T2-C: Complete ABET Program Assessment (CAPA) for a New Engineering Program
Location
Bill France C
Start Date
5-3-2018 1:45 PM
Description
This is the final paper in a series documenting the tools and methods developed to implement systems and a culture for continuous improvement of a new engineering program. The Citadel School of Engineering initiated a Bachelor’s of Science in Mechanical Engineering program in the fall of 2014 which became accredited in 2017. The mechanical engineering courses were prepared using the ABET engineering accreditation criteria in mind, and the new team of mechanical engineering faculty worked on collection, assessment and evaluation of the program in order to provide a quality educational experience for students. This paper will describe the highest level tools, techniques, and best practices developed during this process. It will show the continuity between the lower level course assessments and how these courses provided input into the higher level program assessment. Additionally, measures are illustrated to show how they provided information to the assessment of student outcomes and the overall ABET program assessment. The methodologies allow the faculty to assess, analyze, and suggest improvements that can be implemented in future years. These tools are currently being used by the ME faculty to identify areas in need of improvement in all ME courses as well as the program.
T2-C: Complete ABET Program Assessment (CAPA) for a New Engineering Program
Bill France C
This is the final paper in a series documenting the tools and methods developed to implement systems and a culture for continuous improvement of a new engineering program. The Citadel School of Engineering initiated a Bachelor’s of Science in Mechanical Engineering program in the fall of 2014 which became accredited in 2017. The mechanical engineering courses were prepared using the ABET engineering accreditation criteria in mind, and the new team of mechanical engineering faculty worked on collection, assessment and evaluation of the program in order to provide a quality educational experience for students. This paper will describe the highest level tools, techniques, and best practices developed during this process. It will show the continuity between the lower level course assessments and how these courses provided input into the higher level program assessment. Additionally, measures are illustrated to show how they provided information to the assessment of student outcomes and the overall ABET program assessment. The methodologies allow the faculty to assess, analyze, and suggest improvements that can be implemented in future years. These tools are currently being used by the ME faculty to identify areas in need of improvement in all ME courses as well as the program.