Implementing an Effective ABET Assessment Program for a New Bachelor of Science in Engineering Technology Degree

Abstract

This paper is the second in the sequence of the process established in developing an assessment process for accreditation of the new Bachelor of Science in Engineering Technology (BSET) program at a higher education institution that has previously granted Bachelor of Science in Engineering degrees. The new degree program was launched in the Autumn of 2020 at the Ohio State University. Offered by the regional campuses which have traditionally been feeder campuses to the central campus, this employer-driven program will prepare graduates for high-demand manufacturing occupations that require strong technical and management skills. The curriculum for the four-year degree program was based on industry needs that will allow graduates of the program to help the state build the manufacturing workforce needed to compete and thrive. The curriculum is driven by a rigorous assessment process and foundational skills for mathematics, physics, engineering, and management skills including the following: problem-solving, innovation, leadership, and change management, operation of automated systems, machining, and electro-mechanical maintenance skills, managing cyber-physical systems, and system-wide implementation and improvement of technological processes for manufacturing firms. A curriculum development and assessment committee was formed in the Autumn of 2020 to devise a plan for measuring student learning outcomes based on the Engineering Technology Accreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology, Inc [1]. During 2020-2021, the faculty team was charged with the implementation of a robust framework for the assessment of student learning outcomes using Canvas; the university's learning management system (LMS) which can be used as a tool to help in decision-making and continuous improvement. A paper was presented at the 2021 ASEE Annual Conference that introduced the framework developed for this program; this is the second paper in the sequence that will share the implementation of the assessment process and assessment results from the first two years of the program. The purpose of this paper is threefold: a) to communicate the process of implementation of the framework developed to effectively assess the student learning outcomes using a learning management system for continuous improvement, b) to share the results of the assessment from the first two years of the coursework, and c) to share best practices with peer institutions planning to offer a new degree program in Engineering Technology or similar degrees.