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Developing An Assessment Plan To Meet Abet Ec2000

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

8

Page Numbers

4.177.1 - 4.177.8

Permanent URL

https://peer.asee.org/7564

Download Count

24

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Paper Authors

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Tony N. Rogers

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David R. Shonnard

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Besty M. Aller

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Kirk H. Schulz

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Anton Pintar

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

Session 3513

DEVELOPING AN ASSESSMENT PLAN TO MEET ABET EC2000

Anton J. Pintar, Betsy M. Aller, Tony N. Rogers, Kirk H. Schulz, and David R. Shonnard

Department of Chemical Engineering Michigan Technological University

ABSTRACT In 1995 the Department of Chemical Engineering at Michigan Technological University began developing an assessment plan prior to accreditation by the North Central Association (NCA) in January 1997. This assessment plan was modified and adapted to the requirements of ABET EC2000 in preparation for an ABET visit in September 1998. The assessment plans were developed by four-person committees with on-going input from the other chemical engineering faculty. The NCA assessment plan was developed by the department’s Curriculum Committee. The ABET assessment plan was developed by an ad hoc ABET/Assessment Committee. Two of the faculty on this committee had worked on the NCA assessment plan developed by the Curriculum Committee.

The department’s assessment plan consists of four major goals that can be related to the ABET EC2000 outcomes (a) through (k) and to the AIChE Program Criteria: (1) Students should master chemical engineering fundamentals necessary to function as a professional in an appropriate-level engineering position [ABET Outcomes (a), (c), and (e); all the AIChE Program Criteria]; (2) Students should master, or have the ability to acquire, the following skills necessary to tackle new problems and/or technologies: critical thinking, resourcefulness, problem-solving and research skills [ABET Outcomes (b), (c), (e), (i), and (k)]; (3) Students should be able to communicate effectively their technical/professional material in written, oral, visual, and graphical forms [ABET Outcomes (d) and (g)]; and (4) Students should be aware of the impacts on and responsibilities to society of chemical engineering [ABET Outcomes (f), (h), and (j); AIChE Program Criteria: “...including safety and environmental aspects...”].

Assessment tools were developed to measure the success in attaining the above goals: (1) department designed skills test to be given in a senior-level course, (2) plant design reports and AIChE senior design project, (3) exit survey and interview of graduating seniors, (4) survey of alumni two and five years out, (5) portfolio of written material in capstone and communication courses, (6) portfolio of oral presentations in capstone and communication courses, (7) participation in the “PAWS” Safety Program, and (8) performance on the Fundamentals of Engineering Exam.

Parts of the assessment plan have already been implemented. The first cycle of implementation of the entire assessment plan will be completed in the summer of 1999.

Rogers, T. N., & Shonnard, D. R., & Aller, B. M., & Schulz, K. H., & Pintar, A. (1999, June), Developing An Assessment Plan To Meet Abet Ec2000 Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7564

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