Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool.
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| Title: | Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool. |
|---|---|
| Authors: | Thomas, Graham1, Darayan, Shahryar1 |
| Source: | Journal of STEM Education: Innovations & Research. Jan2018, Vol. 18 Issue 5, p32-35. 4p. 1 Chart, 1 Graph. |
| Subject Terms: | *Engineering education, *Student self-evaluation, *Educational accreditation, *Educational innovations |
| Company/Entity: | Accreditation Board for Engineering & Technology (U.S.) |
| Abstract: | Every engineering, computing and engineering technology program accredited by the Accreditation Board for Engineering and Technology (ABET) has formulated many and varied self-assessment methods. Methods used to assess a program for ABET accreditation and continuous improvement are for keeping programs current with academic and industrial innovation.The methods used to assess programs are varied and mostly depend on the program and ABET objectives. Assessment instruments include course assessment report (CAR) done solely by faculty for every course that the faculty member teaches, student and faculty survey instruments, industrial advisory board input on curriculum, and the fundamentals of engineering exam (F.E.). These methods provide a continuous self-evaluation of instruction related activities which are critical to maintaining a quality undergraduate program and critical to maintaining ABET accreditation of engineering, computing, and technology programs (www.abet.org, 2015). This paper examines the usefulness of the exit examination given to senior students in their final year or final semester of the Electronics Engineering Technology program. This examination is comprehensive and covers every course taught in the program. It consist of problems on the analog and digital electronics segments of the program. It also covers ABET's objectives which assess lifelong learning, diversity, ethical and professional behavior and responsibilities of engineers and global issues. The examination is given to students to complete graduation requirements, but the data gained from such examination is also used for self-assessment of the program, as a tool for continuous improvement of the program, and for ABET assessment criteria. The format of the exit examination, as well as how it conforms to ABET assessment and program objectives is discussed. Further, we provide data and analysis of student's results over a five year period and show how feedback from the results is used to make improvement to the program. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of STEM Education: Innovations & Research is the property of Institute for STEM Education & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 128198337 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thomas%2C+Graham%22">Thomas, Graham</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Darayan%2C+Shahryar%22">Darayan, Shahryar</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+STEM+Education%3A+Innovations+%26+Research%22">Journal of STEM Education: Innovations & Research</searchLink>. Jan2018, Vol. 18 Issue 5, p32-35. 4p. 1 Chart, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+self-evaluation%22">Student self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+accreditation%22">Educational accreditation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Accreditation+Board+for+Engineering+%26+Technology+%28U%2ES%2E%29%22">Accreditation Board for Engineering & Technology (U.S.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Every engineering, computing and engineering technology program accredited by the Accreditation Board for Engineering and Technology (ABET) has formulated many and varied self-assessment methods. Methods used to assess a program for ABET accreditation and continuous improvement are for keeping programs current with academic and industrial innovation.The methods used to assess programs are varied and mostly depend on the program and ABET objectives. Assessment instruments include course assessment report (CAR) done solely by faculty for every course that the faculty member teaches, student and faculty survey instruments, industrial advisory board input on curriculum, and the fundamentals of engineering exam (F.E.). These methods provide a continuous self-evaluation of instruction related activities which are critical to maintaining a quality undergraduate program and critical to maintaining ABET accreditation of engineering, computing, and technology programs (www.abet.org, 2015). This paper examines the usefulness of the exit examination given to senior students in their final year or final semester of the Electronics Engineering Technology program. This examination is comprehensive and covers every course taught in the program. It consist of problems on the analog and digital electronics segments of the program. It also covers ABET's objectives which assess lifelong learning, diversity, ethical and professional behavior and responsibilities of engineers and global issues. The examination is given to students to complete graduation requirements, but the data gained from such examination is also used for self-assessment of the program, as a tool for continuous improvement of the program, and for ABET assessment criteria. The format of the exit examination, as well as how it conforms to ABET assessment and program objectives is discussed. Further, we provide data and analysis of student's results over a five year period and show how feedback from the results is used to make improvement to the program. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of STEM Education: Innovations & Research is the property of Institute for STEM Education & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 32 Subjects: – SubjectFull: Engineering education Type: general – SubjectFull: Student self-evaluation Type: general – SubjectFull: Educational accreditation Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Accreditation Board for Engineering & Technology (U.S.) Type: general Titles: – TitleFull: Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thomas, Graham – PersonEntity: Name: NameFull: Darayan, Shahryar IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 15575276 Numbering: – Type: volume Value: 18 – Type: issue Value: 5 Titles: – TitleFull: Journal of STEM Education: Innovations & Research Type: main |
| ResultId | 1 |
