Abstract:

This paper focuses on Continuous Improvement (CI) as the key criterion used by the Accrediting Board of Engineering and Technology (ABET) for evaluating Engineering programs world-wide. It is based on the author's first-hand experience as a long-term department chair and ABET coordinator and examines both the feasibility and effectiveness of the CI criterion to achieve some real program improvement over time.

The paper presents four CI protocols that monitor the improvement at the following assessment levels:
a) Individual Course level;
b) Student Outcome level that integrates mandated contributions from relevant courses;
c) Program Educational Objectives level that addresses long term aspirations of a program; and
d) Department Mission level that sets the general direction of all programs accommodated within the department.

It also addresses the roles and responsibilities of all relevant constituents: faculty, students. advisory boards, alumni, etc., in this evaluation process. Both direct and indirect assessment tools are presented and their reliability examined. The main research question posed in this paper is formulated as follows: Is CI a reasonable and achievable goal? The answer to that question is a resounding "yes". However, the actual effectiveness of the CI mechanism has to be based on the proper feedback procedure that examines whether the previously introduced improvement actions were, in fact, effective over a longer period of time. Examples of results of CI efforts applied in the Civil Engineering program at San Diego State University over the last two decades prove that the proper execution of the CI mechanism brings real progress that is achievable and sustainable.

Keywords:

Education quality, accreditation by ABET, continuous improvement methods, student outcomes, program educational objectives, program mission, program curriculum.