copyright © 2014 by abet joseph l. sussman, phd, f.asme abet managing director - accreditation /...

Copyright © 2014 by ABET

Joseph L. Sussman, PhD, F.ASMEABET Managing Director - Accreditation / CIO

2014 Civil Engineering Department Heads

ConferenceNorman, Oklahoma

April 2014

Overview of ABET


2

1) The first two-thirds of this presentation is for an audience relatively new to ABET

2) The last part of the presentation is for ASCE veterans who have participated in an ABET site visit and may be preparing for another

Presentation Framework


3

ABET will provide world leadership in assuring quality and in stimulating

innovation in applied science, computing, engineering, and engineering technology

education.

ABET Vision


4

ABET serves the public globally through the promotion and

advancement of education in applied science, computing, engineering,

and engineering technology.

ABET: • Accredits educational programs.

• Promotes quality and innovation in education.

• Consults and assists in the development and advancement of education

worldwide.

• Communicates and collaborates with its constituents and the public.

• Anticipates and prepares for the changing educational environment and the

future needs of its constituents.

• Manages its operations and resources in an effective and fiscally responsible

manner.

ABET Mission


5

• ABET is a federation of 33 professional engineering and technical societies.

• Neither institutions nor individuals are members of ABET.

• ABET relies on the services of almost 2,200 volunteers supported by 35 full-time and seven part-time staff.

ABET Organization Design


6

• Represent “the profession”• Develop program criteria• Appoint Board Reps• Nominate commissioners• Recruit and assign program evaluators

Member Societies

ABET’s 33 Member Societies

http://www.aaees.org/











http://bmes.org/index.asp





















8

1932 Engineers Council for Professional Development (ECPD)

established

1936 ECPD first evaluated engineering degree programs

1980 Name changed to “Accreditation Board for Engineering and Technology” (ABET)

1980 Mutual Recognition Agreement (MRA) signed with Canada (1st international agreement)

1989 Washington Accord Agreement signed with Canada, UK, Ireland, Australia, and New Zealand

1994 Policies and Procedures for Substantial Equivalency evaluations (evaluations outside the US) approved

1995 - 2000 Major criteria reform (Engineering Criteria 2000)

2006 Substantial Equivalency discontinued

2007 Accreditation of Programs outside the US began

Brief ABET History


9

Accreditation Council

Applied Science

Accreditation Commission

73 accredited

programs at 55

institutions

Computing Accreditation Commission

405 accredited

programs at 310

institutions

Engineering Accreditation Commission

2285 accredited

programs at 468

institutions

620 accredited

programs at

212 institutions

Engineering Technology

Accreditation Commission

Industry AdvisoryCouncil

Academic AdvisoryCouncil

GlobalCouncil

Committees

ABET Headquarters

Board of Directors

ABET Organizational Structure


10

• 5 Officers President, President-Elect, Past President, Secretary, Treasurer

• 1-year terms, except for Treasurer who serves for 2 years

• 41 Directors 1-3 Directors from each member society 3-year term, renewable for additional term

• 5 Public Directors Right to vote; no affiliation with member societies 3-year term, renewable for additional term

• 3 Associate Member Representatives Privilege of the floor, but no vote

ABET Board of Directors


11

• Non-governmental

• Voluntary

• Peer review

Accreditation in the U.S.


12

• An academic program leading to a specific degree in a specific discipline.

• Misconceptions clarified:

Not institutions

Not schools, colleges, or departments

Not facilities, courses, or faculty

Not graduates

Not degrees

What Does ABET Accredit?


13

• 33 Member & Associate Member Societies of ABET• Council for Higher Education Accreditation (CHEA)• State Boards for Engineering & Surveying Licensure & Registration

(over 55 jurisdictions)• U.S. Patent Office• U.S. Reserve Officers Training Corps• Council of Engineering Specialty Boards (CESB)• Board of Certified Safety Professionals (BCSP) • Accreditors in other disciplines• U.S. Trade Office• U.S. State Department• Employers (position announcements)

Who in the U.S. Recognizes ABET?


