outcomes-based accreditation of engineering programmes l.s. “skip” fletcher
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Outcomes-Based Accreditation of Engineering Programmes L.S. “Skip” Fletcher. What is accreditation?. "Accreditation is public recognition that an educational institution or educational programme has met certain standards or criteria.". Components of Accreditation. Quality assurance - PowerPoint PPT PresentationTRANSCRIPT
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Outcomes-Based Accreditation of
Engineering Programmes
L.S. “Skip” Fletcher
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What is accreditation?What is accreditation?
"Accreditation is public recognition that an educational institution or educational programme has met
certain standards or criteria."
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Components of AccreditationComponents of Accreditation
Quality assurance
Non-governmental
Voluntary
Self-assessment
Peer-review
Periodic or Continuing review
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Accreditation ObjectivesAccreditation Objectives• Assure that graduates of an accredited
programme are adequately prepared to enter the practice of engineering
• Stimulate the improvement of engineering education programmes
• Encourage new and innovative approaches to engineering education and its assessment
• Identify accredited programmes to the public
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What is ABET?What is ABET? Established in 1932 as the Engineers’ Council for
Professional Development (ECPD).
United the engineering & technical professions through the professional societies to assess educational quality.
Accredits engineering, engineering technology, applied science, and computer science programmes.
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Who Recognizes ABETWho Recognizes ABET Council on Higher Education Accreditation (CHEA)
State Boards of Engineering Registration
US Patent Office
US Reserve Officers Training Corps
US Civil Service
Accrediting organizations outside the United States
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ABET Vision:ABET Vision:
ABET will provide world leadership in assuring quality and in stimulating
innovation in applied science, computing, engineering, and technology education.
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ABET MissionABET Mission
Accredit educational programmes. Promote quality and innovation in education. Consult and assist in the development and advancement of
education worldwide in a financially self-sustaining manner. Communicate with our constituencies and the public regarding
activities and accomplishments. Anticipate and prepare for the changing environment and the
future needs of constituencies. Manage the operations and resources in an effective and fiscally
responsible manner.
ABET serves the public through the promotion and advancement of applied science, computing, engineering, and technology education. ABET will:
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ABET StructureABET Structure
•ABET is a federation of professional and ABET is a federation of professional and technical societies representing the ABET technical societies representing the ABET disciplines with no individual membershipdisciplines with no individual membership
•28 Member societies and 2 Associate Member 28 Member societies and 2 Associate Member societiessocieties
•Member societies provide approximately 1,500 Member societies provide approximately 1,500 volunteers who serve on ABET's Board of Directors, volunteers who serve on ABET's Board of Directors, on the Accreditation Commissions, and as on the Accreditation Commissions, and as Programme EvaluatorsProgramme Evaluators
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ABET Accreditation CommissionsABET Accreditation Commissions
• Conduct visits and vote accreditation actions forConduct visits and vote accreditation actions for• Applied science programmes by the Applied Applied science programmes by the Applied
Science Accreditation Commission (ASAC)Science Accreditation Commission (ASAC)• Computer and information science programmes Computer and information science programmes
by the Computing Accreditation Commission by the Computing Accreditation Commission (CAC)(CAC)
• Engineering programmes by the Engineering Engineering programmes by the Engineering Accreditation Commission (EAC)Accreditation Commission (EAC)
• Technology programmes by the Technology Technology programmes by the Technology Accreditation Commission (TAC)Accreditation Commission (TAC)
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Accreditation ProcessAccreditation Process Criteria developed by professional societies,
practitioners and educators
Self-Study by the institution and programme
On-site evaluation and assessment
Publication of lists of accredited programmes
Periodic re-evaluation (maximum 6 yrs.)
