scholarly journals Competency Based Assessment Of Engineering Technology Program Outcomes

2020 ◽  
Author(s):  
Carmine Balascio ◽  
Thomas Brumm ◽  
Steven Mickelson
Keyword(s):  
Program Outcomes ◽  
Engineering Technology ◽  
Technology Program ◽  
Competency Based ◽  
Competency Based Assessment

Polk State College's Engineering Technology Program

2021 ◽  
pp. 178-222
Author(s):  
Naomi Rose Boyer ◽  
Mori Toosi ◽  
Eric A. Roe ◽  
Kathy Bucklew ◽  
Orathai Northern
Keyword(s):  
Technological Education ◽  
Engineering Technology ◽  
Technology Program ◽  
Early Exit ◽  
State College ◽  
Science Degree ◽  
Competency Based ◽  
Associate In Science ◽  
Advanced Technological Education

This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.

Embedding Multiple Assessments in Classroom Activities

2006 ◽  
Author(s):  
Joseph P. Fuehne
Keyword(s):  
Mechanical Engineering ◽  
Full Time ◽  
Program Outcomes ◽  
Engineering Technology ◽  
Technology Program ◽  
Quality Improvement Process ◽  
Embedded Assessment ◽  
Continuous Quality ◽  
Program Outcome ◽  
Purdue University

The Mechanical Engineering Technology program of Purdue University at Columbus/Southeast Indiana is a small program with only two full-time faculty and typically has 4-8 graduates per year. In preparing for its first ever ABET accreditation evaluation in the fall of 2005, the faculty conducted a survey of graduates from the last three years and received nine responses. Such a small response contributed to the concern that this method of assessment might not provide much useful data regarding assessment of program outcomes and objectives. As a result of this and limited resources, the faculty of the MET program in Columbus focused their efforts on direct assessment of program outcomes by using classroom assignments, lab reports and exam questions. An example of an embedded assessment utilized by the MET faculty is a laboratory report. The Mechanical Engineering Technology program consists of many classes that have laboratory activities. The rubric used for lab reports is a fifteen part rubric that varies from 1 to 4. Lab reports are assessed for spelling/grammar, participation, calculations, appearance, analysis, summary, conclusions and drawings/diagrams among other categories. Assessments can be made of technical content (program outcome (PO 1), verbal communications including both written content and graphical communications (PO 3), experimental understanding and teamwork. While these assessments are useful for gauging learning and are used in the MET program continuous quality improvement process, they also make grading considerably easier. A two-page form was also developed which summarized the assessment points for each program outcome. The first page of the form includes the mission statements of Purdue University, the MET program objectives, the MET program outcomes, the core learning objectives of the particular course in which the assessment is performed and the details of the assessment point. These details include the specific core learning objective, the applicable program outcome and the rubric for the assessment. The second page of the form includes the results of the assessment, those teaching techniques that the faculty member wants to retain and those that he wants to change.

Outcome Based Assessment and Continuous Improvement Model for Engineering Technology Programs

2007 ◽  
Author(s):  
Alok K. Verma
Keyword(s):  
Continuous Improvement ◽  
Assessment Process ◽  
Program Outcomes ◽  
Education Development ◽  
Engineering Technology ◽  
Technology Program ◽  
Course Assessment ◽  
Old Dominion University ◽  
Continuous Improvement Model ◽  
One Year

Assessment and continuous improvement are essential and critical processes for higher education. Development and implementation of such processes are not only required by the Accreditation Board for Engineering and Technology (ABET) as part of the accreditation process but are also necessary for the maturation and development of any engineering technology program. The assessment and continuous improvement plan discussed here was developed at Old Dominion University (ODU) and implemented during the last accreditation cycle within the Engineering Technology Department. The plan is based on two cycles of assessment and evaluation, a short cycle of one year and a long term cycle of three years. The plan includes a variety of assessment methods and tools. In addition to assessing the achievement of program outcomes, the plan allows assessment of program objectives and goals. A method for individual course assessment is also presented. Issues related to institutionalization of the assessment process are also discussed.

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