Student Outcomes Assessment and Evaluation for ETAC/ABET

Mohammed Abdallah

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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: 1370

Paper Authors

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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.

Citation
Format

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

TY - CPAPER
AB - 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.
AU - Mohammed Abdallah
CY - Seattle, Washington
DA - 2015/06/14
PB - ASEE Conferences
TI - Student Outcomes Assessment and Evaluation for ETAC/ABET
UR - https://peer.asee.org/24758
DO - 10.18260/p.24758
ER -