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This paper reviews the development of continuous quality improvement plans for three closely aligned engineering technology programs at Central Connecticut State University (CCSU). Many of the goals for the three programs are similar thus allowing for the development of common learning objectives and learning outcomes which may be assessed simultaneously. The learning objectives and learning outcomes, while based upon the specific program mission, allow data collection, metrics for assessment and evaluation to be focused upon in-common core courses. Certain aspects of the mission, goals, outcomes and objectives will differ between programs. The assessment of the differences within each discipline is conducted within specialization courses with separate assessment methods. The final evaluation of data and the assessment of each program curriculum becomes a discipline dependent process with the analysis and evaluation of data, and the program recommendations conducted as an independent function by specialization faculty and members of the program industrial advisory board. The University adopted an assessment plan for all its programs at nearly the same time that the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET) adopted the TC2K continuous improvement based criteria for program assessment and evaluation of data. The Engineering Technology Department took advantage of the opportunity by consolidating efforts in the initial planning stage wherein the University and the TAC of ABET programs assessments were fulfilled concurrently. Careful planning by faculty on the CCSU assessment team resulted in an ultimately successful programs assessment, evaluation, and TAC of ABET accreditation. Design of continuous improvement plans with in-common learning objectives and learning outcomes based on standardized methodology for assessment across programs may prove to be effective.

In Common Methodology For Objective And Outcome Based Programs Assessment