Integrating Tc2 K Into A Multi Disciplinary Seminar Course: Finding A Hook For The “Soft” Outcomes
- Conference
- Location
-
Chicago, Illinois
- Publication Date
-
June 18, 2006
- Start Date
-
June 18, 2006
- End Date
-
June 21, 2006
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Multidisciplinary Engineering
- Page Count
-
7
- Page Numbers
-
11.794.1 - 11.794.7
- DOI
-
10.18260/1-2--1400
- Permanent URL
-
https://peer.asee.org/1400
- Download Count
-
345
Paper Authors
David Cottrell University of North Carolina-Charlotte
DR. DAVID S. COTTRELL is an Assistant Professor in the Department of Engineering Technology, University of North Carolina at Charlotte. He graduated from the United States Military Academy in 1978 and retired in 2000 after more than 22 years of service with the US Army Corps of Engineers. Studies at Texas A&M University resulted in an MS Degree in Civil Engineering in 1987 and a PhD in 1995. He is a registered Professional Engineer and has taught courses in statics, dynamics, mechanics of materials, graphic communications, engineering economy, and construction planning, scheduling, estimating, and management.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Integrating TC2K into a Multi-Disciplinary Seminar Course: Finding a Hook for the “Soft” Outcomes
Introduction
The Department of Engineering Technology at the University of North Carolina at Charlotte (UNCC) has developed and implemented a comprehensive program leading to an academic environment of continuous improvement consistent with the ABET Technology Criteria 2000 (TC2K).1 This paper describes practical techniques currently employed to effectively integrate a select subset of the new TC2K accreditation criteria into a junior-level seminar course with enrollment open to electrical, mechanical, and civil engineering technology students. In particular, this paper will discuss assessment and evaluation techniques used for specific Program Outcomes generally recognized throughout the engineering technology community as those “soft” yet essential skills that allow engineers to effectively function and grow as members of the society that they serve. These outcomes are noted in Table 1 below lettered appropriately as they appear in the ABET TC2K criterion. This paper addresses and providing practical methods for implementation and assessment for each of the following outcomes in turn.
Table 1. Applicable ABET TC2K Outcomes for ETGR 3071, “Engineering Technology Professional Seminar,”
(e) An ability to function effectively on teams.
(g) An ability to communicate effectively.
(h) A recognition of the need for, and an ability to engage in lifelong learning
(i) An ability to understand professional, ethical and social responsibilities.
(j) A respect for diversity and knowledge of contemporary professional, societal and global issues.
(k) A commitment to quality, timeliness, and continuous improvement.
There have been many papers published in the last few years on the topic of assessment as it relates to TC2K. Experts have long debated the pros and cons of assessment at the course level versus program level assessment and the potential for linking student achievement directly
Cottrell, D. (2006, June), Integrating Tc2 K Into A Multi Disciplinary Seminar Course: Finding A Hook For The “Soft” Outcomes Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1400
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: © 2006 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