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Student Outcomes Assessment and Evaluation for ETAC/ABET

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

ETAC/ABET Related Issues

Tagged Division

Engineering Technology

Page Count

12

Page Numbers

26.1421.1 - 26.1421.12

DOI

10.18260/p.24758

Permanent URL

https://peer.asee.org/24758

Download Count

140

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Paper Authors

author page

Mohammed Abdallah State University of New York,Polytechnic Inst.

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Abstract

Student Outcomes Assessment and Evaluation for ETAC/ABET M. Abdallah, D. Jones SUNY Polytechnic InstituteAbstractETAC/ABET-accredited programs have demonstrated their excellence during rigorous,objective, periodic reviews conducted by external evaluators. One main part of the accreditationprocess is the student outcomes. It all starts with ETAC/ABET student learning criteria.An Engineering Technology program must use these learning criteria to develop its own studentoutcomes. It must document student outcomes that prepare graduates to attain the programeducational objectives. A documented and effective process for the periodic review and revisionof student outcomes must be available.One challenge is how to present the student outcomes in the self-study report. Each studentoutcome has to be assessed via a well-developed rubric. Another challenge is to how tosummarize all statistics from all different rubrics and report it in a well-written presentation.This paper proposes a simple presentation method to document and present the student outcomesin the self-study report. Electrical/Computer and Mechanical Engineering Technology programsat SUNY Poly data is used in this paper.For each course taught, the instructor evaluates each student on a specific Performance Criteria.These Performance Criteria are derived from the course syllabus and are chosen to capture aspecific skill or attribute for a particular student outcome. The faculty member must indicatewhich course evaluation tools were used (e.g. a specific exam problem, lab exercise, etc), howthe data was collected, the threshold used, and the expected level of attainment for that particularPerformance Criteria. This information is then captured and summarized on a Course-LevelAssessment Form.For each ETAC/ABET criteria a-k, one or more student outcomes are developed and mapped tothe criteria. In this paper, criteria “C” is considered. It is the ability to conduct standard tests andmeasurements; to conduct, analyze, and interpret experiments; and to apply experimental resultsto improve processes.A student outcome is proposed in this paper to reflect these criteria. A new rubric that can beused to asses this student outcome is proposed. Collected data is presented. Ideas forimprovement are reported as well to close the loop.In general, this paper can be considered as a guideline for any faculty member who is interestedin student outcomes assessment. It helps to show how to create a rubric for a given studentoutcome. Moreover, it proposes a new presentation layout to present all collected data fromdifferent courses and semesters in one place. In addition, it shows how to present the summary ofall student outcomes and more importantly, how to close the loop and show ideas ofimprovement.

Abdallah, M. (2015, June), Student Outcomes Assessment and Evaluation for ETAC/ABET Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24758

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