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Building an Effective ABET ETAC Assessment Program from the Ground Up

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Focus on ETAC Accreditation

Tagged Division

Engineering Technology

Page Count

17

DOI

10.18260/1-2--36765

Permanent URL

https://peer.asee.org/36765

Download Count

28

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Paper Authors

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Qudsia Tahmina Ohio State University

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Dr. Qudsia Tahmina, The Ohio State University at Marion

Dr. Tahmina is an Assistant Professor of Practice at The Ohio State University at Marion. She teaches First Year Engineering and second year Electrical and Computer Engineering courses. Dr. Tahmina is involved in the curriculum development and ABET assessment process for the Engineering Technology program offered at the regional campuses of The Ohio State University.

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Kathryn Kelley Ohio State University Orcid 16x16 orcid.org/0000-0001-7680-8688

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Kathryn Kelley serves as executive director of OMI; she has more than 20 years' experience in program leadership and strategic communications at industry-oriented higher education, economic development and statewide technology organizations. She collaborates with state and national partners to develop regional and national public policy to support manufacturing innovation, advocate for small- and medium-sized manufacturing needs within the supply chains and remove barriers between academia and industry.

Activities include:
- Managing NIST MEP funded program on “Manufacturing 5.0” to develop a framework and set of tools to guide MEP staff assisting small- and medium-sized manufacturing firms in their journey toward digital integration.
- Completing ODSA-funded project on Ohio Advanced Manufacturing Technical Resource Network roadmaps organized by manufacturing processes to determine manufacturing needs and technical solutions for machining, molding, joining/forming, additive manufacturing.
- Collaborating with state and national partners on advanced manufacturing education pathways and engineering technologist manufacturing career programs
- Served as lead coordinator of a Bachelor of Science in Engineering Technology degree program at The Ohio State University focused on curriculum development and approval, securing industry support and promoting program to internal/external audiences.
- Published a US Economic Development Agency-funded engineering technology future skills report to be published in Economic Development Quarterly (Feb. 2020)
- Served as Ohio principal investigator on a $2.24M US Department of Defense Office of Economic Adjustment Defense Manufacturing Assistance Program and $300K Defense Cybersecurity Assurance Program
- Producing and hosting "Manufacturing Tomorrow," a podcast series with 2,000+ subscribers to highlight innovative manufacturers and the academic partnerships that propel their efforts

She is dedicated to researching and issuing action-provoking reports on advanced manufacturing trends, workforce development and disruptive technologies.

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biography

Aimee T. Ulstad Ohio State University Orcid 16x16 orcid.org/0000-0001-8523-2502

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Aimee Ulstad, P.E is an Associate Professor of Practice in the Integrated Systems Engineering Department at The Ohio State University. Prior to joining the faculty at Ohio State, Aimee was an industry professional in various field in engineering for over 30 years. Aimee received her degrees in Mechanical Engineering and Masters in Business Administration from Ohio State. She began her career as a packaging equipment engineer at Procter and Gamble, then moved to Anheuser-Busch where she worked for over 27 years. She worked as project manager, engineering manager, utility manager, maintenance manager, and finally as the Resident Engineer managing all technical areas of the facility. During her tenure, the brewery saw dramatic increases in productivity improvement, increased use of automation systems, and significant cost reductions in all areas including utilities where they received the internal award for having the best utility usage reduction for 2014. Since joining Ohio State, Aimee has joined the American Society of Engineering Educators and serves as the treasurer of the Engineering Economics division.

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Abstract

Background: To prepare for a new Bachelor of Science in Engineering Technology degree program launched in Autumn 2020 at a large Midwestern University, a team of experts developed a plan for ABET ETAC assessment. The team collaborated with faculty and administrators to gather information about the curriculum and develop a plan of action and timeline for the assessment in the first year. The team attended webinars and participated in ABET-coordinated sessions to educate themselves on the eligibility requirements and criteria to prepare for accreditation. This team was charged with preparing a robust framework for establishing the program educational objectives, streamlining the process for assessment of student learning outcomes and maintaining a document management system. Other tasks included developing a mechanism for mapping student outcomes to courses and then to assignments and integrating a learning management system as a tool to help in decision making and continuous improvement. Purpose: The purpose of this paper is twofold: a) to communicate the process of building an effective assessment program for ABET accreditation from the ground up; and b) to share best practices with others who offer degree programs in Engineering Technology or similar degrees. Methods: The process of building the assessment program will be discussed in more detail and include the challenges and successes involved in following approaches: • Reviewing the program eligibility requirements and documents for the Engineering Technology Accreditation Commission (ETAC). • Defining the relationships and mapping the Program Educational Objectives to the Student Learning Outcomes. • Determining the Performance Indicators and Course mappings to assess Student Learning Outcomes. • Focusing on the assessment of the non-core courses such as mathematics and physics to evaluate student performance and recommend curriculum revision to maintain rigor. • Ensuring the administration understands and supports the needs and requirements to establish a cohesive plan aligned with ABET accreditation process. • Building an understanding of faculty expectations as part of the assessment of student learning outcomes, including feedback on curriculum for continuous improvement. • Establishing task structures and expectations for the team to allocate time efficiently through regular meetings. • Building a repository for data collection and document management system utilizing the cloud environment supported by the university. • Training the team on institutional data policy, FERPA and cybersecurity. • Providing support from course development experts to streamline the process for outcomes assessment using the learning management system. • Utilizing ABET assessment process to build collaborations among regional campuses and identifying strengths and weaknesses to improve teaching efficacy. • Improving the assessment process by incorporating the feedback from the faculty, administration and industry partners.

Tahmina, Q., & Kelley, K., & Ulstad, A. T. (2021, July), Building an Effective ABET ETAC Assessment Program from the Ground Up Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36765

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