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Applied Science Accreditation Applied Science Accreditation Commission (ASAC)Commission (ASAC)
17 Commissioners
70 accredited applied science programmes at 51 institutions
16 programmes at 13 institutions visited
Accredits programmes at associate, baccalaureate and master's level
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Applied Science Programme Applied Science Programme AreasAreas
Health Physics
Industrial Hygiene
Industrial Management/Quality Management
Safety
Surveying and Mapping
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Computing Accreditation Computing Accreditation Commission (CAC)Commission (CAC)
25 members
215 accredited engineering-related programmes at 193 institutions
79 programmes at 70 institutions visited
Accredits programmes at the baccalaureate level
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Computing Programme AreasComputing Programme Areas
Computer Science
Information Systems
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Engineering Accreditation Engineering Accreditation Commission (EAC)Commission (EAC)
59 members
1750 accredited engineering programmes at 350 institutions
388 programmes at 126 institutions visited
Accredits programmes at baccalaureate and master's levels
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Engineering Programme AreasEngineering Programme Areas
Aerospace Engineering Geological EngineeringAgricultural Engineering Industrial EngineeringArchitectural Engineering Manufacturing EngineeringBioengineering & Biomedical Engineering Materials & Metallurgical EngineeringCeramic Engineering Mechanical EngineeringChemical Engineering Mining EngineeringCivil Engineering Naval Architecture & Marine Construction Engineering EngineeringElectrical & Computer Engineering Nuclear & Radiological EngineeringEngineering Management Ocean EngineeringEngineering Mechanics Petroleum EngineeringEnvironmental Engineering Software Engineering
Surveying Engineering
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Technology Accreditation Technology Accreditation Commission (TAC)Commission (TAC)
41 Members
702 accredited engineering technology programmes at 230 institutions
171 programmes at 69 institutions visited
Accredits programmes at associate and baccalaureate levels
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Technology Programme AreasTechnology Programme Areas
Air Conditioning Engineering Technology Environmental Engineering TechnologyArchitectural Engineering Technology Industrial Engineering TechnologyAutomotive Engineering Technology Information Engineering TechnologyBioengineering Technology Instrumentation & Control Systems Chemical Engineering Technology Engineering TechnologyCivil Engineering Technology Manufacturing Engineering TechnologyComputer Engineering Technology Marine Engineering Technology Construction Engineering Technology Mechanical Engineering TechnologyDrafting/Design Engineering Technology Nuclear Engineering Technology (Mechanical) Telecommunications EngineeringElectrical/Electronic(s) Engineering Technology Technology
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Current StatisticsCurrent Statistics
>2,700 programs accredited
>560 institutions
>1,500 volunteers
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ABET-Accredited Programmes ABET-Accredited Programmes
70215
702
1750
0200400600800
100012001400160018002000
Applied Science Computing Engineering Technology
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New PhilosophyNew Philosophy
Institutions and programmes define mission and objectives to meet the needs of their constituents – enable programme differentiation.
Emphasis on outcomes – preparation for professional practice.
Programmes must demonstrate how criteria and educational objectives are being met.
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Continuous Quality Improvement Continuous Quality Improvement and Accreditationand Accreditation
The ABET Criteria for Accreditation have been developed on the principles of continuous quality improvement (CQI).
The Engineering Accreditation Commission has prefaced the Criteria with this statement.
These criteria are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education that satisfies the needs of constituencies in a dynamic and competitive environment.
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What does this mean?What does this mean?An educational programme CQI process
should involve a clear understanding of: mission, constituents, objectives (what one is trying to achieve), outcomes (the learning that takes place to meet the
objectives), processes (internal practice to achieve the
outcomes), facts (data collection), evaluation (interpretation of facts), and action (feedback to support decision making and
improve processes).
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New EmphasisNew Emphasis Practice of continuous improvement
Input of Constituencies Process focus Outcomes and Assessment Linked to
Objectives
Knowledge required for entry into the engineering profession
Student, faculty, facilities, institutional support, and financial resource issues linked to programme objectives
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The Two-Loop The Two-Loop ProcessProcess
Determine educational objectives
Assess OutcomesEvaluate
Objectives
Input fromConstituencies
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The Two-Loop The Two-Loop ProcessProcess
Determine OutcomesRequired to Achieve
Objectives
Determine HowOutcomes will be
Achieved
Determine HowOutcomes will be
Assessed
Establish Indicatorsfor Outcomes to lead
to Achievement of Objectives
Formal InstructionStudent Activities
Determine educational objectives
Assess OutcomesEvaluate
Objectives
Input fromConstituencies
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Criteria ReformCriteria Reform
“. . . new criteria should maintain a strong focus on quality and professional
preparation, while offering flexibility for major innovations in curricular design and delivery methods, and be applicable to a diverse spectrum of institutional missions
and goals.”
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Engineering Criteria 2000Engineering Criteria 2000(Basic Level Accreditation)(Basic Level Accreditation)
1. Students2. Programme Educational Objectives3. Programme Outcomes and Assessment4. Professional Component5. Faculty6. Facilities7. Institutional Support & Financial Resources8. Programme Criteria
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Programme Educational Programme Educational ObjectivesObjectives (Criterion 2)(Criterion 2)
Each engineering programme for which an institution seeks accreditation or re-accreditation must have in place:
Detailed published educational objectives that are consistent with the mission of the institution and these criteria
A process based on needs of the program'se various constituencies in which the objectives are determined and periodically evaluated.
A curriculum and processes that prepare students for the achievement of these objectives
A system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the programme
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Program OutcomesProgram Outcomes(Criterion 3)(Criterion 3)
Engineering programmes must demonstrate that their graduates have the following capabilities:a) An ability to apply knowledge of mathematics,
science, and engineering appropriate to the discipline.
b) An ability to design and conduct experiments and analyze and interpret data.
c) An ability to design a system, component, or process to meet desired needs.
