New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
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 . 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 . 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 . 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.
 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. https://peer.asee.org/21982.  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. https://peer.asee.org/20401.  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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