Building an Effective ABET ETAC Assessment Program from the Ground Up

Tahmina, Qudsia; Kelley, Kathryn; Ulstad, Aimee

doi:10.18260/1-2--36765

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Therefore, ABET (Accreditation Board for Engineering and Technology Inc.) has provided an update on the assessments during COVID-19. Some of the new programs submitting readiness reviews for ABET accreditation are required to disclose the teaching modes for each semester [12].…”

Section: Anxiety Among Studentsmentioning

confidence: 99%

Work in Progress: Adapting to the changes in the teaching pedagogy post-pandemic in the First-Year Engineering course

Tahmina

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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She received her Ph.D. in Electrical Engineering from the University of Wisconsin-Milwaukee. Her research focus is Algorithm development for Cochlear Implants and Hearing Aids to enhance speech perception. She worked at a private online institution and has experience with remote teaching and learning tools. She has been involved in outcomes assessment and ABET accreditation for Engineering and Engineering Technology program. Dr. Tahmina joined The Ohio State University in 2016 and taught first-and second-year engineering courses at the Marion campus. She has developed an interest in engineering education and pedagogy including strategies to enhance student learning, first-year engineering experience and K-12 STEM outreach.

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Section: Anxiety Among Studentsmentioning

confidence: 99%

Work in Progress: Adapting to the changes in the teaching pedagogy post-pandemic in the First-Year Engineering course

Tahmina

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Engineering and engineering technology (ET) programs at Higher Education Institutions (HEIs) value accreditation status because it encourages confidence among students that the educational experience offered by the institution meets high standards of excellence, enhances their employment opportunities, provides access to federal grants and scholarships, and satisfies the academic requirements for access to professional licensure [1]. Accreditation status is not only recognized for quality education and services to students but also to build confidence among the public in the value of the program an institution has to offer.…”

Section: Introductionmentioning

confidence: 99%

Exploiting Digital Learning Management System (LMS) Capabilities for Effective Program Assessment of Competency-based Education

Potts,

Jin,

Rabie

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Background: Effective programmatic assessment (PA) is essential for accreditation of professional degree programs leading to licensure. Accreditation organizations for Higher Education Institution (HEI) programs such as the ABET may stipulate student outcomes. Programs seeking accreditation from ABET must present clear proof of a rigorous process that uses student work products to assess student outcomes attained. The value of PA results offers entry points for institutions and/or departments to initiate discussions on the status of student learning and to make informed decisions on program improvements. The concept of PA is well described in the literature; however, studies on implementing and operationalizing a consistent assessment approach using a Learning Management System (LMS) across courses of an academic program are lacking. Best practices on program assessment recommend that numerical scores of student performance should be linked to learning objectives. Few engineering faculties received formal grading training. They tend to rely on historical grading practices, personal experiences as students, or grade student work with a rubric that is disconnected from the learning objectives. Such traditional grading practices tend to mask the various aspects of student learning and therefore lacks the capacity to capture the full breadth of competency-based education. Globally, a high percentage of colleges and universities use a LMS to better manage teaching and learning activities. Despite the significant financial investment in LMS, faculty have not fully exploited its data capture, analytics and visualization capabilities and therefore its utility in support of effective program assessment is mostly underutilized.Objective: This paper seeks to add to the ongoing discussion on effective strategies that improve assessment of student learning in competency-based education. We present a case study to show the data collecting, data analytics and visualization capabilities of the Canvas TM LMS for student outcomes on communications for engineering management and engineering technology programs. In doing so, we address two questions that guided this investigation namely: a) what are the best practices to formulate student assignments given student outcomes for ETAC programs, and b) how to devise and setup up standard rubrics in a LMS for unbiased scoring of student work products.

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Building an Effective ABET ETAC Assessment Program from the Ground Up

Cited by 2 publications

References 2 publications

Work in Progress: Adapting to the changes in the teaching pedagogy post-pandemic in the First-Year Engineering course

Work in Progress: Adapting to the changes in the teaching pedagogy post-pandemic in the First-Year Engineering course

Exploiting Digital Learning Management System (LMS) Capabilities for Effective Program Assessment of Competency-based Education

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