Strategies for Continuous Improvement in ETAC of ABET Programs: A Novel Approach

Ravi C. Manimaran,; Ali Haider

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Engineering Technology Division (ETD) Technical Session 6
Tagged Division: Engineering Technology Division (ETD)
Tagged Topic: Diversity
Page Count: 23
DOI: 10.18260/1-2--44265
Permanent URL: https://peer.asee.org/44265
Download Count: 195

Paper Authors

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Ravi C. Manimaran, Department Chair, Engineering Technology Austin Peay State University

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Ravi C. Manimaran is Professor and Chair of the Department of Engineering Technology, Austin Peay State University. His education includes two Master of Science degrees in Electrical and Computer Engineering and Electronics and Control Engineering. He has been dynamically involved in higher education leadership as a Dean, Department Chair, Project Director, and a faculty member since 1997. He has served as the PI / Co-PI of multiple internal and external grants including NSF, DOL, DOD yielding several conference presentations and publications. His past industry experience includes Failure Analysis Engineer (IBM), Electronics Engineer (Science Center and Planetarium) and Project Engineer (power generation from sea waves, microprocessor applications). His contemporary research interests include Industrial Automation Systems, VLSI, ASIC, and FPGA. Other areas of interests are Active Learning, Innovative Pedagogy, Higher Education Leadership and Accreditation including ABET.

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Ali Haider Austin Peay State University orcid.org/0000-0002-2110-1025

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Md. Ali Haider received B.S. in Electrical and Electronic Engineering from Bangladesh University of Engineering & Technology (BUET), Bangladesh. Afterward, he received M.S. from South Dakota State University and Ph. D. from the University of North Dakota, both in Electrical Engineering.
Dr. Haider joined the Department of Engineering Technology team at Austin Peay State University (APSU) as an Assistant Professor in the Fall of 2021, where he teaches courses in Communication Systems, Electrical, and Electronic Circuit Fundamentals. He also serves as the concentration coordinator for the AAS and BS programs in Electronics and Electrical Engineering Technology. His research interests lie in the broad fields of Biomedical Signal Processing and Brain–computer interface (BCI), including Image processing, Artificial Intelligence, Machine Learning, and the Internet of Things (IoT). Prior to joining APSU, Dr. Haider taught more than ten undergraduate courses in the areas of engineering technology, embedded systems, and digital circuits at the School of Engineering and Technology, Central Michigan University. Dr. Haider is an author of various publications including multiple journal/conference articles and book chapters on signal and image processing. He is an active member of the Institute of Electrical and Electronics Engineers (IEEE) and ASEE. Dr. Haider also serves as a reviewer for several conferences and journals, including IEEE WF-IoT, IEEE EIT, IEEE Signal Processing Letters, Journal of Signal Processing Systems, and Remote Sensing of Environment.

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Abstract

This paper explicates the unique strategies utilized in the implementation of the continuous improvement (CI) process in an ET department's three ETAC of ABET-accredited programs by involving the constituents (Students, Faculty, Alumni and Industrial Advisory Board). ETAC of ABET’s Criterion 4 (CI) states, "The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the program’s continuous improvement actions". To accomplish the CI requirements, we followed four strategies that encapsulate all our efforts toward CI. The four strategies were: (1) Department faculty, led by the author of this paper, developed a 3-year schedule of assessment and evaluation, two Student Outcomes (SO) each year in a rotating cycle. Faculty discussed and developed forms to document direct measures (through specific Performance Indicators) and indirect measures (student and faculty survey forms). Faculty had weekly meetings, year-round, to discuss progress made and to address any concerns or challenges. In fall and spring of each year, during the “ABET Faculty Retreat Meeting” faculty periodically discussed the results and findings of the assessed and evaluated data for follow up on recommendations and action items. As part of the CI process, all SO’s have been scheduled to be systematically assessed and evaluated, with documented reflection and CI action items for implementation during the 3-years (2021-24). In a six-year period between ABET site visits, two iterations of the CI process would have been completed. (2) As part of the CI process, during spring and fall 2022, department faculty led by the author, performed a periodic review and revision of the course description, pre-requisite, and degree requirements of all the course offerings in the three BS ET / ABET Programs. The paperwork is being processed in Curriculog (University’s curriculum process) for approval and implementation effective fall 2023. BS Manufacturing ET and BS Mechanical ET Programs have been revised to move ENGT 4150, Programmable Logic Controllers from an elective course to a required course effective fall 2022. BS Mechanical ET program has been revised to include ENGT 4210, Industrial Automation Systems as a Concentration Elective Course. (3) Documented evidence of implemented action items demonstrating that feedback from the regional industry / IAB (Industrial Advisory Board) was systematically utilized as input for the programs continuous improvement actions. (4) Documented evidence of an implemented action item demonstrating that the results of student outcome assessment and evaluation are systematically utilized as input for the programs continuous improvement actions (involving all constituents). The full paper is aimed at elucidating the above strategies (1- 4) employed in the efficacious implementation of attainment of ABET Criterion 4 in three B.S. ET concentrations – Electrical, Mechanical and Manufacturing, a description of assessment methods used for the CI process, statement of results and conclusion. Strategy 1 is ongoing and strategies 2, 3, and 4 are complete.

