Proceedings of the 2004 American Society for Engineering education Annual Conference & Exposition Copyright © 2004, American Society for engineering Education

Bouktache, E., & Sekhar, C., & Agrawal, J., & Farook, O. (2004, June), Academic Quality Management Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12977

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2004 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015