June 20, 2010
June 20, 2010
June 23, 2010
15.319.1 - 15.319.11
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.
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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