The Development Of A Cooperative Education Project As An Assessment Tool For An Engineering Technology Program | Zendy

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The Development Of A Cooperative Education Project As An Assessment Tool For An Engineering Technology Program

Author(s) -

Mark Cote

Publication year - 2020

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--15600

Subject(s) - accreditation , graduation (instrument) , engine department , engineering management , teamwork , work (physics) , engineering education , cdio , engineering , cooperative education , engineering ethics , medical education , vocational education , management , pedagogy , psychology , mechanical engineering , medicine , economics

Cooperative education has been an integral part of the educational program at Maine Maritime Academy (MMA) since the founding of the college in 1941. Employers, graduates, and potential students describe MMA’s “hands-on” focus, reflected in these cooperative education experiences, to be one of the main advantages of an MMA education. The MMA Engineering Department has modified and enhanced several facets of its technology programs to incorporate outcomes assessment in order to comply with the Accreditation Board for Engineering and Technology (ABET) Technology Criteria 2000. These criteria require that accredited programs demonstrate that graduates possess specified skills (outcomes) at graduation. This paper describes how the existing Power Engineering Technology program requirements for cooperative education, and the accompanying projects, have been modified to allow for assessment of several outcomes of the ABET Technology Criteria. The modifications include components to evaluate student communications, teamwork, and analytical capabilities.

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