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Continuous Quality Improvement Process For Applied Engineering Technology Program At Drexel University

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Assessment & Continuous Improvement in ET: Part II

Tagged Division

Engineering Technology

Page Count

11

Page Numbers

15.319.1 - 15.319.11

Permanent URL

https://peer.asee.org/15708

Download Count

88

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Paper Authors

biography

William Danley Drexel University

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William Danley, Drexel University
Dr. William Danley, Clinical Assistant Professor Applied Engineering Technology in the Goodwin
College, Drexel University, taught and developed undergraduates courses in thermodynamics, thermal system design, fluid mechanics, thermal, pneumatics and hydraulics laboratories, materials engineering, analytical chemistry and engineering economics. Prior to returning to academia, he worked in industry for a number of Fortune 500 companies and was granted four patents relating to spectrometers and electrochemical sensors used in industrial control.

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biography

Vladimir Genis Drexel University

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Vladimir Genis, Drexel University
Dr. Vladimir Genis, Associate Professor and Program Director of Applied Engineering
Technology in the Goodwin College, Drexel University, taught and developed graduate and
undergraduate courses in physics, electronics, nondestructive testing, biomedical engineering, and
acoustics. His research interests include ultrasound wave propagation and scattering, ultrasound
imaging, nondestructive testing, electronic instrumentation, piezoelectric transducers, and
engineering education. He serves as a member of the Drexel’s Faculty Senate.

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

Continuous Quality Improvement Process for Applied Engineering Technology Program at Drexel University Abstract

The Applied Engineering Technology (AET) Program at Drexel University recognizes the need for periodic assessment and evaluation to ensure that AET is achieving its mission. This paper describes how the assessment and evaluation of Program Educational Objectives and Program Outcomes leads to an annual for the AET Program. The presented methodology demonstrates how assessment data is compiled, how the data is analyzed, and how the analysis is translated into an understanding of the program, including required actions to improve the program. The recommended actions are incorporated uture assessment and evaluation procedures to validate the improvement. Useful templates for collecting and storing assessment data are described and examples of histograms are presented that demonstrate the assessment results. The information

present the evaluated results with any needed actions that were taken. This information is also tied to the next cycle of the evaluation process.

Introduction

The undergraduate Applied Engineering Technology (AET) Program started at Drexel University in 2002. The program prepares students for high-level employment in an industrial environment. The program is comprised of three concentrations: Electrical Engineering Technology, Mechanical Engineering Technology, and Industrial Engineering Technology. The students learn in a hands-on environment by using state-of-the art laboratories that replicate real- life industrial processes and techniques. Students learn to work on multidisciplinary teams and solve technical problems by applying principles and theories of science, engineering, and mathematics. This paper describes how the assessment and evaluation of Program Outcomes are conducted to validate that students are achieving the Program Educational Objectives (PEO)1. In the first section, an internal process is presented in detail, which leads to an understanding of how program outcomes are translated into measurable performance criteria with assessment rubrics. Students and facilities are assessed to validate the program educational practices and strategies based on the collected assessment evidence accumulated for analysis2. This evidence is interpreted to gain an understanding of the program and results in a continuous quality improvement of the program through specific implemented actions3,4. In the second section, the process for establishing and maintaining Program Educational Objectives is presented. The ssess and evaluate these PEOs and approve any changes.

Danley, W., & Genis, V. (2010, June), Continuous Quality Improvement Process For Applied Engineering Technology Program At Drexel University Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/15708

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