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Successful Assessment of the Computer Engineering Technology Program

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

ETAC/ABET-Related Issues

Tagged Division

Engineering Technology

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Paper Authors

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Mohammed Abdallah SUNY Polytechnic Institute


Daniel K. Jones P.E. SUNY Polytechnic Institute

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Dr. Jones is Associate Professor of Mechanical Engineering Technology and Chair of the Engineering Technology Department at SUNYIT in Utica, NY. He coordinates the ETAC/ABET accrediations processes. His technical interests include machine design, mechancial measurements, vibrations, instrumentation, and assistive technology for people with physical disabilities.

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Successful Assessment of the Computer Engineering Technology Program

M. Abdallah, D. Jones SUNY Polytechnic Institute Abstract ETAC/ABET-accredited programs have demonstrated their excellence during rigorous, objective, periodic reviews conducted by external evaluators. Two main parts of the accreditation process are the ABET student outcomes and ABET program criteria. For Computer Engineering Technology (CET) programs, ETAC/ABET specifies (a-k) student outcomes and (a-e) program criteria. The CET program at SUNY Poly developed eight student outcomes and mapped them to the ABET student outcomes (a-k) and the ABET program criteria (a-e).

The CET program has successfully performed two improvement points regarding ABET accreditation. The first point of improvement is regarding the student outcomes number one and the second point is about the ABET program criteria (d).

All student outcomes (1-8) use courses at different levels (1xx, 2xx, 3xx, and 4xx) except the student outcome one which used only 100- and 200-level courses for assessment. However, the CET program accepts transfer students from other colleges. Since they take 1xx and 2xx courses elsewhere, they cannot be assessed at SUNY Poly. Therefore, the program has added a forth performance indicator (PI 1.4) to assess student outcome #1 to be able to assess and evaluate all students (transfer and non-transfer). This performance indicator will be very useful in the case of transfer student’s assessment since they may not have any 100- or 200-level course at SUNY Poly. A required core 300 level course is used to evaluate this new performance indicator.

In the paper, the eight developed student outcomes are presented as well as their mapping to the ABET student outcomes (a-k).

The second point of improvement is about the ABET program criteria. The program developed a mapping between program criteria and CET student outcomes. The mapping was not efficient and it was difficult to provide evidence to prove that the mapping ideally works. Therefore, the program decided to get rid of the mapping and directly assess the ABET program criteria (a-e).

In the paper, the five program criteria (a-e) are presented. A rubric is developed to assess each program criterion. Each performance indicator uses a course or more to be assessed to evaluate the program criterion.

Abdallah, M., & Jones, D. K. (2016, June), Successful Assessment of the Computer Engineering Technology Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25957

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