A Unified Approach to the Assessment of Student Learning Outcomes in Electrical Engineering Programs

Abstract

In this paper, a unified approach to the assessment of student and program learning outcomes to satisfy ABET and SACS accreditations criteria is proposed. This new approach takes into consideration the criteria of both accreditations to streamline the assessment process. As a result, a set of six skills categories were developed for SACS in which the eleven ABET student learning outcomes were embedded to satisfy both accreditation criteria. Furthermore, a standardized set of artifacts and rubrics were also developed to measure each skill category based on a given set of performance indicators. Data collected at the sophomore, junior and senior levels were recorded using a unified set of tables showing all the pertinent information needed to perform standard statistical analysis and to generate graphical presentation of the student performance at each level. For every outcome not meeting its benchmark, action plans were devised to address the shortcomings and close the loop on the assessment process. This novel approach was pilot tested this year for SACS and ABETS accreditations and has proved to be simpler and more efficient than any other assessment methods used.