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In Common Methodology For Objective And Outcome Based Programs Assessment

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

TC2K Assessment: How to Really Do It

Page Count


Page Numbers

10.735.1 - 10.735.13

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Paper Authors

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Lennard Lema

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Zbigniew Prusak

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Peter Baumann

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

Session 3649

In-common Methodology for Objective- and Outcome-based Programs Assessment

Lennard F. Lema, Peter F. Baumann and Zbigniew Prusak Central Connecticut State University


This paper reviews the development of continuous quality improvement plans for three closely aligned engineering technology programs at Central Connecticut State University (CCSU). Many of the goals for the three programs are similar thus allowing for the development of common learning objectives and learning outcomes which may be assessed simultaneously. The learning objectives and learning outcomes, while based upon the specific program mission, allow data collection, metrics for assessment and evaluation to be focused upon in-common core courses. Certain aspects of the mission, goals, outcomes and objectives will differ between programs. The assessment of the differences within each discipline is conducted within specialization courses with separate assessment methods. The final evaluation of data and the assessment of each program curriculum becomes a discipline dependent process with the analysis and evaluation of data, and the program recommendations conducted as an independent function by specialization faculty and members of the program industrial advisory board.

The University adopted an assessment plan for all its programs at nearly the same time that the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET) adopted the TC2K continuous improvement based criteria for program assessment and evaluation of data. The Engineering Technology Department took advantage of the opportunity by consolidating efforts in the initial planning stage wherein the University and the TAC of ABET programs assessments were fulfilled concurrently.

Careful planning by faculty on the CCSU assessment team resulted in an ultimately successful programs assessment, evaluation, and TAC of ABET accreditation. Design of continuous improvement plans with in-common learning objectives and learning outcomes based on standardized methodology for assessment across programs may prove to be effective.

1.0 Introduction

The Bachelor of Science in Engineering Technology programs at Central Connecticut State University (CCSU) share a common goal. This goal is “to provide graduates with a well- balanced education based on civic responsibility, cultural diversity and global awareness; critical thinking and problems solving techniques; writing and communication skills; quantitative skills; arts and humanity appreciation; scientific understanding; and computer literacy.”

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

Lema, L., & Prusak, Z., & Baumann, P. (2005, June), In Common Methodology For Objective And Outcome Based Programs Assessment Paper presented at 2005 Annual Conference, Portland, Oregon.

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