Continuous Improvement Of Engineering Technology Programs Coming Soon To A University Near You

Abstract

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 3148 Continuous Improvement of Engineering Technology Programs -- Coming Soon to a University Near You Gregory Neff, Susan Scachitti, and Mohammad Zahraee Purdue University Calumet, Hammond, Indiana Abstract While engineering technology programs have long had input from alumni, employers and industrial advisory committees, few departments have had a formal continuous improvement program in place. Continuous improvement has become a key component in the quality system of many businesses striving for a competitive edge. Research shows that no matter how solid an organization’s foundation, if the organization does not continually improve, it will be surpassed by more ambitious competitors and begin to loose its customer base. Educational organizations are no exception. Realizing this, the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC/ABET) has added continuous improvement into accreditation requirements for engineering technology programs. Program evaluation has been changing to increasingly emphasize the concept. The Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET) was first to replace prescriptive accreditation requirements with outcome-based, assessment-driven objectives defined by the stakeholders in each program in its Engineering Criteria 2000 (EC 2000). This paper will discuss what it means to establish a formal continuous improvement program and how the concept can be applied to engineering technology education. It will discuss various methods of assessment and continuous improvement efforts underway at Purdue University Calumet. I. Introduction TAC/ABET program evaluation has been changing to increasingly emphasize continuous improvement. Industrial advisory committees, employer and alumni surveys have long been required by TAC criteria. These provide assessment and continuous improvement feedback data for technology programs. A measure of the increasing importance of continuous improvement is evident by looking at the Engineering Technology Program Evaluation, form T4 questionnaire used by evaluation team members. For the 1992-93 accreditation cycle, the T4 had no questions