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ATMAE to ABET Accreditation: An Assessment Transition in an Electronics and Computer Engineering Technology Program

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

ETAC/ABET-Related Issues

Tagged Division

Engineering Technology

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Paper Authors


Sri R. Kolla Bowling Green State University

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Sri R. Kolla has been a faculty in the Electronics and Computer Engineering Technology program at the Bowling Green State University, Ohio, since 1993 in various positions and currently a Professor. He worked as a Guest Researcher at the Intelligent Systems Division, National Institute of Standards and Technology, Gaithersburg, MD, 2000-‘01. During 2008-09, he was a Fulbright Research Scholar at the Electrical Engineering Department, Indian Institute of Science, Bangalore, India. He was an Assistant Professor at the Pennsylvania State University, 1990-‘93. He got a Ph.D. in Engineering from the University of Toledo, Ohio, 1989. His teaching and research interests are in electrical engineering/technology area with specialization in artificial intelligence, power and energy systems, control systems and computer networking. He is a fellow of Institution of Engineers (India) and senior member of IEEE and ISA.

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David Border Bowling Green State University

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David A. Border, Ph.D., holds a principle research interest in electronic information systems. This field includes digital communication and networking and intelligent networked devices. His current work includes wireless sensor networks. Prior research included work on signal bandwidth compression and signal specific data encoding techniques. His technology application interest includes networked systems. Typical teaching duties include junior- and senior-level courses in the Electronics and Computer Engineering Technology (ECET) program. Within this course set are the curriculum’s networking and communication courses. As is true with his ECET faculty colleagues, Border supports the program with teaching assignments, as needed, in freshman- and sophomore-level courses offerings. Examples of these include the sophomore level electric circuits and digital electronics courses. Dr. Border teaches a digital communication graduate course within the Ph.D. Consortium Technology Management program, as well as other graduate level courses at BGSU.

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Bowling Green State University (BGSU) currently offers an ETAC-ABET accredited undergraduate Bachelor of Science degree in Electronics and Computer Engineering Technology (ECET). The program was previously accredited by ATMAE as a specialization in Electronics and Computer Technology (ECT) in the Bachelor of Science in Technology degree. The program faculty have decided to seek ABET accreditation due to the professional engineer registration our students can seek and other reasons. This paper presents the process adopted by the ECET program faculty to use the past ATMAE accreditation practices to present ABET accreditation. A hallmark of our ECET program has been the mandatory two semester long co-op experiences and an optional third semester co-op experience, which has served as an important tool along with our in-class course instruction and laboratory experience for the success of our students. In a recent paper, various synergies of converging ABET, ATMAE, and other accreditation processes were discussed [1]. Our intent is not to detail past accreditation practices of our ECT program with ATMAE but to explain how we used some of those practices and methods for ABET accreditation of our ECET program. The use of internship workplace competencies for ETAC-ABET program outcomes assessment was discussed in [2]. We have been using our students’ co-op experience as a tool for program assessment and continuous improvement in the past, and we will discuss how that is incorporated into ABET assessment in this paper. The use of course embedded methods for ETAC-ABET assessment was discussed in [3]. Our course embedded assessment uses similar methodology but considers ABET ‘a to k’ student outcomes separately rather than combining into eight outcomes.

Our student outcomes assessment of ABET’s ETAC general ‘a to k’ criteria and EET and CET program specific criteria uses four direct and indirect quantitative methods and additional qualitative methods. The direct quantitative methods include: course embedded assessment, course final grades, co-op employer student performance appraisal; and the indirect quantitative method is an end of semester student course evaluations, the qualitative methods include student co-op report feedback, industrial advisory board input, and alumni input in addition to regular input from faculty. This paper describes how the data from these methods is used for assessment and continuous improvement that resulted in a successful maximum ABET accreditation period for our ECET program.


[1] Dyrenfurth, M. J., & Newton, K. (2012, June), Synergies of Converging ABET, ATMAE, and Institutional Accreditation Processes Paper presented at 2012 ASEE Annual Conference, San Antonio, Texas. [2] Balascio, C. C. (2014, June), Engineering Technology Workplace Competencies Provide Framework for Evaluation of Student Internships and Assessment of ETAC of ABET Program Outcomes Paper presented at 2014 ASEE Annual Conference, Indianapolis, Indiana. [3] Abdallah, M. (2015, June), Student Outcomes Assessment and Evaluation for ETAC/ABET Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.24758.

Kolla, S. R., & Border, D. (2016, June), ATMAE to ABET Accreditation: An Assessment Transition in an Electronics and Computer Engineering Technology Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26341

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