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The Development And Implementation Of An Assessment Plan For Engineering Programs: A Model For Continuous Improvement

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

10

Page Numbers

4.515.1 - 4.515.10

Permanent URL

https://peer.asee.org/7577

Download Count

197

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Paper Authors

author page

Philip Doepker

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

Session 1625

The Development and Implementation of an Assessment Plan For Engineering Programs: A Model for Continuous Improvement

Philip E. Doepker University of Dayton

Abstract

The development and implementation of an assessment plan requires input and active participation by faculty and staff at all levels. This paper examines: 1) How an assessment infrastructure can be established to provide leadership to all units of the university; 2) The role of faculty in the development program assessment plans; and 3) how continuous improvement can be achieved through the identification of student outcomes and measurement techniques.

Examples will be presented where changes have been made based on analysis of the results. Since the plans were developed over a period of five years it is now necessary to revisit the plans to determine how the plans can be enhanced in light of the eleven attributes defined in ABET Criteria 2000.

I. Introduction

The motivation for the development of new and improved products is driven by the needs of the consumer. Our ability to compete in the global marketplace has been articulated in the engineering and design as the Product Realization Process 1. This process begins with the proper identification of an existing need and then fulfilling this need through the design process that involves interdisciplinary teams. In academia we not only have the need but the responsibility of preparing our students so that they will be able to function effectively as engineers throughout their careers. Thus, we must design our curricula and our delivery to meet the needs of our stakeholders. As stated by ASEE President Winfred Phillips “Are we doing a good job of teaching basic engineering skills; but also are we doing enough to prepare our students to survive and thrive in the next century’s workplace?” 2 Phillips further identifies the professional environment that will be needed, including working with interdisciplinary teams and the need for effective verbal and written communication. He concludes his discussion with the attributes recommended for engineering graduates in Criteria 2000 as developed by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology’s (EAC of ABET) Criteria 2000. These attributes have been widely publicized and include not only the ability to apply knowledge of the sciences, conduct experiments and design systems and components but to also function in multidisciplinary teams, understand the importance of lifelong learning and understand their professional and ethical responsibility. He states that this is a good start but not the final word.

Doepker, P. (1999, June), The Development And Implementation Of An Assessment Plan For Engineering Programs: A Model For Continuous Improvement Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7577

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