Unifying program-level ABET assessment data collection, analysis, and presentation

Christensen, Ken; Pérez, Rafael; Panta, Purushottam; Bedarahally, Pummy

doi:10.1109/fie.2011.6142799

Cited by 8 publications

(3 citation statements)

References 3 publications

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“…However, specifying ways or approaches on which assessment and continuous improvement processes should be conducted, is beyond the spirit of ABET. Consequently, each program has to devise and conduct strategies, not only for accomplish the fulfillment of such goals, but also on generating evidence in this regard [16].…”

Section: B Abet Criteriamentioning

confidence: 99%

On combining gamification theory and ABET criteria for teaching and learning engineering

Cabezas

2015

2015 IEEE Frontiers in Education Conference (FIE)

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The main contribution of this paper is the introduction of a continuous improvement cycle for devising teaching scenarios and conducting learning experiences in engineering. The proposed cycle consists of seven steps on which gamification theory and ABET criteria are combined. It arose from the adaptation of a gamification design framework, commonly used in industry, into the specific context of high quality education in engineering. It is formulated at high level. Consequently, it should be useful for practitioners having different requirements and expectations. A developed practice, following the proposed cycle, is presented, discussed and evaluated. In particular, the proposal is applied and exemplified, in a scenario for teaching introductory concepts of computer programming in a first-year course. A digital game was used within a gamified learning experience, as a teaching tool. However, the learning process does not rely solely on the use of the game by itself. Moreover, the devised scenario has a purpose beyond edutainment: contributing to achievement of student outcomes, under a continuous improvement approach, according to ABET. A quantitative and qualitative evaluation of the developed practice was performed. A positive impact on students' emotional engagement and behavior was observed as a result of the evaluation process.

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Section: B Abet Criteriamentioning

confidence: 99%

On combining gamification theory and ABET criteria for teaching and learning engineering

Cabezas

2015

2015 IEEE Frontiers in Education Conference (FIE)

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“…This unified framework led to successful identification of improvement aspects in the Computer Engineering program [6]. Christensen et al [7] presented the successful example of unifying assessment activities in Electrical Engineering Department in University of South Florida. They specifically developed the evaluation of web-based accreditation portal to the engineering college.…”

Section: Literature Reviewmentioning

confidence: 99%

Construction Engineering Technology Program Assessment Framework

Ghada¹,

Cho²,

Salem³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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With the ultimate goal of engineering programs to improve student learning, this paper presents the assessment framework developed, adopted, and implemented by the Construction Engineering Technology (CET) program at California State Polytechnic University, Pomona. The framework is set up to measure the attainment of both the Program Educational Objectives (PEOs) and Students Outcomes (SOs), as required by the Accreditation Board for Engineering and Technology (ABET). The assessment of the PEOs was conducted through indirect measures including surveys to alumni and industry advisory council. The assessment of SOs was conducted on a six-year cycle, in which both direct and indirect measures were used by the CET program. Direct measures included Performance Indicators (PIs) that are drawn from both the senior project and the coursework. Indirect measures included senior exit surveys, alumni surveys, and industry advisory council surveys. The framework presented enabled the CET program to implement continuous improvement measures into the program, and thus, could be implemented by other construction engineering programs nationwide, both as a general assessment tool and/or to achieve ABET accreditation.

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“…For example, in 2008 Yale's School of Engineering & Applied Science adopted an embedded assessment system to measure the attainment of Student Outcomes from each required course within the curriculum. This method was based on the call to create outcomes indicators and establish performance targets as well as the need to use direct assessment methods for accreditation purposes 4,5,6 .…”

Section: Documenting the Impact On Design Skillsmentioning

confidence: 99%

Using an Engineering Design Center to Infuse Design Experience into a Mechanical Engineering Program

Wilczynski¹,

O’Hern²,

Dufresne³

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Design and Innovation Centers are becoming popular creativity hubs on many engineering campuses. While a number of centers, such as Stanford University's d-school and Northwestern University's Segal Design Institute have existed for a long time, a significant number of other engineering centers have recently been established and even more are in the planning phase. These centers generally offer a location, infrastructure, and support for the university community to learn and work in a hands-on project-centered environment. Though each design center has a unique purpose relative to its home institution, the centers have all had a significant impact instilling design experiences into the campus culture. This paper examines the impact of the arrival of an engineering design center at one university and reports on how the impact has been documented. Through a single case study, the local results can serve as a template for new design centers to review as they plan and implement their own centers to foster design and innovation skills.

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Unifying program-level ABET assessment data collection, analysis, and presentation

Cited by 8 publications

References 3 publications

On combining gamification theory and ABET criteria for teaching and learning engineering

On combining gamification theory and ABET criteria for teaching and learning engineering

Construction Engineering Technology Program Assessment Framework

Using an Engineering Design Center to Infuse Design Experience into a Mechanical Engineering Program

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