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Integrated Assessment Model for Multiple Outcomes and Criteria

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

ET Curriculum & Programs

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

14

DOI

10.18260/1-2--32978

Permanent URL

https://peer.asee.org/32978

Download Count

432

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Paper Authors

biography

Sabah Razouk Abro Lawrence Technological University

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Dr. Sabah Abro is an internationally educated professor and program Director at Lawrence Technological University. He graduated with a Bachelor degree from the University of Baghdad, pursued a post graduate diploma in planning from the United Nations institute in the middle east, Went to Wales in the United kingdom to get his Master’s degree and then to Belgium for his Ph.D. He has also international work experience; he served as Faculty at Al Mustansiria University in Baghdad, a regional consultant at the Arab Institute for Statistics, a position that enabled him to lecture in a number Arab countries.
Sabah has over 25 years of experience in higher education including more than 15 years in education management across different parts of the world. Concentration in the last 15 years was on development of career, Art & Science, technology and engineering programs.

Leading positions in educational institutions including chair of department, acting Dean, university board member, Director and Chair of University assessment committee , Engineering Faculty Council, consultant and team leader.

A unique experience in coordination between educational institution and industrial partners to build new paradigm in education through an NSF sponsored program.
Long experience in curriculum development. Extensive knowledge in academic programs, professional development programs and on the job training plans. Motivated, fluent in English with multi-lingual capability, internationally educated professional, with work experience in different countries and international organizations. Highly diversified, personable and outreaching communication skills.
Winner of 2012 faculty of the year award at Lawrence Technological University.
Nominated for Teaching Excellence and Using Technology in Classroom Awards.

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biography

Jerry Cuper Lawrence Technological University

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Jerry Cuper is a professor and advisor in the Department of Engineering Technology in the College of Engineering. His education includes graduate and undergraduate degrees, and completion of a technology apprenticeship program. Mr. Cuper’s career has spanned a wealth of experience in the machine shop, on the drawing board, in construction, and many years in engineering design, testing and development, management, and planning. Most of his career was with the Ford Motor Company. Mr. Cuper’s last assignment was managing the Ford Technology Review Center to help implement suppliers’ new technologies. He developed and led the implementation of a new supplier process to dramatically change the way supplier technologies were integrated into Ford products. This supported Ford’s vision to change from being a fast follower to being a leader in technology. Mr. Cuper developed the first-production automotive application of Graphite Fiber Reinforced Plastic; this bracket was given the Materials Engineering “Award of Merit”. Cuper has taught courses in engineering and business at Lawrence Tech evening programs as an adjunct instructor since 1978. He has demonstrated the ability to work extremely well with students to focus their efforts on academic achievement and long-term career goals. Mr. Cuper’s passion is muscle cars. He has owned 21 Mustangs over the years, starting with the 1965 Fastback 2+2, and now has a 2013 GT glass-roof coupe.

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biography

Kenneth Cook P.E. Lawrence Technological University

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Ken Cook is the chair of the Department of Engineering Technology in the College of Engineering. Mr. Cook is a registered professional engineer, a certified clinical engineer, and holds some 28 patents of his own. He holds degrees from or attended DeVry Technical Institute, Lawrence Technological University, Wayne State University, and Oakland University. Cook has many years of experience in engineering design, management and sales. His was most recently executive vice president and chief engineer for Vultron/Trans Industries. His earlier positions included General Manager of R&D in machine tool controls and gauging at GTE-Valenite Corp., started and managed the clinical engineering department at William Beaumont Hospital, Royal Oak, and was a research associate in radiology, nuclear medicine, and bio-mechanics at Wayne State University. Ken has taught at Lawrence Tech evening programs as an adjunct instructor since 1965. His senior projects class, where students generate project ideas, research, design, manufacture, and assess the market for inventive products is the capstone course. Cook also has enjoyed a long side career in magic finding his hobby very useful in teaching. A highlight for his students each year is the two-hour magic performance he offers as a congratulatory send-off for them and their guests.

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Abstract

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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