Engineering technology workplace competencies provide framework for evaluation of student internships and assessment of ETAC of ABET program outcomes

Abstract

The Department of Bioresources Engineering at the University of Delaware has used a competency-based assessment approach as one means of demonstrating program outcomes for Engineering Technology Accreditation Commission (ETAC) of ABET accreditation of its 4-yr Engineering Technology (ET) program. Fourteen ET workplace competencies1 were derived from Iowa State University (ISU) workplace competencies used for EAC of ABET accreditation of ISU engineering programs2. To avoid the complexity and interdependence of ETAC of ABET a-k program outcomes, each workplace competency was designed to be "clear, concise and independent of all others." Mastery of each competency is demonstrated by performance of a "set of observable and measurable key actions." The ET workplace competencies were validated by mapping them to the ETAC of ABET a-k program outcomes and showing that mastery of the workplace competencies was necessary and sufficient to address achievement of the program outcomes. Undoubtedly, the best venue for demonstrating mastery of workplace competencies is in the workplace. The University of Delaware (UD) has a general education requirement for all students to engage in a 3-credit "Discovery Learning Experience" that involves substantial outside of the traditional classroom learning. Such experiences typically include internships, service-learning, independent study, undergraduate research, and study abroad. ET students atare encouraged to satisfy the requirement with a "Technical Practicum in Industry" - An internship. Students are required to keep a reflective journal documenting their work activities and time on the job, which must reach 120 hours for a 3-credit course. The students also submit a final report summarizing their experience. The ET workplace competencies provide an excellent framework around which the students can organize their journals and final reports. Artifacts consisting of work products generated by the students can be provided and discussed in the narrative to demonstrate mastery of specific workplace competencies. Students are encouraged to document significant workplace experiences using the behavioral interviewing response technique known as "STAR" - Situation/Task, Action, Result3. At the conclusion of the internship, the students' supervisors are requested to complete a brief evaluation of their advisees that is based on achievement of the workplace competencies. This process yields excellent direct assessment data that can be used for ETAC of ABET accreditation purposes and a solid basis for assigning a grade to a student's internship efforts. © American Society for Engineering Education, 2014.