Paper Authors

Abstract

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

Session 2793

Fuzzy Logic to Assess ABET-Accredited Degree Program Emphasis David Elizandro and Jessica Matson Tennessee Technological University

Abstract

In the Self-Study Questionnaire, the ABET definition of well-defined processes necessary to administer engineering programs is: “Processes for all elements of criteria are quantitatively understood and controlled; clearly tied to mission, program objectives, and constituent needs; seen as benchmarks by other institutions.” To date, there has been little discussion on approaches to benchmarking programs.

Benchmarking consists of comparing programs to assess program effectiveness and efficiency. Effectiveness measures the achievement level of Program Outcomes and Program Objectives, while efficiency measures the portion of the curriculum devoted to each Program Outcome and Program Objective. In order to perform benchmarking, programs with similar program objectives, program outcomes, and corresponding curriculum emphasis must be identified and the curriculum must be measurable. This paper presents an approach to defining curriculum metrics that can be used for benchmarking programs as well as assessing curriculum efficiency.

Introduction

In earlier versions of the ABET criteria, needs of program constituents were addressed in the context of accredited program requirements. The Criteria now requires that program constituents are involved in the strategic planning process. In the Self-Study Questionnaire, the ABET definition of well-defined processes necessary to administer engineering programs is:

“Processes for all elements of criteria are quantitatively understood and controlled; clearly tied to mission, program objectives, and constituent needs; seen as benchmarks by other institutions.”

Using the current ABET Criteria, a program emphasis should now reflect participation by program constituents. Typical differences in constituents include, but are not limited to:

• Number and interests of the faculty. • Amount and type of research. • Number and academic preparation of students. • Organizations that recruit program graduates.

All accredited programs have the same program outcomes based on ABET Criterion 3 a-k. Although the a-k outcomes for all engineering programs are the same, programs often have different levels of a-k implementation. For example, it is reasonable to expect different mathematics requirements for industrial engineering and electrical engineering programs.

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

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Matson, J. (2003, June), Fuzzy Logic To Assess Abet Accredited Degree Program Emphasis Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11904