2023 ASEE Annual Conference & Exposition

Implementing an effective ABET Assessment Program for a new Bachelor of Science in Engineering Technology Degree

Background:
A new Bachelor of Science in Engineering Technology degree program was launched in the Autumn of 2020 at a large midwestern university. Offered by the regional campuses in partnership with the university’s College of Engineering, this employer-driven program will prepare graduates for high-demand manufacturing occupations that require strong technical and management skills. The students graduating with this degree will be critical in filling gaps in production, business management and technology skills that manufacturers have indicated are crucial. The degree’s curriculum was based on industry needs that will allow graduates of the program to help the state build the manufacturing workforce needed to compete and thrive. The curriculum is driven by a rigorous assessment process and foundational skills for mathematics, physics, engineering and management skills including the following: problem-solving, innovation, leadership and change management, operation of automated systems, machining and electro-mechanical maintenance skills, managing cyber-physical systems, and system-wide implementation and improvement of technological processes for manufacturing firms.
A curriculum development and assessment committee devised a plan for measuring student learning outcomes based on the Engineering Technology Accreditation Commission of the Accreditation Board for Engineering and Technology, Inc. (ABET). During 2020-2022, the faculty team was charged with the implementation of a robust framework for the assessment of student learning outcomes using the university’s learning management system (LMS) that can be used as a tool to help in decision-making and continuous improvement. A paper was presented at the 2021 ASEE Annual Conference that introduced the framework developed for this program; this is the second paper in the sequence that will share the implementation of the assessment process and assessment results from the first two years of the program.

Purpose:
The purpose of this paper is to: a) communicate the implementation of an effective assessment program for ABET ETAC accreditation; b) share the results of the assessment from the first two years of the course offerings and b) share best practices with peers planning to offer a new degree program in Engineering Technology or similar degrees.

Methods:
The assessment of learning outcomes is an intensive process requiring all the stakeholders to communicate and effectively collaborate. Although there are various approaches to assessing student learning outcomes, ABET offers guiding principles to facilitate the process. The paper will discuss the implementation of this assessment process in more detail including the challenges and successes experienced relating to the following tasks:

• Mapping the program curriculum to student learning outcomes
• Developing performance indicators to measure the attainment of student learning outcomes
• Mapping performance indicators to core courses and relevant assignments
• Reinforcing the idea of establishing a cohesive plan for assessment that aligns with the guidelines from ABET
• Maintaining task structures and expectations for the assessment team and faculty to allocate time and resources efficiently through regular meetings
• Developing mechanisms to assess credits transferred from other programs and/or technical institutions
• Incorporating manufacturing certificates into the program as supplemental training and experience
• Gathering data on curriculum, teaching modality, facilities, and pertinent information for the Request for Evaluation (RFE) and maintaining a repository of all courses
• Launching assessments in first-year courses and analyzing results to guide improvement
• Effectively utilizing the cloud data management system supported by the university to maintain and organize a repository for assessment data collection
• Identifying strengths and weaknesses of the assessment approach and curriculum mapping to improve efficacy
• Collecting and incorporating feedback from the students, faculty, and industry partners for continuous improvement
• Revising curriculum based on suggestions from assessment results and feedback to align with program objective

The authors will encourage participants to share details and lessons learned from their assessment processes at the conclusion of the presentation.