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ENGINEERING TECHNOLOGY EDUCATION ASSESSMENT Professor Aron Goykadosh and Professor Kenneth Markowitz Abstract: The Middle State Commission on Higher Education in 1994 defined assessment [1]"as the gathering and evaluating of both quantitative and qualitative data, which demonstrates congruence between the institution’s mission, goals, and objectives, and the actual outcomes of these activities". Assessment in engineering technology is a means to an end. The end becomes the mechanism of accountability for students, faculty, administration officials, and industry to work in harmony to prepare an individual for a meaningful career in engineering, and a life time pursuit of professional development and learning. With this in mind the author’s intent for the paper Assessment Methods in Engineering Technology are two fold:
Both authors strongly believe that adherence to such a model will successfully prepare graduates with the necessary skills, knowledge, and motivation to be successful technologists of the twenty first century. A great deal of time and effort are invested in the design, development, and teaching of an engineering technology program. The responsibility for the success of the program lies with an on going action and interaction of curriculum designers, instructors, technology students, and industry to perform the following functions:
Assessment then becomes the mechanism of accountability for students, as well as faculty. Assessment also provides the tool for conversion of passive subject presentation to active student participation, but most of all it provides an accurate measure of subject mastery and critical thinking on an ongoing basis. In addition, if the information complied from assessment is accurate and reliable, it can be used to make predictions about the future performance and needs of students. Assessment will work when the program to be evaluated has clear explicit goals, or performance objectives. These goals are derived from the training institution mission, the course developers, technology faculty, and feedback from industry and students. In order to help evaluate these goals in engineering technology (2 or 4 years) programs, professional accreditation agencies such as ABET or ACICS should be involved. Accreditation is a voluntary process, which is based on the concept of continuous-self improvement through peer review. Professional accreditation not only assures students of reliable practical programs, but also encourages and promotes new and innovative approaches to engineering technology education, and identifies such programs to the public. Faculty teaching engineering technology must monitor and evaluate the performance of the students on a regular basis according to the following model. [2] 1) Identify, analyze, and solve technical problems by integrating basic principles of math, science and engineering technology. 2) Apply creativity in design of systems or components of a system. 3) Communicate effectively using written and oral skills. 4) Function effectively on teams. 5) Acquire and possess a commitment to professional and ethical responsibilities. 6) Recognize the need and inspire the ability and desire to continue one’s education on an ongoing basis. 7) Have a commitment to quality and continuous improvement. 8) Enhance mastery of the acquired knowledge, techniques, and skills required of their disciplines. 9) Use computers and associated software to solve engineering problems in a timely manner. 10) Faculty must analyze graduate surveys and employer surveys, and if necessary take corrective actions. Student surveys can indicate general satisfaction within the program, career development, continuing educational goals, etc., while employer surveys reflect overall job performance, mobility and growth. 11) Student’s portfolios should be required when evaluating performance assessment. Samples of student’s work such as lab reports, tests, projects, research, etc. should be collected on a regular basis. This folder serves to help students to view their progress, as well as helping instructors in making instructional decisions, and also serves as a prospectus showcase for potential employers. 12) Due to the rapid advances in technology the college or university must develop sound professional development program for all faculty (full time and adjuncts) in the programs. This is necessary so that faculty remain current and effective in their disciplines. THE MISSION STATEMENT OF NEW YORK CITY TECHNICAL COLLEGE IS AS FOLLOWS [3]
New York City Technical College is the designated technical college of The City University of New York, currently offering both baccalaureate and associate degrees, as well as specialized certificates. It serves the city and the state by providing technically proficient graduates in the technologies of the arts, business, communications, health, and engineering; human services and law-related professions; technical and occupational education; and liberal arts and sciences. The college provides access to higher education for New York City’s diverse population and assures high quality in its programs by a commitment to outcomes assessment. The college also serves the region by developing partnerships with government agencies, business, industry and the professions, and by providing technical and other services. Education at New York City Technical College provides students not only with a command of skills necessary in their respective career areas, but also the educational foundation for lifelong learning. All degree programs as built upon a liberal arts and science core curriculum designed to foster intellectual curiosity, an appreciation for the aesthetic dimension of life and work, and a respect for cultural diversity. Students obtain practical experience in their chosen fields in a variety of settings. The college further encourages student growth and development through academic and student support services and a wide array of student activities.
EDUCATIONAL GOALS CAREER GOALS
A City Tech graduate will
LIFE GOALS
A City Tech graduate will
To comply with this statement, the Electrical Technology Department at NYCTC proposed a departmental mission plan to implement and monitor the following:
STUDENT SKILLS AND BEHAVIORAL OBJECTIVES
The plan provided for the following:
The Electrical/Technology Department will utilize outcome assessment techniques to meet the requirements of satisfying the manpower needs of business, industry, and government in New York City and New York State. To meet these objectives the following department 7 point Assessment Plan was adopted in 1998 based on feedback from the administration, faculty, industry, graduates, and current students. This Assessment Plan coincides with the goals and objectives of the proposed Engineering Criteria - 2000 [4] proposed by ABET, and the previously described model. The following summarizes the proposed Assessment Plan adopted by the department in 1998. Assessment Objectives Student/Faculty Performance 1. To have student’s function * Have students work in teams effectively in teams solving engineering problems via brainstorming sessions. * Have students working in teams implementing solutions to engineering problems in a timely professional manner, with regard to the environment and the customer’s needs. 2. Develop critical thinking * Have students collect, organize techniques and evaluate information to a given engineering problem. * Implement the solution of a given problem by applying various techniques * Select the best solution based on economic, environmental, and social constraints. 3. Utilize computers to solve Require students to use computers engineering problems and associated software to solve engineering problems. * Network computers and have students solve engineering problems in a team building environment.
Assessment Objectives Student/Faculty Performance
It will take several years before the results of these programs are carefully evaluated and analyzed. However, the department strongly believes that our graduates will have the necessary skills, knowledge, and motivation to be successful technologists of the twenty- first century. In conclusion, the authors concur that an engineering technology program rich in critical thinking and assessment, provides students an educational experience designed to apply pertinent knowledge to the solution of engineering technology problems, and at the same time inspire a life time pursuit of professional development and learning.
REFERENCES [1] Middle State Publication "Characteristics of Excellence in Higher Education 1994 [2] ASEE Publication "How Do You Measure Success" 1998. [3] NYCTC College Catalog 1999. [4] Proposed criteria for Accrediting Engineering Technology (ABET publication 5/98).
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