July 26, 2021
July 26, 2021
July 19, 2022
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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