2026 ASEE Annual Conference & Exposition

This full paper is based on the robust preparation strategy undertaken by a large midwestern university for its Bachelor of Science in Engineering Technology program, delivered across regional campuses, for its initial ABET Engineering Technology Accreditation Commission (ETAC) site visit. The regional campus model (RCM), launched in 2020-2021, is founded on meeting local industry workforce needs, as identified through a funded study with the US Economic Development Agency and subsequent industry focus groups. The program's accreditation readiness hinges on a comprehensive governance structure, a data-driven outcomes assessment plan, and a formalized Continuous Improvement Process (CIP) designed to ensure academic excellence and relevance to industry. The paper will discuss the processes in detail as the program prepares for the site visit during the fall semester. The purpose of this paper is to continue the previous work of communicating the implementation of an effective assessment program for accreditation and share best practices with institutions preparing and planning for the ABET site visit.

The program’s administrative and oversight structure is a collaborative effort between the College of Engineering and the regional campuses. The Curriculum Development and Assessment Committee (CDAC) is central to the governance model, a faculty body responsible for reviewing and approving revisions to Student Outcomes, managing course changes, and initiating continuous improvement efforts. Faculty members, who possess significant industrial experience, are strategically distributed across the campuses and work closely with students to provide academic and career guidance.

A critical external component is the Industry Advisory Council, a key program constituency composed of industry leaders in the state. The advisory council serves as a vital external voice, offering feedback every three years on the Program Educational Objectives (PEOs) and Student Outcomes (SO) to ensure they align with the needs of employers. This direct, systematic integration of industrial feedback into the program's strategic planning ensures regional relevance and graduate employability.

The program has established a robust outcomes assessment plan based on the adoption of ABET ETAC Student Outcomes and corresponding measurable Performance Indicators (PIs) created along with rubrics for direct implementation using the university’s learning management system. The PIs are assessed using multiple instruments, including team assessments, peer evaluations, final presentations, project reports, and case studies, which provide direct measures of student learning. The Continuous Improvement Process is a systematic feedback loop that drives programmatic change. Review of Sos and PIs, along with the assessment and evaluation process that generates recommendations for improvement, will all be shared in the paper. These recommendations are prioritized, assigned to specific owners, and implemented through the formal curriculum change process involving the CDAC and university-level committees.

In conclusion, the program's approach to initial ABET accreditation, characterized by an RCM, deep industrial partnership, a comprehensive assessment plan, and a formalized CIP, demonstrates its strong commitment to quality, accountability, and continuous improvement in engineering technology education. The goal is to ensure that the program meets not only ABET’s rigorous standards but also the evolving needs of the manufacturing industry in the state.