The ABET TC2K criteria now require proof of continuous improvement similar to the quality assurance programs, such as, the Continuous Quality Improvement (CQI) that have long been used in industry. In order to effect continuous improvement in a program or course, ABET requires documentation of the procedure for assessing the course or program, a determination of any areas of weakness, effecting necessary changes to improve the course and then, re-assessing to find out how well the adopted measures worked, thus “closing the loop” on the continuous improvement process. The Civil Engineering Technology (CET) program at Rochester Institute of Technology (RIT) is preparing for an ABET accreditation next fall. In preparation for the accreditation visit, the author carried out a survey of students in the online and on-campus structural analysis courses to gauge how well the predetermined set of intended learning outcomes (ILOs) were achieved. The students were asked to rate the ILOs for each of the six modules in the course on a scale of 1 to 5 (5 being “very well understood” and 1 being “not understood at all”). The students submit the survey for each module at the completion of each module, thus providing immediate and on-going feedback on student learning that could be used to make mid-course corrections. This paper discusses the results obtained from this assessment, if differences in student learning exist between the online and on-campus sections, and identifies potential areas of improvement.

Date of creation, presentation, or exhibit



Presented at the 2004 American Society for Engineering Education (ASEE) Annual Conference, Salt Lake City, Utah. June 20-23, 2004

Copyright © 2004, American Society for Engineering Education

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in February 2014.

Document Type

Conference Paper

Department, Program, or Center

Civil Engineering Technology Environmental Management and Safety (CAST)


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