ABSTRACT
In this chapter, the author considers the case of one engineering program and his participation in the assessment process of that program, which became a model for other programs in the College of Engineering at his university. Program Educational Objectives (PEO) are arguably the most important part of the Accreditation Board for Engineering and Technology (ABET) criteria. PEO embody the vision for an engineering program, a vision that projects the goals for the broader assessment process. In addition to the criteria for sufficient and appropriate PEO, it was also necessary to elaborate criteria for an effective procedure for establishing and assessing PEO. The author focuses on Criterion 2, Program Educational Objectives, and Criterion 3, Program Outcomes and Assessment, the two criteria that have elicited the most consternation among engineering faculty preparing for ABET reviews and that offer the best opportunities for technical communication teachers to participate in engineering program assessment.
