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Establishing And Assessing Educational Objectives For Engineering Programs

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Assessment & Quality Assuranc in Engr Ed

Page Count

10

Page Numbers

8.532.1 - 8.532.10

Permanent URL

https://peer.asee.org/12409

Download Count

53

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Paper Authors

author page

Nashwan Younis

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

Session 1360

ESTABLISHING AND ASSESSING EDUCATIONAL OBJECTIVES FOR ENGINEERING PROGRAMS

Nashwan Younis Associate Professor of Mechanical Engineering Department of Engineering Indiana University-Purdue University Fort Wayne Fort Wayne, IN 46805-1499

Abstract

Changes are often very difficult. The Accreditation Board for Engineering and Technology (ABET) has changed the criteria for accrediting engineering programs. This paper describes the process for developing and assessing an engineering program educational objectives. In particular it discusses the educational objectives attributes that an acceptable program should have in view of the requirements of criterion 2 of Engineering Criteria (EC2000). Examples of using surveys results are included. Finally, the interaction between the assessment coordination and curriculum committee is discussed.

Introduction

The engineering practice continues to evolve, but engineering education has not changed at the same rate. The need to change engineering education has led industry and constituents to question the relevancy of engineering programs. Therefore, ABET initiated the formation process for an ABET Industry Advisory Council (IAC). ABET needed more proactive involvement of industry leaders. Industry expectations of new engineers resulted in ABET to lessen its preoccupation with quantitative criteria and to respond to the challenges facing engineering education in the twenty-first century. Thus, the ABET Board of Directors approved the Engineering Criteria 2000 on November 2, 19961, a radically new set of criteria for accrediting engineering programs. At the same time, ABET authorized a two-year pilot study and three-year phased implementation period, making the new criteria effective for all engineering programs beginning in fall 2001. A survey of fifteen companies conducted by the Industry-Government Roundtable for Enhancing Engineering Education ranked in importance knowledge elements, skills, and experiences that can be expected by engineering managers and engineers for BS entry- level engineers2.

During the eighties and nineties accreditation visits, ABET program evaluators focused on resources heavily3. These resources included faculty member’s qualifications, curriculum details, and the adequacy of laboratory facilities. However, EC2000 takes a broader approach by focusing on both resources and processes. The goal is to provide engineering programs with flexibility and to encourage innovation in designing the curriculum. ABET used to require

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Younis, N. (2003, June), Establishing And Assessing Educational Objectives For Engineering Programs Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12409

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015