Salt Lake City, Utah
June 20, 2004
June 20, 2004
June 23, 2004
9.417.1 - 9.417.12
Developing Self-Report Instruments to Measure ABET EC 2000 Criterion 3 Professional Outcomes
Jason C. Immekus, Sara Tracy, Jin Eun Yoo, Susan J. Maller, Brian F. French, William C. Oakes
The Accreditation Board for Engineering and Technology’s Engineering Criteria 2000 (ABET EC2000)1 Criterion 3 Programs Outcomes and Assessment specifies outcomes college graduates are expected to know and demonstrate following graduation from accredited engineering programs. The generality of Criterion 3 objectives requires engineering programs to enunciate the desired program outcomes. In recognition of this complex task, this paper presents the process the Engineering Projects in Community Service (EPICS) program is taking to develop precise operational definitions of the outcomes for the design, implementation, and validation of assessment instruments. For didactic purposes, the focus is on outcomes related to professional skills (e.g., communication skills, teamwork) that lend themselves to assessment through self-report instruments (e.g., surveys). This paper is designed to serve as an instructional resource to programs considering the use of self-report instruments to measure professional Criterion 3 outcomes.
1. Criterion 3
ABET EC 20001 Criterion 3 Programs Outcomes and Assessment specifies eleven outcomes industry and academia expect college graduates to know and demonstrate following completion of accredited engineering programs. The criteria are intended to enable accredited engineering programs to provide key skills students will need to pursue an engineering career. Specifically, Criterion 3 outcomes include:
(a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
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