The Fundamentals Of Engineering (Fe) Examination As An Outcomes Assessment Tool For Engineering Technology Programs

Increased assessment in engineering technology and engineering programs is now in vogue. The Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET) has developed new TAC of ABET Engineering Technology Criteria 2000 (ET2K). Accredited engineering technology programs will be required to have plans for “continuous improvement” and evidence that the results are applied for ongoing program improvement. Continuous improvement of programs is closely linked with Total Quality Management (TQM) principles. Further, the criteria require that engineering technology programs demonstrate achievements by “student outcomes assessment.” Each institution is left to determine the methods that it uses to demonstrate achievements for each program. Student outcomes assessment evidence for engineering technology programs may include “nationally-normed subject content examinations” according to the new criteria. The Fundamentals of Engineering (FE) examination is an obvious potential student outcomes assessment tool. The National Council of Examiners for Engineering and Surveying (NCEES) prepares the FE and Principles and Practice of Engineering (PE) examinations. NCEES is working with academia to encourage the use of the FE examination to help engineering programs satisfy the student outcomes assessment required by the new EAC of ABET Engineering Criteria 2000 (EC2000). Could the FE examination also be successfully employed as an outcomes assessment tool for TAC of ABET programs? What impact could an increase in engineering graduates taking and presumably passing the FE examination have on the career potential of engineering technology graduates? This paper explores these and other issues related to outcomes assessment using the FE examination emphasizing Electrical/Electronic(s) and Mechanical Engineering Technology programs.