14

• Criteria developed by member societies, practitioners, and educators

• Self-Study Report by the institution and program

• On-site evaluation by peers (from education, government, and industry)

• Publication of lists of accredited programs

• Periodic re-evaluation (maximum 6 years)

ABET Accreditation Process – What Does It Involve?


15

• Institutions and programs prepare the Self-Study documenting how they comply with ABET policy and criteria

• Presents the program to the evaluation team• Affords team its first impression of the extent to which

the program meets the criteria• Gives an impression of the institution’s preparation for

the upcoming visit

Self-Study Report Basics and Context

15


16

• Evaluation conducted by team of peer colleagues: Faculty, industry, and government professionals, and

administrators in the profession. Review the Self-Study Report and conduct the site

visit.• ABET resource pool of visitors consists of approximately

2,200 faculty, industry, and government representatives.

Peer Review

16


17

• One Team Chair (or, for large visits, one Team Chair and a Co-Chair).

• Typically one Program Evaluator for each program being evaluated (but a minimum of three team members for a single program visit).

• Possibly one or more observers.

Visit Team Members

17


18

• Provides direct observation of the institution or programs’ functions and provides the opportunity to interview faculty, students, administrators, and other professional supporting personnel

• Complements the Self-Study Report by providing direct, observable evidence that cannot be obtained from the written Self-Study

• Team members are volunteers and are not compensated for their work

On-Site Visit

18


19

Accreditation Timeline18-Month Process

JanuaryInstitution requestsaccreditation for

programs

February - MayInstitution prepares

self-evaluation (Program Self-Study

Report)

March - JuneTeam members assigned, dates set, Self-Study

Report submitted

September - DecemberVisits take place, draft statements written and

finalized following7-day response period

December - FebruaryDraft statements editedand sent to institutions

February - AprilInstitutions respond to draft statement and return to ABET

May - JuneNecessary changes

to statement,if any, are made

JulyCommission meets to take final action

AugustInstitutions notified

of final action

Year 1 Year 2

OctoberAccreditation status publically released


20

1) Students

2) Program Educational Objectives

3) Student Outcomes

4) Continuous Improvement

5) Curriculum

6) Faculty

7) Facilities

8) Institutional Support

Criteria


21

• The quality and performance of students and graduates is an important success factor.

• To determine success, the institution must evaluate, advise, and monitor students.

• Policies/procedures must be in place and enforced for acceptance of transfer students and validation of courses taken elsewhere.

• Assure that all students meet all program graduation requirements

Criterion 1Students


22

• The program must have published program educational objectives. Consistent with the mission of the institution,

the needs of the program’s various constituents, and the criteria

There must be a documented and effective process, involving program constituents, for the periodic review and revision of these program educational objectives.

Criterion 2Program Educational Objectives


23

• The program must have documented student outcomes that prepare graduates to attain the program educational objectives. Narrow statements that describe what students

are expected to know and be able to do by the time of graduation

These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.

Criterion 3Student Outcomes (slide 1)


24

• The program must demonstrate that their students attain the following outcomes:a) An ability to apply knowledge of mathematics, science,

and engineering

b) An ability to design and conduct experiments, as well as to analyze and interpret data

c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability



25

d) An ability to function on multidisciplinary teams

e) An ability to identify, formulate, and solve engineering problems

f) An understanding of professional and ethical responsibility

g) An ability to communicate effectively

h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context



26

i) A recognition of the need for, and an ability to engage in, lifelong learning

j) A knowledge of contemporary issues

k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

• Plus any outcomes specific to field of study



27

• The program must use a documented process incorporating relevant data to regularly assess its student outcomes, and to evaluate the extent to which they are being met.

• The results of these evaluations of program outcomes must be used to effect continuous improvement of the program through a documented plan. Other information may also be used to assist in the continuous improvement of the program.

Criterion 4Continuous Improvement


28

• Faculty must assure that the curriculum devotes

adequate attention and time to each component,

consistent with objectives of the program and

institution. One year of a combination of college-level mathematics

and basic sciences appropriate to the discipline

One and one-half years of engineering topics, consisting

of engineering sciences and engineering design

appropriate to the student’s field of study

Criterion 5Curriculum (slide 1)


29

• General education component that complements technical content and is consistent with program and institutional objectives

• Students prepared for engineering practice through curriculum culminating in a major design experience Based on knowledge and skills acquired in earlier

course work Incorporates appropriate engineering standards and

multiple realistic constraints

Criterion 5Curriculum (slide 2)


30

• Sufficient number to achieve program objectives

• Competent to cover all curricular areas of program

• Authority for creation, delivery, evaluation, modification, and continuous improvement of the program

Criterion 6Faculty


31

• Adequate to (safely) accomplish educational objectives and outcomes of the program

• CAC: Computing resources are available, accessible, systematically maintained and upgraded, and supported.

• EAC: Foster faculty-student interaction; encourages professional development and professional activities; and provide opportunities to use modern engineering tools.

Criterion 7Facilities


32

• Sufficient to attract, retain, and provide for continued professional development of faculty

• Sufficient to acquire, maintain, and operate facilities and equipment appropriate for the program

Criterion 8Institutional Support


33

• Each program must satisfy applicable program criteria that may, depending upon the commission, amplify: Objectives Outcomes Curricular topics Faculty qualifications

• Must satisfy all Program Criteria implied by title of program

Program Criteria


34

PROGRAM CRITERIA FOR

CIVIL

AND SIMILARLY NAMED ENGINEERING PROGRAMS

Lead Society: American Society of Civil Engineers

These program criteria apply to engineering programs that include "civil" or similar modifiers in their titles.

1. Curriculum

The program must prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science, consistent with the program educational objectives; apply knowledge of four technical areas appropriate to civil engineering; conduct civil engineering experiments and analyze and interpret the resulting data; design a system, component, or process in more than one civil engineering context; explain basic concepts in management, business, public policy, and leadership; and explain the importance of professional licensure.

2. Faculty

The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.


35


CONSTRUCTION



These program criteria apply to engineering programs that include "construction" or similar modifiers in their titles.

1. Curriculum

The program must prepare graduates to apply knowledge of mathematics through differential and integral calculus, probability and statistics, general chemistry, and calculus-based physics; to analyze and design construction processes and systems in a construction engineering specialty field, applying knowledge of methods, materials, equipment, planning, scheduling, safety, and cost analysis; to explain basic legal and ethical concepts and the importance of professional engineering licensure in the construction industry; to explain basic concepts of management topics such as economics, business, accounting, communications, leadership, decision and optimization methods, engineering economics, engineering management, and cost control.

2. Faculty

The program must demonstrate that the majority of faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The faculty must include at least one member who has had full-time experience and decision-making responsibilities in the construction industry.


36PROPOSED REVISIONS (UNDER REVIEW BY ASCE)

TO THE


CIVIL



These program criteria apply to engineering programs that include "civil" or similar modifiers in their titles.

1. Curriculum

The program must prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of natural science; apply principles of probability and statistics to solve problems containing uncertainty; conduct experiments in more than one technical area of civil engineering and analyze and interpret the resulting data; analyze and solve well-defined problems in at least four technical areas appropriate to civil engineering; design a system, component, or process in more than one civil engineering context; apply principles of sustainability in design; apply principles of project management; explain basic concepts in business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.

2. Faculty

The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual


37

• Fulfillment of baccalaureate-level general criteria• One academic year of study beyond the

baccalaureate level• Ability to apply master’s level knowledge in a

specialized area related to program area• Fulfillment of program criteria appropriate to

master’s specialization area• Develop, publish, and periodically review

educational objectives and student outcomes

Master’s Level ProgramsCriteria


38

• Accredited 3,367 programs at 684 colleges and universities in 24 countries

• Non-U.S. Programs Accredited 365 programs at 72 institutions in

23 countries Uniform accreditation criteria, policies and

procedures used for all visits, regardless of location

ABET Accreditation Activities


39

• Assist nations in developing their accreditation systems

• Provide guidance in the implementation of continuous quality improvement in engineering education in other countries

• Work with regions with similar educational systems to develop a regional quality assurance system

• Promote and develop bilateral and multilateral recognition agreements

• Assist in mobility of technical professionals

ABET’s Role in Globalization


40

• Washington Accord (accreditation of engineering programs for

engineers by accreditors in 14 countries)

• Sydney Accord (accreditation of bachelor’s-level engineering

technology programs by accreditors in 8 countries)

• Seoul Accord (accreditation of computing programs by accreditors

in 8 countries)

• Dublin Accord (accreditation of associate’s-level engineering

technology programs by accreditors in 8 countries)

• Other accreditors outside of the United States (MOUs)

• Ministries of Education (several countries)

• Employers (position announcements)

Who Recognizes ABET Outside of the U.S.?


41

• Students/Young Professionals: Increasingly multicultural and mobile

• ABET Societies: Nearly all have international membership/chapters

• Higher Education: Trend toward establishing international campuses

• Employers: U.S. industry increasing its global presence

ABET’s International Activities Consistent with Major Constituents

41


42

• ABET protects its volunteers and staff traveling outside the U.S. by partnering with Global Rescue to monitor all ABET visits outside the U.S. with special emphasis on visits to countries where the U.S. Department of State issues travel warnings/alerts.

• ABET follows an internally established protocol regarding monitoring visit status, postponing/cancelling visits when travel risks are heightened, and responding to urgent requests from ABET travelers.

• Documents/Information and other useful tools for preparing visits and international travel, etc. are reviewed and updated routinely and made available to support ABET volunteers and staff.

ABET Volunteers Conduct International Accreditation Activity


43

• Inform quality training of program evaluators by Accreditation

• Partner with faculty and industry in robust technical education research

• Provide educational opportunities on continuous improvement/sustainable assessment processes

ABET Professional Services

43


44

• Institutions pay the costs associated with accreditation, including commission meetings, volunteer training, and accreditation staff.

• Societies pay costs associated with governance, including Board and committee meetings, annual report, international agreements.

• Users (individuals, institutions, and societies) of professional services pay the costs associated with workshops, symposia.

• Institutions and societies share the overhead costs (operations and net professional services) on a percentage basis.

Sources of ABET Funding


45

1) The first two-thirds of this presentation is for an audience relatively new to ABET

2) The last part of the presentation is for ASCE veterans who have participated in an ABET site visit and may be preparing for another

Presentation Framework


46

• Improved consistency/better training for PEVs and TCs

• Harmonization of general criteria, forms and processes across commissions

• Improving efficiency – Upgrading accreditation management system

• Developing PEVs from outside the U.S.

Accreditation Enhancements


47

• Definition of Program Educational Objective Removed reference to “career and

professional accomplishments” Now: “Program educational objectives are

broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.”

Recent EAC Criteria Changes


48

• Criterion 3 now require Student Outcomes (rather than Program Outcomes)

• The list of (a) through (k) must be used to assess and evaluate the program (even if you listed them differently)

Student Outcomes


49

• All assessment and evaluation requirements moved to Criterion 4

• Criterion 2 still requires involvement of constituencies relative to Program Educational Objectives

Assessment and Evaluation


50

• Some program criteria have been edited to reduce potential confusion with respect to program curriculum requirements (they were being viewed as requiring additional student outcomes under Criterion 3.)

• Program criteria address ONLY curriculum and faculty requirements

• Programs may add outcomes but are not required

Program Criteria


51

Criteria Applicable to Integrated Baccalaureate-Master’s Level Engineering Programs

Engineering programs that offer integrated baccalaureate-master’s programs must meet all of the General Criteria for Baccalaureate Level Programs and the Program Criteria applicable to the program name, regardless of whether students in these programs receive both baccalaureate and master’s degrees or only master’s degrees during their programs of study.

In addition, these programs must meet all of the following criteria. If any students are admitted into the master’s portion of the combined program without having completed the integrated baccalaureate portion, they must meet the criteria for stand-alone master’s programs given below.

DRAFT Master’s Level Accreditation Criteria - 1


52

Criteria Applicable to all Engineering Programs Awarding Degrees at the Master’s Level

Students and Curriculum

The master’s program must have and enforce procedures for verifying that each student has completed a set of post-secondary educational and professional experiences that:a) Supports the attainment of outcomes 3(a) – 3(k) of criterion 3 of the general criteria

for baccalaureate level engineering programs, and

b) Includes at least one year of math and basic science (basic science includes the biological, chemical, and physical sciences), as well as at least one-and-one-half years of engineering topics and a major design experience that meets the requirements of criterion 5 of the general criteria for baccalaureate level engineering programs.

If the student has graduated from an EAC of ABET accredited baccalaureate program, the presumption is that items (a) and (b) above have been satisfied.



53

The master’s level engineering program must have and enforce policies and procedures ensuring that a program of study with specific educational goals is developed for each student. Student performance and progress toward completion of their programs of study must be monitored and evaluated. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements.

The master’s level engineering program must require each student to demonstrate a mastery of a specific field of study or area of professional practice consistent with the master’s program name and at a level beyond the minimum requirements of baccalaureate level programs.



54

The master’s level engineering program of study must require the completion of one academic year of full-time study (equivalent to at least 30 semester hours) beyond the baccalaureate program.

Each student’s overall program of post-secondary study must satisfy the curricular components of the baccalaureate level program criteria relevant to the master’s level program name.

Program Quality

The master’s level engineering program must have a documented and operational process for assessing, maintaining and enhancing the quality of the program.



55

Faculty

The master’s level engineering program must demonstrate that the faculty members are of sufficient number and that they have the competencies to cover all of the curricular areas of the program. Faculty teaching graduate level courses must have appropriate educational qualifications by education or experience. The program must have sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students.

The master’s level engineering program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, level of scholarship, participation in professional societies, and licensure.



56

Facilities

Means of communication with students, and student access to laboratory and other facilities, must be adequate to support student success in the program, and to provide an atmosphere conducive to learning. These resources and facilities must be representative of current professional practice in the discipline. Students must have access to appropriate training regarding the use of the resources available to them.

The library and information services, computing and laboratory infrastructure, and equipment and supplies must be available and adequate to support the education of the students and the scholarly and professional activities of the faculty.

Remote or virtual access to laboratories and other resources may be employed in place of physical access when such access enables accomplishment of the program’s educational activities.



57

Institutional Support

Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. The resources available to the program must be sufficient to acquire, maintain, and operate infrastructure, facilities, and equipment appropriate for the program, and to provide an environment in which student learning outcomes can be attained.



58

• Make sure your Program Educational Objectives address the needs of employers and the graduates Provide a meaningful, periodic review Avoid writing PEOs as Student Outcomes without

constituent engagement

Getting Out in Front


59

• Faculty and/or staff fail to put adequate attention to what data need to be gathered to assess and evaluate, especially for Student Outcomes Common mistake is to gather much, much more data than

needed Failure to logically evaluate data prevents reasonable

conclusion that an outcome is being attained

Pay Attention to Only the Data Needed


60

• Many large programs hand-off all assessment activities to a staff person (some qualified, some not) Program Evaluators look for faculty knowledge of

processes and results Experience shows that most (preferably all) faculty

members must be involved for the requirements of Criterion 4 to be fully met.

Faculty Must be Involved


61

• Scour the ABET website for useful information available to all who are willing to look (www.abet.org)

• Review Program Evaluator refresher training to find a list of common shortcomings associated with each criterion (www.abet.org/pev-refresher-training/)

Be Prepared… the Program Evaluator Will Be

http://www.abet.org/

http://www.abet.org/pev-refresher-training/


63

• Scour the ABET website for useful information available to all who are willing to look (www.abet.org)

• Review the website Accreditation section to learn about important changes to criteria and Accreditation Policy and Procedure (www.abet.org/keep-up-with-accreditation-changes/)

Be Up To Date… The Team Chair Will Be

http://www.abet.org/

http://www.abet.org/keep-up-with-accreditation-changes/

http://www.abet.org/keep-up-with-accreditation-changes/


65

Readiness Review implementation has been approved by the ABET Board, and is now in effect.

Starting with the 2013-14 review cycle, programs seeking initial review that are housed in an institution without any ABET accredited program in a given commission are required to undergo a Readiness Review.

ABET HQ Update: APPM Change! - 1


66

On October 26, 2013 the ABET Board of Directors approved on second reading the following modification to the 2014-15 Accreditation Policy and Procedure Manual Section II.6. Public Release of Accreditation Information by the Institution/Program.

II.A.6.a. Each ABET-accredited program must publicly state the program’s educational objectives and student outcomes.

II.A.6.b. Each ABET-accredited program must publicly post annual student enrollment and graduation data per program.

This modification requires IMMEDIATE IMPLEMENTATION BY ALL PROGRAMS ACCREDITED BY ABET.



67

The ABET Board of Directors has approved the following modifications to the 2014-15 Accreditation Policy and Procedure Manual Section II.7. Public Release of Accreditation Information by the Institution/Program.

II.A.7. When a program submits a request for evaluation to ABET, it agrees to disclose publicly its accreditation status to assist external stakeholders, such as students, parents, and the general public, in making appropriate education decisions.

II.A.7.a. ABET publicly identifies programs whose accreditation has been denied or withdrawn by ABET.



68

II.A.7.b. ABET publicly identifies programs whose accreditation has been placed on Show Cause due to one or more cited deficiencies in Criteria compliance.

II.A.7.c. If ABET places a program on Show Cause or denies or withdraws a program’s accreditation, then the institution/program must provide, upon request from the public, a statement summarizing ABET’s reasons for the Show Cause accreditation action or the denial or withdrawal of accreditation; that statement can be accompanied by a response from the affected program addressing the ABET decision. This statement must be available within 60 days of the final decision by ABET.

ABET will post on its public website a notice regarding the availability of this statement on the institution/program website.



69

Harmonized General Criterion 2

(Program Educational Objectives)

Harmonized General Criterion 4

(Continuous Improvement)

ABET HQ Update: Criteria Changes! - 1


70

On October 27, 2012, the ABET Board of Directors voted to approve, effective for the 2013-14 review cycle, changes to the harmonized General Criteria-Criterion 2: Program Educational Objectives and Criterion 4: Continuous Improvement for all four ABET Accreditation Commissions.

The ABET Board voted to suspend the normal one-year review and comment period for criteria changes, based on feedback from accredited programs, institution representatives, the ABET Academic Advisory Council (AAC), and ABET’s four Accreditation Commissions.



71

In summary, the change to Criterion 2 removes the requirement for a program to have a process for the “review and revision” of its program educational objectives (PEOs).

The new language requires a documented process that is systematically utilized and effective, involving the program’s constituents, for periodic review of the PEOs so that they remain consistent with the institution’s mission, the constituents’ needs, and the criteria.



72

Further, the change to Criterion 4 removes the requirement for a program to demonstrate graduate attainment of program educational objectives.

This change removes the stringent requirement for assessment of program educational objectives as is required for a program’s student outcomes.



73

For programs in the 2012-13 review cycle for which a shortcoming had

been identified regarding the assessment and evaluation of the extent to

which program educational objectives are attained, the four ABET

Commissions:

Documented any shortcoming relative to the accreditation criteria applicable to

the program in the 2012-13 cycle.

Recognized that instruction from the ABET Board of Directors concerning

implementation of this change renders moot in the future a shortcoming

regarding the assessment and evaluation of the extent to which program

educational objectives are attained.

Did not consider shortcomings regarding the assessment and evaluation of the

extent to which program educational objectives are attained in any accreditation

decision taken by the Commissions at the 2013 July decision meeting.



74

For programs scheduled for interim reviews in the 2013-14 review cycle, as a result of a previous IR, IV, SCR, or SCV accreditation action, provided reports that address a shortcoming regarding the assessment and evaluation of the extent to which program educational objectives are attained, the four ABET Commissions:

Recognized that instruction from the ABET Board of Directors concerning implementation of this change renders moot in the future a shortcoming regarding the assessment and evaluation of the extent to which program educational objectives are attained.

Did not require any response from a program regarding a shortcoming relative to the assessment and evaluation of the extent to which program educational objectives are attained.

Will not consider shortcomings regarding the assessment and evaluation of the extent to which program educational objectives are attained in any accreditation decision taken by the Commissions at the 2014 July decision meeting.



75

• High costs to maintain interoperability • Difficulties in accessing data in a timely

manner • A shortage of legacy programmer and key

knowledge skills• Inflexible and hard to adapt for rapid

business changes

ABET HQ Update: AMSAccreditation Management System


76

• Designing new data hub/file structures• Documenting departmental processes • Describing interdepartmental workflow• Developing performance metrics• Analyzing process performance• Designing management system for

flexibility, ease of use, scalability, platform neutrality, stability

ABET HQ Update: AMS 2.0 and ABET Quality Management System


77

• Designing new online Self-Study Report to assist programs as they prepare for accreditation visit

• Developing a Draft and Final Statement Application for PEV, Editor and ABET HQ staff workload reduction

ABET HQ Update: AMS 2.0for PEVs and Programs


78

• Individual professional development• Contribute to professional technical

education program delivery• Ensure global program quality• Gain best practice experience from

programs other than one’s own• Influence academic conversation and

relationship with industry

Why Become an ABET Volunteer?


79

• Program Evaluators are the “face of ABET” and need to: Uphold the highest quality Improve consistency “Walk the Walk” of continuous improvement

• Approved by Board and implemented in 2005

Program Evaluator (PEV) Competency Model


80

• A set of behaviors that encompass the knowledge, skills, and abilities of highly successful Program Evaluators

What Is a Competency Model?


81

• Technically Current• Effective Communicators• Professional• Interpersonally Skilled• Team-Oriented• Organized

Competencies of Program Evaluators


82

• Recruiting Informs nominators and candidates of expectations

• Selection Allows assessment of candidates against minimum criteria and

competencies

• Training Focuses on the competencies needed for PEV success

• Performance Appraisal Provides standards that enable continuous improvement

Competency models are standard practice in the industries served by ABET programs.

How is the ABET PEV Competency Model Used?


83

EAC of ABET student outcomes are outcomes (a) through (k) plus any additional outcomes that

may be articulated by the program:

a) an ability to apply knowledge of mathematics, science, and engineering

b) an ability to design and conduct experiments, as well as to analyze and interpret data

c) an ability to design a system, component, or process to meet desired needs within realistic

constraints such as economic, environmental, social, political, ethical, health and safety,

manufacturability, and sustainability

d) an ability to function on multidisciplinary teams

e) an ability to identify, formulate, and solve engineering problems

f) an understanding of professional and ethical responsibility

g) an ability to communicate effectively

h) the broad education necessary to understand the impact of engineering solutions in a global,

economic, environmental, and societal context

i) a recognition of the need for, and an ability to engage in life-long learning

j) a knowledge of contemporary issues

k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering

practice.

More Hard Work for the Future


84

• Systems integration (synthesis)• Ability to realize products• Facility with intelligent technology to enhance creative opportunity • Ability to manage complexity and uncertainty• Teamwork (sensitivity in interpersonal relationships and global context) –

(seems to add more than what is currently required)• Language and multicultural understanding • Ability to advocate and influence • Entrepreneurship and decision making • Knowledge integration, education, and mentoring• Creativity, innovation, and entrepreneurship• Ability to adapt to an increasingly diverse world• Ability not only to adapt to change but to actually drive change• Sustainable development: avoiding environmental harm; energy / materials

efficiency

How About…?


85

• Life cycle / infrastructure creation and renewal • Micro / nanotechnology / micro-electromechanical systems• Mega systems• Smart systems • Multimedia and computer-communications• Living systems engineering• Management of technological innovation • Enterprise transformation • Knowledge of the fundamentals and dynamics of globalization, as well as

opportunities to become immersed in study, work, or research abroad.• Understanding of public policy• Contemporary issues & Historical Perspectives (Application)• Materials Science (Analysis)• Experiments (Analysis)• Sustainability should be elevated rather than contained within a list• Risk and uncertainty


86

• Professional and ethical responsibility – elevate from understanding to a higher level – perhaps synthesis

• Sustainability• Understanding of political, social, and economic perspectives• Understanding of information technology, digital competency, and

information literacy • Understanding of stages/phases of product lifecycle (design, prototyping,

testing, production, distribution channels, supplier management, etc.) • Understanding of project planning, management, and the impacts of

projects on various stakeholder groups (project team members, project sponsor, project client, end-users, etc.)

• Understanding of the ethical and business norms and applies norms effectively in a given context (organization, industry, country, etc.)

• Communicates effectively in a variety of different ways, methods, and media (written, verbal/oral, graphic, listening, electronically, etc.)

• Communicates effectively to both technical and non-technical audiences • International/global perspective


87

• Possesses fluency in at least two languages • Ability to think both critically and creatively • Ability to think both individually and cooperatively • Functions effectively on a team (understands team goals, contributes

effectively to team work, supports team decisions, respects team members, etc.)

• Maintains a positive self-image and possesses positive self-confidence• Maintains a high-level of professional competence• Embraces a commitment to quality principles/standards and continuous

improvement • Embraces an interdisciplinary/multidisciplinary perspective• Applies personal and professional judgment in effectively making decisions

and managing risks• Mentors or helps others accomplish goals/tasks• Shows initiative and demonstrates a willingness to learn• Skills spanning engineering discipline boundaries.• Communications skills to span organizational, cultural, and other

boundaries.


88

• Graduates need stronger professional skills, e.g., interpersonal skills, negotiating, conflict

management, innovation, oral and written communication, and inter-disciplinary teamwork.

• Developing student creativity and innovation skills, through explicit curricular components that

emphasize active, discovery-based learning

• Practical experience in how devices are made or work, a familiarity with industry codes and

standards, and development of a systems perspective

• Strong analytical skills

• Practical ingenuity

• Creativity

• Communication skills

• Business and management

• High ethical standards

• Professionalism

• Dynamism, agility, resilience, flexibility

• Lifelong learners

• Skills spanning engineering discipline boundaries

• Communications skills to span organizational, cultural, and other boundaries.

• Leadership

• Risk and Uncertainty

• Project Management

• Public Policy


89

• Explain business concepts applicable to engineering practice• Apply principles of sustainability to the design and evaluation of

engineering systems• Young engineers now have to move up to design leader and managerial

positions much faster.• Good candidates need to have global references and experience on

projects and assignments around the world. • Need a basic understanding that our culture is not the only one around.• Analyze problems, situations, ramifications, upside and downside, near-

term and long-term effects.• Ability to communicate with a broad range of audiences through numerous

media


90

Dr. Joe Sussman

ABET Managing Director – Accreditation

Chief Information Officer

[email protected]

(410) 347-7733

Don’t Hesitate to Reach Out


Thank You For Your Attention!

copyright © 2014 by abet joseph l. sussman, phd, f.asme abet managing director - accreditation /...

Documents

accreditation of programs

accreditation council

professional engineering

accreditation board

accredited programs

history slide

vision slide

mission slide