June 15, 2019
June 15, 2019
October 19, 2019
Integrated Assessment Model for multiple outcomes and Criteria
Assessment of Student Outcomes and Program Criteria are a vital part of accreditation process for ABET/ETAC. ETAC requires that a program seeking accreditation must present evidence of systematic, detailed and meaningful assessment process of the Student Outcomes “a through k”. Furthermore, based on ETAC accreditation documents, “each program seeking accreditation from the Engineering Technology Accreditation Commission of ABET must demonstrate that it satisfies all Program Criteria implied by the program title”. The above quotation indicates that the accreditation seeking program has to demonstrate additional assessment of these criteria besides assessing the ETAC a through k Student Outcomes. Single title programs assessment might not be as rigorous as it is with programs implying more than one title. It is common that many programs in the nation involve more than one title, such as Electrical and Electronics, Electrical and Computer, Mechanical and Manufacturing, to mention few. The assessment process for such dual title programs becomes sophisticated and might even be ambiguous when assessment is made to each title criteria and ETAC outcomes separately. This paper will address this challenging situation for programs with dual titles seeking ETAC accreditation. The paper will introduce a model that has proven to be sufficient to address this complicated, yet essential part of accreditation process. The Model is based on a case of a program that has Mechanical and Manufacturing Engineering Technology title. This program has to satisfy a through k student outcomes, SME a through d criteria and ASME a thorough I criteria. Needless to say that the above reference Outcomes and Criteria (a, b….) of the three organizations do not necessarily line up. Our model is built upon the theme of finding a common denominator Outcomes/Criteria and map the three different ones to it. We will demonstrate that the model will make the assessment process feasible, logical and meaningful. The paper will show that the model could be used as a template for dual titles programs for assessment and accreditation purposes.
Abro, S. R., & Cuper, J., & Cook, K. (2019, June), Integrated Assessment Model for Multiple Outcomes and Criteria Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32978
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