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Keeping From Reinventing The Wheel: Some Lessons Learned From A Successful Tc2 K Program

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

TC2K Methods and Models

Tagged Division

Engineering Technology

Page Count


Page Numbers

12.997.1 - 12.997.13



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Paper Authors


David Cottrell University of North Carolina-Charlotte

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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.

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

Keeping from Reinventing the Wheel: Some Lessons Learned from a Successful TC2K Program


The Department of Engineering Technology at the University of North Carolina at Charlotte (UNCC) has developed a comprehensive program leading to an academic environment of continuous improvement consistent with the ABET Technology Criteria 2000 (TC2K).1 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 to program outcomes2,3,4,5,6 This paper details a systemic approach to assessment that links program outcome assessment to course assessment that is currently fully implemented and functioning at the University of North Carolina at Charlotte (UNCC) in the Department of Engineering Technology. This methodology provides a mechanism that synchronizes and integrates the actions between the college, the department, and individual faculty. As the primary student interface, faculty provide the foundational student performance assessment data by participating in the Individual Course Assessment Process (ICAP).7 This process reviews performance criteria in selected courses in light of their mapped support to specific program outcomes. Nevertheless, assessment employs multiple techniques and methods to “triangulate” performance. This article presents a program of student assessments and performance-oriented teaching based on clear, published course learning objectives. It describes practical techniques to effectively sustain and enhance ABET accreditation criteria for engineering technology (TC2K) within the Department of Engineering Technology at the University of North Carolina at Charlotte. It documents the systematic implementation of assessment strategies that cross-reference program outcomes to courses in the curriculum to identify specific targets of opportunity for assessment. This paper catalogues some of the specific successful practices that continue to support an integrated, comprehensive infrastructure for assessment, evaluation, and improvement. Specific items of discussion within the paper will approach TC2K from two levels:

• Program Level: Evaluating Outcomes at the program level where multiple inputs integrate to develop a collective view of the state of the program in order to plan and affect future improvement. • Course Level: o Integrating course outcomes into Program Outcomes. o Assessment and evaluation within the classroom.

These best practices will address policies, procedures, and associated infrastructure to accurately describe the operational parameters that are an integral part of success.

Cottrell, D. (2007, June), Keeping From Reinventing The Wheel: Some Lessons Learned From A Successful Tc2 K Program Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--3015

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