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Developing An Educational Process For An Engineering Technology Program

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

TC2K Issues and Experiences

Page Count

8

Page Numbers

10.432.1 - 10.432.8

Permanent URL

https://peer.asee.org/14228

Download Count

18

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Paper Authors

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John Hartin

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Henry Kraebber

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Nancy Denton

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

Developing an Educational Process for an Engineering Technology Program

Henry Kraebber, Nancy Denton, John Hartin

Purdue University

Abstract The new criteria for engineering technology accreditation by ABET known as TC2K have been evolving for several years. The TC2K criteria create an outcomes-based assessment process rather than the traditional input-based ABET assessment process. There are fundamental changes in the accreditation criteria that make them significantly different. These changes warrant a new design of the processes used to prepare for accreditation. These new processes must clearly define and embed quality and self-assessment into engineering technology programs. This paper describes the educational process developed for the mechanical (MET) and manufacturing engineering technology (CIMT) degree programs at Purdue University in West Lafayette, Indiana. Emphasis is given to the processes and plans developed in response to the TC2K Criteria 1 through 3. Background During the past decade or so, assessment and improvement efforts have become a part of accreditation processes in many disciplines and across the university through bodies such as the North Central Association. Starting in 2004, all of the ABET Technology Accreditation Commission (TAC) programs are now required to use the new TC2K criteria. The ABET Engineering Accreditation Commission began the transition for engineering programs in the late 1990’s with the implementation of EC2000, and is now beginning the second round of visits under outcomes-based assessment. The transition from review of inputs to evaluation of processes and outcomes has been the subject of a number of American Society for Engineering Education publications, engineering technology list-serve debates, and comments solicited by the Technology Accreditation Commission (TAC) as the TC2K general program evaluation criteria were developed. The present version of the TAC criteria adopted in November 2003 contains eight fundamental criteria points. The bibliography includes citations for several publications that the MET faculty used to learn about the changes to the criteria and develop plans for accrediting its programs. Previous ABET accreditation had been focused on course level concerns, plus surveys of graduates and their employers. Criteria 1, 2, and 3 program educational objectives, program outcomes and assessment and evaluation plans, present the new outcomes-based accreditation elements. These criteria describe the review process intended to ensure that graduates achieve specific program level educational objectives and outcomes within an established timeframe so that linkage from assessment data to known inputs is possible. Despite the shift to assessment of outcomes, many of the traditional elements of an ABET accreditation review are still included in

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Hartin, J., & Kraebber, H., & Denton, N. (2005, June), Developing An Educational Process For An Engineering Technology Program Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14228

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