Journal of Engineering Education Transformations

Abstract

Abstract: This article describes the application of a systematic approach to an electric power technology engineering (EPTE) program that ensured highquality (Accreditation Board for Engineering and Technology - ABET) preparation. It describes how the Electrical Engineering Department at Palestine Polytechnic University (PPU), in Palestine, prepared for the EPTE program by defining and reviewing objectives and outcomes through a well-designed quality improvement process, and then implementing these evaluation results to develop the program. By obtaining results from courses delivered in two consecutive semesters, which could be more widened to a cycle of two consecutive academic years, it was possible to identify all student outcomes (SOs) with performances that either improved or deteriorated against a set threshold level of 80%. The final scores showed a mixed performance. While some SOs fell shortly below the set 80% threshold to an average level of 70%, others either met or exceeded threshold expectations. A deterioration in student outcome SO1 score related to ability of students to formulate and solve complex engineering problems. The SO2 score would require the laboratory and theoretical instructors to provide more discussion lectures and homework, in regard to circuit, system or process design, implementation and verification. The SO5 score showed that students needed to function more effectively as a team, while SO6 score indicated that students needed to improve their skills in experimentation, interpretation and analysis of data. The good scores; SO3, SO4 and SO7 related to ability of students to communicate effectively, recognize professional ethics and acquire and apply new knowledge.

Keywords: Academic accreditation; Program educational objectives; Student outcomes; Quality assurance; Electrical engineering.