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Articulation Partnerships With Accredited Non Traditional Programs

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Innovative ET Leadership

Page Count

7

Page Numbers

10.220.1 - 10.220.7

Permanent URL

https://peer.asee.org/15065

Download Count

65

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Paper Authors

author page

Arnold Peskin

author page

Walter Buchanan

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

Articulation Partnerships with Accredited Non-traditional Programs Arnold Peskin/Excelsior College Walter Buchanan/Northeastern University

Abstract:

Many Engineering Technology Students earn their degrees through the ‘2 plus 2’ program model. The first two years are often spent in community colleges, but finding a suitable institution for completing the Bachelor’s Degree can prove to be a challenge. This is especially true for students whose personal circumstances inhibit them from enrolling and completing their degree at a conventional school.

Excelsior College was founded to make college degrees more accessible to qualified busy, working adults. It focuses on what its students know, rather than where or how they learned it. Its School of Business and Technology offers a variety of degree programs, including TAC of ABET accredited programs in Electronics Engineering Technology and Nuclear Engineering Technology. Because much of its interaction with students is the evaluation of coursework, experience and other sources of knowledge acquired elsewhere, Excelsior emphasizes student assessment activities, among them conventional assessment techniques, articulation agreements, industrial partnerships, and testing. It has also recently embarked on an extensive program of distance course delivery.

One particularly unique dimension of student assessment is the Excelsior Integrated Technology Assessment (ITA). This portfolio-based assessment method is a capstone experience for Engineering Technology students, documenting their ability to integrate knowledge from various technical and general education areas and apply it in a meaningful way. The portfolio development process requires students to reflect on past experiences, both academic and professional, and then use the information gained from this reflective process to develop learning statements that address specific learning objectives.

Excelsior’s Engineering Technology programs represent a laboratory of innovative assessment, articulation and course delivery, whose techniques can be used by all educational institutions to further the cause of educating and recognizing worthy students who might not otherwise be able to complete traditional degree requirements.

1. Introduction

Many Engineering Technology Students earn their degrees through the ‘2 plus 2’ program model. The first two years are often spent in community colleges, but finding a suitable institution for completing the Bachelor’s Degree can prove to be a challenge. This is especially true for students whose personal circumstances inhibit them from enrolling and completing their degree at a conventional school.

Peskin, A., & Buchanan, W. (2005, June), Articulation Partnerships With Accredited Non Traditional Programs Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15065

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