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Using Outcomes Based Assessment And Continuous Quality Improvement Practices From Abet Program Accreditation In Institutional Accreditation

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Assessment Methods

Tagged Division

Engineering Technology

Page Count


Page Numbers

12.1558.1 - 12.1558.11



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Paper Authors


Susan Scachitti Purdue University-Calumet

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Susan is Associate Professor of Industrial Engineering Technology at Purdue University Calumet. She holds degrees in Industrial Engineering Technology from the University of Dayton and a MBA in Management from North Central College. She teaches and consults in TQM, six sigma, lean and continuous improvement. Sue is past chair of the IE Division of ASEE and formerly served as division chair, program chair, newsletter editor, and treasurer. She has served as a TAC/ABET commissioner or alternate since 2003 and program accreditation evaluator since 2001.

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Gregory Neff Purdue University-Calumet

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Greg is Professor of Mechanical Engineering Technology at Purdue University Calumet. He has graduate degrees in mechanical engineering, physics, and mathematics. He is a Registered Professional Engineer, a Certified Manufacturing Engineer, and a Certified Manufacturing Technologist. He served as a TAC/ABET MET program accreditation visitor from 1996 to 2003, as secretary, program chair, chair and past chair of the MET Department Heads Committee of ASME. He served on the Technology Accreditation Commission of ABET 2003 to 2006. He won the ASEE Meryl K. Miller Award in 1994.

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Christine Corum Purdue University

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Christine is Associate Professor of Mechanical Engineering Technology at Purdue University West Lafayette. She is MET Coordinator of Strategic Planning and Accreditation. She is a member of the Committee on Technology Accreditation of ASME and serves on the Technology Accreditation Commission of ABET. Chris received a B.S. in Metallurgical Engineering from the University of Missouri-Rolla and an M.S. in Industrial Engineering from Purdue University. She has 10 years of industrial experience.

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James Higley Purdue University, Calumet

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Jim holds the rank of Professor of Mechanical Engineering Technology at Purdue University Calumet. He is a registered P.E. in Indiana. He is responsible for coordinating the Mechanical Engineering Technology program, as well as teaching courses in parametric modeling; integrated design, analysis & manufacturing; manufacturing processes; and thermodynamics. He holds Bachelor and Masters degrees in mechanical engineering from Purdue University.

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Mohammad Zahraee Purdue University-Calumet

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Mohammad is Professor and Head of the Department of Manufacturing Engineering Technologies and Supervision at Purdue University Calumet. He received his Ph.D. in Theoretical and Applied Mechanics from the University of Illinois. He is a registered P.E. in Indiana. He is the recipient of the ASME Distinguished Service Award and the Ben Sparks Metal. Mohammad has been a TAC (Technology Accreditation Commission) MET evaluator for ABET since 1992 and is currently chair of operations of TAC serving on the commission since 1997.

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Heather Cooper Purdue University

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

Using Outcomes Based Assessment and Continuous Quality Improvement Practices from ABET Program Accreditation in Institutional Accreditation Abstract

Now that programs have experience with Accreditation Board for Engineering and Technology (ABET) Technology Accreditation Commission (TAC) and Engineering Accreditation Commission (EAC) general reviews, this paper will look at how faculty are using the outcomes based assessment and continuous quality improvement practices needed for ABET program accreditation criteria TC2K and EC2000 in meeting institutional accreditation requirements used to accredit colleges and universities by the Higher Learning Commission (HCL) of the North Central Association of Colleges and Schools (NCA). The paper will also look at the other five regional associations, each named after the region in which it operates (Middle States, New England, Northwest, Southern, Western) to show similarities in the assessment approach each is currently using compared to NCA and ABET.

I. Introduction

“Is one educational accreditation process just like the other?” This is the question that faculty at various Purdue campuses have been asking starting with Corum in 20001. Over the past 30 years industries that partner with educational institutions have been re-engineering their understanding and utilization of quality methods and terminology, but it has only been in the past decade that the educational accreditation bodies have been infusing these new quality methods and terms into educational institutions. In the case of regional college and university accreditation commissions, there is now significant agreement among the bodies. As the Northwest Commission on Colleges and Universities states2:

“While the procedures of the regional accrediting bodies differ somewhat in detail to allow for regional variations, their rules of eligibility, basic policies, and levels of expectation are similar. Given these variations in detail, regional accreditation of higher education institutions is intended to: 1. foster excellence in higher education through the development of criteria and guidelines for assessing educational effectiveness; 2. encourage institutional improvement of educational endeavors through continuous self-study and evaluation; 3. ensure the educational community, the general public, and other agencies or organizations that an institution has clearly defined and appropriate educational objectives, has established conditions under which their achievement can reasonably be expected, appears in fact to be substantially accomplishing them, and is so organized, staffed, and supported that it can be expected to continue to do so; and 4. provide counsel and assistance to established and developing institutions.”

The regional associations are independent of one another, but they cooperate extensively and acknowledge one another’s accreditation. For example, the Council of Regional Accrediting Commissions (CRAC), an organization of the six regional accreditation commissions in the United States developed three documents or guides to assist institutions in the US in the area of

Scachitti, S., & Neff, G., & Corum, C., & Higley, J., & Zahraee, M., & Cooper, H. (2007, June), Using Outcomes Based Assessment And Continuous Quality Improvement Practices From Abet Program Accreditation In Institutional Accreditation Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2636

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015