Citation
Format

Manimaran,, R. C., & Haider, A. (2023, June), Strategies for Continuous Improvement in ETAC of ABET Programs: A Novel Approach Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44265

TY - CPAPER
AB - This paper explicates the unique strategies utilized in the implementation of the continuous improvement (CI) process in an ET department&#39;s three ETAC of ABET-accredited programs by involving the constituents (Students, Faculty, Alumni and Industrial Advisory Board). ETAC of ABET’s Criterion 4 (CI) states, &quot;The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the program’s continuous improvement actions&quot;. To accomplish the CI requirements, we followed four strategies that encapsulate all our efforts toward CI.
The four strategies were: (1) Department faculty, led by the author of this paper, developed a 3-year schedule of assessment and evaluation, two Student Outcomes (SO) each year in a rotating cycle. Faculty discussed and developed forms to document direct measures (through specific Performance Indicators) and indirect measures (student and faculty survey forms). Faculty had weekly meetings, year-round, to discuss progress made and to address any concerns or challenges. In fall and spring of each year, during the “ABET Faculty Retreat Meeting” faculty periodically discussed the results and findings of the assessed and evaluated data for follow up on recommendations and action items. As part of the CI process, all SO’s have been scheduled to be systematically assessed and evaluated, with documented reflection and CI action items for implementation during the 3-years (2021-24). In a six-year period between ABET site visits, two iterations of the CI process would have been completed. (2) As part of the CI process, during spring and fall 2022, department faculty led by the author, performed a periodic review and revision of the course description, pre-requisite, and degree requirements of all the course offerings in the three BS ET / ABET Programs. The paperwork is being processed in Curriculog (University’s curriculum process) for approval and implementation effective fall 2023. BS Manufacturing ET and BS Mechanical ET Programs have been revised to move ENGT 4150, Programmable Logic Controllers from an elective course to a required course effective fall 2022. BS Mechanical ET program has been revised to include ENGT 4210, Industrial Automation Systems as a Concentration Elective Course. (3) Documented evidence of implemented action items demonstrating that feedback from the regional industry / IAB (Industrial Advisory Board) was systematically utilized as input for the programs continuous improvement actions. (4) Documented evidence of an implemented action item demonstrating that the results of student outcome assessment and evaluation are systematically utilized as input for the programs continuous improvement actions (involving all constituents).
The full paper is aimed at elucidating the above strategies (1- 4) employed in the efficacious implementation of attainment of ABET Criterion 4 in three B.S. ET concentrations – Electrical, Mechanical and Manufacturing, a description of assessment methods used for the CI process, statement of results and conclusion. Strategy 1 is ongoing and strategies 2, 3, and 4 are complete.
AU - Ravi C. Manimaran, Department Chair, Engineering Technology
AU - Ali Haider
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Strategies for Continuous Improvement in ETAC of ABET Programs: A Novel Approach
UR - https://peer.asee.org/44265
DO - 10.18260/1-2--44265
ER -