This paper reviews the development of continuous quality improvement plans for three closely aligned engineering technology programs at Central Connecticut State University (CCSU). Many of the goals for the three programs are similar thus allowing for the development of common learning objectives and learning outcomes which may be assessed simultaneously. The learning objectives and learning outcomes, while based upon the specific program mission, allow data collection, metrics for assessment and evaluation to be focused upon in-common core courses. Certain aspects of the mission, goals, outcomes and objectives will differ between programs. The assessment of the differences within each discipline is conducted within specialization courses with separate assessment methods. The final evaluation of data and the assessment of each program curriculum becomes a discipline dependent process with the analysis and evaluation of data, and the program recommendations conducted as an independent function by specialization faculty and members of the program industrial advisory board.The University adopted an assessment plan for all its programs at nearly the same time that the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET) adopted the TC2K continuous improvement based criteria for program assessment and evaluation of data. The Engineering Technology Department took advantage of the opportunity by consolidating efforts in the initial planning stage wherein the University and the TAC of ABET programs assessments were fulfilled concurrently.Careful planning by faculty on the CCSU assessment team resulted in an ultimately successful programs assessment, evaluation, and TAC of ABET accreditation. Design of continuous improvement plans with in-common learning objectives and learning outcomes based on standardized methodology for assessment across programs may prove to be effective.

Central Connecticut State University offers an "Introduction to Engineering Technology" course aimed at providing an overview of the engineering profession, reviewing basic engineering fundamentals, and developing problem-solving skills and practices so that these techniques may be applied to general engineering subject matter. Open to the entire university and void of any prerequisites, the introductory course has been very popular and often serves as a valuable vehicle for recruitment of students with an interest in science and technology into our program. Classroom lectures and activities focus on various topics: the engineering profession; the design process; engineering solutions and problem-solving format; dimensional unit conversions; statistics; mechanics; electrical theory; mass balance; and energy concepts.To reinforce all the baseline topics listed through experiential learning, a team design project is introduced towards the end of the semester. In order to promote positive team interaction, an instructional workshop on the Myers-Briggs Type Indicator (MBTI) is given to assist with the make-up of the team mix. Following team formation, design projects are completed using the previously learned steps of the engineering design process. The project requires conceptual understanding and the use of mechanical, mass balance, and energy formulae. Given project information is provided in both customary and SI units necessitating numerous dimensional unit conversions. The communication stage of the design process is completed through oral presentations and written reports.Projects are evaluated by the team's use of all design process steps and the application of basic engineering concepts and formulas to the design analysis. Students rank the team design projects and evaluate the contributions of self and others within their team. Most of the course learning outcomes are substantiated by this culminating team design project with conclusions based upon a review of results from class surveys and project assessment.