Competency Based Assessment Of Engineering Technology Program Outcomes

Abstract

ABET is the preeminent organization in the U.S. for accreditation of 2and 4-yr college-level educational programs in applied science, computing, engineering, and technology. ABET accreditation regimes require program outcomes assessment. The Technology Accreditation Commission (TAC) of ABET is charged with accrediting twoand four-yr Engineering Technology (ET) programs. The 4-year ET major at the University of Delaware is a general ET program; and, for the purposes of TAC of ABET accreditation, must demonstrate its graduates have mastered the a through k program outcomes listed in TAC of ABET documentation for Criterion 3 of its General Criteria for Accrediting Engineering Technology Programs. The a through k program outcomes, which include such statements as: a. an appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines, and d. an ability to apply creativity in the design of systems, components or processes appropriate to program objectives, are notoriously difficult to assess because they require complex blends of interdependent skills, the evaluations of which may be influenced by considerable subjectivity. Iowa State University (ISU) has adopted a competency-based assessment approach to demonstrate program outcomes for Engineering Accreditation Commission (EAC) of ABET accreditation of all its engineering programs in addition to its programs in agricultural systems technology and industrial technology. The ISU technology programs are accredited by the Association of Technology, Management, and Applied Engineering. In consultation with graduates and industry partners, ISU developed a set of 14 “workplace competencies.” Each competency was designed to be “clear, concise and independent of all others”. Each competency is demonstrated by a “set of observable and measurable key actions.” The confounding that plagues assessment of the ABET a-k program outcomes is avoided, and a measure of objectivity is introduced. The ISU competencies were determined to be “necessary and sufficient to address the EAC of ABET a-k outcomes” , and a matrix mapping the ISU workplace competencies to the EAC of ABET a-k outcomes was developed. This paper describes the adaptation of ISU’s competency-based assessment approach for outcomes assessment and TAC of ABET accreditation of the University of Delaware’s ET program. University of Delaware student competencies, derived from the ISU student competencies, are mapped to the TAC of ABET a-k program outcomes. As with ISU’s approach, a student ePortfolio system is utilized. Evaluations of competencies are informed by the student’s performance in a “Discovery Learning Experience” – either a technical practicum in industry or an undergraduate research project. Introduction and Background: The University of Delaware’s Department of Bioresources Engineering offers a B.S. degree in Engineering Technology (ET) that has been a TAC of ABET-accredited general ET program since 1988. The program typically graduates 20 to 25 majors per year. Both EAC of ABET and TAC of ABET accreditation regimes require outcomes assessment. TAC of ABET documentation under Criterion 3, Program Outcomes, stipulates that each program must demonstrate its graduates have: a. an appropriate mastery of the knowledge, techniques, skills, and modern tools of their disciplines, b. an ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering, and technology, c. an ability to conduct, analyze and interpret experiments, and apply experimental results to improve processes, d. an ability to apply creativity in the design of systems, components, or processes appropriate to program educational objectives, e. an ability to function effectively on teams, f. an ability to identify, analyze and solve technical problems, g. an ability to communicate effectively, h. a recognition of the need for, and an ability to engage in lifelong learning, i. an ability to understand professional, ethical and social responsibilities, j. a respect for diversity and a knowledge of contemporary professional, societal and global issues, and k. a commitment to quality, timeliness, and continuous improvement. The general criteria apply to all ET programs at both associate and baccalaureate degree levels. For programs in different particular disciplines, additional outcomes, specific to the discipline and degree level are listed. The program criteria for “Civil Engineering Technology and Similarly Named Programs” are, for example, listed as follows: