Successful ABET Accreditation of a Two-year Electronics Technology Program: Lessons Learned

While ABET accreditation is a must for four-year engineering programs as well as engineering technology programs, it can add value and act as a program differentiator for twoyear engineering technology programs especially in the case of programs offered by less traditional institutions. Our school is a non-profit independent institution offering a combination of Bachelor and Associate level programs in engineering and engineering technology. Our Associate of Applied Science in Electronics Technology program is the only two-year Electronics Technology (ET) program currently to have been granted ABET-TAC accreditation in our state. This paper discusses the benefits and the experience gained from going through the process of ABET accreditation with the ET program. The program is delivered in an on-ground only mode for all core classes and the academic year is three 10-week quarters. This process started formally in early 2009 and was based on the 2008-09 Criteria for Accrediting Technology Programs issued by the Technology Accreditation Commission of ABET. Under those criteria no differentiation was made between the required Program Outcomes of two-year and four-year technology programs. A capstone design experience was required, which our program implemented in academic year 2009-10. The program was successful in obtaining ABET accreditation during a cycle where the bar for two-year programs was set at a fairly high level. Even though the capstone design course has become optional under current Criteria for Accrediting Technology Programs (2011-12), we believe it adds a valuable experience for graduating students in the program. Another important learning from the ABET accreditation process is that all curriculum related matters should be under the jurisdiction of the accredited program’s faculty. Our school is part of a multi-campus institution where strong value is placed on standardization of the curriculum and the teaching and learning processes across all campuses. Our campus however is the only campus with ABET-accredited programs, thus giving our faculty more actual if not also formal responsibility in all curriculum related matters. The paper will address topics such as Program Educational Objectives, Program Outcomes and their assessment, curriculum, supporting resources, Industrial Advisory Board and others, and share our experiences. Institution and Accreditation Background Baker College is a non-profit independent higher education institution that started 100 years ago as a single-campus college. Since that time the College has evolved into a multi-campus institution that is the largest independent college in the state of Michigan, offering degrees from associate level up to graduate level. Baker College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The mission of Baker College is “to provide quality higher education and training which enable graduates to be successful throughout challenging and rewarding careers”. The student population is diverse with non-traditional adult students making up a majority of students. The academic calendar is based on four 10-week quarters: fall, winter, spring and summer. Traditionally, core courses in engineering and technology areas are held only in the fall, winter, and spring quarters, with general education courses being offered also in the summer quarter. Engineering and Technology degree programs are offered primarily at the original Flint Campus. The engineering program offerings include Bachelor of Science (BS) programs in Mechanical Engineering, Industrial Engineering, and more recently in Electrical Engineering, and Civil Engineering. The Associate of Applied Science (AAS) programs include Mechanical Technology, Electronics Technology, Computer Aided Design Technology, and Architectural and Construction Technology. Up to the present time two of the above programs obtained ABET accreditation: the BS in Mechanical Engineering (accredited by the Engineering Accreditation Commission), and the AAS in Electronics Technology (accredited by the Technology Accreditation Commission). The two programs went through an ABET accreditation General Visit together in fall of 2009. While this was the first accreditation visit for the AAS Electronics Technology program, it was a re-accreditation visit for the BS Mechanical Engineering. Even though the accreditation process was led by two different ABET Commissions, the previous accreditation experience accumulated by the BS Mechanical Engineering program was very valuable in guiding the AAS Electronics Technology program along the path towards initial accreditation, making the program the only two-year Electronics Technology program to have been granted ABET-TAC accreditation in the state of Michigan. The value of going through the extensive ABET accreditation process for two-year engineering technology programs is recognized, and several papers presented at the ASEE Annual Conference in recent years have discussed its various aspects 1-3 . This paper presents challenges and lessons learned at our institution from the successful accreditation of our two-year program. Program Educational Objectives and Program Outcomes Prior to the ABET accreditation process the AAS in Electronics Technology program has operated mainly under the College’s Mission and Purposes which provided a general framework for the program goals and objectives. Specific program goals focusing on training the graduates to act as competent electronics technicians in their careers were implied, but not articulated in written form, nor published and disseminated to all program constituencies. The accreditation process brought the program goals and their wide dissemination into focus, resulting in the program adopting its Program Educational Objectives (PEO) based on input from all program