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Conference Proceeding

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Engineering -- Education (Higher) -- Assessment, Engineering schools -- Accreditation, Engineering schools -- Curricula -- Evaluation, Competency-based education, Curriculum planning


ABET is the main accreditation body for engineering programs in the United States and they have recently introduced a new set of Student Outcomes. This set was reduced from 11 to 7 items by combining several outcomes into one and adding some new ones. In our electrical and computer engineering programs we decided to design a set of seven general rubrics, one for each ABET outcome. These rubrics could then be used unaltered if course content fits them, or they can be adjusted to fit a particular course. To use a common description for rubrics, we wanted to keep the Performance Criteria the same but can adjust the Performance Indicators to suit a particular course. Six rubrics are presented in detail. We also share some initial observation in practical implementation of these in course and program assessment. They have helped us identify a problem in our sophomore cornerstone class related to the quality of student designs. Similarly, in our senior capstone-related class we identified a problem with defining and understanding ethical dilemmas.


This is the author's version of a paper that has been accepted for the for the 43rd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), Opatija, Croatia, 2020.

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