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Towards More Efficient Practices And Methods For Abet Accreditation

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Trends in Mechanical Engineering I

Tagged Division

Mechanical Engineering

Page Count

8

Page Numbers

15.1271.1 - 15.1271.8

Permanent URL

https://peer.asee.org/15848

Download Count

118

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Paper Authors

biography

Ivana Milanovic University of Hartford

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Ivana Milanovic is an Associate Professor of Mechanical Engineering in the College of Engineering, Technology, and Architecture at the University of Hartford. She received her Ph.D. in Mechanical Engineering from Polytechnic Institute of NYU, NY and M.S. and B.S. from University of Belgrade, Serbia.

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biography

Tom Eppes University of Hartford

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Tom Eppes is an Associate Professor of Electrical and Computer Engineering in the College of Engineering, Technology, and Architecture at the University of Hartford. He holds Bachelor and Master of Science degrees in Electrical Engineering from Texas A&M University and a Ph.D. in Electrical Engineering from the University of Michigan.

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

Towards More Efficient Practices and Methods for ABET Accreditation

Abstract

For many institutions, maintaining ABET accreditation(s) requires a significant investment of faculty and financial resources. This is especially the case since the Technology Criteria 2000 were introduced requiring a greater emphasis on continuous improvement processes and outcome-based assessment. With each review cycle, the standards for demonstrating compliance are raised; consequently, the effort required to plan, prepare and follow-up on general visits places an increasing burden on programs, departments and colleges. This paper discusses the means, methods and techniques developed to efficiently deploy departmental and program resources on small undergraduate institutions.

Our College maintains nine accreditations with both the Technology and the Engineering Accreditation Commissions of ABET. The following practices have been put into place to maximize productivity: (1) prime movers lead, plan and coordinate the process, (2) standardized templates are employed, (3) deliverables are assigned and shared by faculty, (4) useful content is sourced from all programs and (5) faculty are supported with ‘how to’ instructions, examples and assessment tools.

Our approach which encompasses process, methods and tools improves resource efficiency within and across departments. For high level materials, a consistent format is essential for strategic plans, continuous improvement, educational objectives, program outcomes and assessment plans. Additional leverage is gained by standardizing documentation of course improvements, capstone projects and faculty development. Common materials that describe co- curricular multidisciplinary activities and shared facilities are prepared and disseminated at the College level. The purpose of this paper is to present the specifics of our approach and lessons learned from the latest general visit along with recommendations for future improvements.

Introduction

Our College is part of a private institution with about 900 students of which 400 are enrolled in undergraduate engineering programs. Bachelor of Science degrees, accredited by the Engineering Accreditation Commission (EAC), are offered in six majors: Acoustical Engineering & Music (new), Biomedical, Civil, Computer, Electrical and Mechanical Engineering. Within the last 10 years, three of the above programs were accredited for the first time. In addition, three of our five undergraduate engineering technology programs, accredited by the Technology Accreditation Commission (TAC), are offered in the following majors: Architecture, Electronic and Mechanical Engineering Technology. The 11 engineering and engineering technology programs, as well as a Masters program with 150 students, are administered by 4 departments with a combined fulltime faculty of 38 and a professional staff of 5.

Our experience parallels other institutions in seeking new and better ways to address accreditation and assessment planning1-9. Given the level of work required to demonstrate

Milanovic, I., & Eppes, T. (2010, June), Towards More Efficient Practices And Methods For Abet Accreditation Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/15848

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