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Programme OutcomesProgramme Outcomes (continued)(continued)
d) An ability to function on multi- disciplinary 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.
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Programme OutcomesProgramme Outcomes (continued)(continued)
h) The broad education necessary to understand the impact of engineering solutions in a 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.
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Professional ComponentProfessional Component (criterion 4)(criterion 4)
Faculty must assure that the curriculum devotes adequate attention and time to each component, consistent with objectives of the programm and institution
Preparation for engineering practice Major design experiencee
Subject areas appropriate to engineering
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The CurriculumThe Curriculum “…Students must be prepared for engineering
practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations:
economic environmental sustainability manufacturability ethical health and safety social political
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The Curriculum RequirementThe Curriculum Requirement Mathematics and Basic Sciences - One year of a One year of a
combination of college level mathematics and basic sciences combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline.(some with experimental experience) appropriate to the discipline.
Engineering Sciences / Engineering Design -
One and one-half years of engineering topics, consisting of One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the engineering sciences and engineering design appropriate to the student’s field of studystudent’s field of study
Humanities and Social Studies - A general A general education component that complements the technical education component that complements the technical content of the curriculum and is consistent with the content of the curriculum and is consistent with the program and institution objectivesprogram and institution objectives
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Programme CriteriaProgramme Criteria
Programme Criteria provide the specificity needed for interpretation of the basic level criteria as applicable to a given discipline.
Each programme must satisfy applicable Programme Criteria
Programme evaluators apply the basic criteria and programme criteria using their best professional judgment when reviewing programmes for accreditation.
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Outcomes Based EducationOutcomes Based Education
Successes Every engineering institution in the US
now accredited using Outcomes Based assessment
Engineering institutions are adapting to the need for educational improvement
Many individual faculty have improved their course offerings
Student performance has improved
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Outcomes Based EducationOutcomes Based Education Issues
University administrations are slowly adapting to outcomes based assessment
Moving to Outcomes Based Education takes time
Senior faculty often reluctant to change their courses
Faculty must work together for a quality engineering education experience
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Multinational OrganizationsMultinational Organizations UPADI – Central and South America
APEC – Fourteen countries in Asia
FEANI – Twenty-two countries in Europe
Washington Accord – A Multinational Organization Sydney Accord – A Multinational Organization
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Washington AccordWashington AccordAn International PartnershipAn International Partnership
Recognizes the “substantial equivalency” of an accreditation system within a country – that assesses/assures that the graduates of accredited programmes in their country are prepared to practice engineering at the entry level of the profession
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Washington Accord StatusWashington Accord Status Agreement signed in 1989 by the engineering
accrediting bodies in six countries
- Australia - Canada - Ireland - New Zealand - United Kingdom - United States
Signatories meet every two years Secretariat rotates among the Signatories
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Washington Accord RecognitionWashington Accord Recognition
Programmes accredited prior to acceptance of the country’s accreditation system as a full signatory are not recognized
Licensure/registration of graduates from recognized programmes rests with the receiving country
Each full signatory encourages the licensing body in its own country to accept the substantial equivalence of engineering education programmes accredited by other signatories
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2007 Washington Accord 2007 Washington Accord SignatoriesSignatories
Australia – EA 1989 Canada – CCPE 1989 Chinese Taipei – IEET 2007 Hong Kong China – HKIE 1995 Ireland – IEI 1989 Japan – JABEE 2005 Korea – ABEEK 2007 New Zealand – IPENZ 1989 Singapore – IES 2006 South Africa – ECSA 1999 United Kingdom – EC 1989 United States – ABET 1989
Six year peer review cycle
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Washington AccordWashington AccordProvisional MembersProvisional Members
Germany – ASTIN (2003)
India – ICTE (2007)
Malaysia – BEM (2003)
Russia – RAEE (2007)
Sri Lanka – IESR (2007)
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International AccreditationInternational Accreditation
Increasing interest by some countries in joining the Washington Accord
Many countries do not have an engineering accreditation organization, accreditation criteria or process
Increasing interest in developing accreditation systems within countries or regions
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The ChallengeThe Challenge
The establishment of outcomes based accreditation processes for all countries or regions is essential for the mobility of engineers
Engineering education programmes must adapt to outcomes based assessment and continuous educational improvement to ensure equivalency around the world.
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Quality Assurance in Quality Assurance in Engineering EducationEngineering Education
Engineering education, as we know it today, is facing a major dilemma in the near future. What will become of engineering education by 2020?
The challenge is - how can we address this dilemma and provide global engineers that are viewed as equivalent around the world.
Clearly, we must work together to ensure that equivalency exists through outcomes based accreditation of all engineering education programmes.