Transcript Applied Science Accreditation Commission (ASAC)

Outcomes-Based
Accreditation of
Engineering
Programmes
L.S. “Skip” Fletcher
1
What is accreditation?
"Accreditation is public recognition that
an educational institution or
educational programme has met
certain standards or criteria."
2
Components of Accreditation
 Quality assurance
 Non-governmental
 Voluntary
 Self-assessment
 Peer-review
 Periodic or Continuing review
3
Accreditation 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
4
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 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
6
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 Mission
ABET serves the public through the promotion and
advancement of applied science, computing,
engineering, and technology education. ABET will:
 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.
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ABET Structure
• ABET is a federation of professional and
technical societies representing the ABET
disciplines with no individual membership
• 28 Member societies and 2 Associate Member
societies
• Member societies provide approximately 1,500
volunteers who serve on ABET's Board of Directors,
on the Accreditation Commissions, and as
Programme Evaluators
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ABET Accreditation Commissions
• Conduct visits and vote accreditation actions for
• Applied science programmes by the Applied
Science Accreditation Commission (ASAC)
• Computer and information science programmes
by the Computing Accreditation Commission
(CAC)
• Engineering programmes by the Engineering
Accreditation Commission (EAC)
• Technology programmes by the Technology
Accreditation Commission (TAC)
10
Accreditation 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
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
Areas
 Health Physics
 Industrial Hygiene
 Industrial Management/Quality Management
 Safety
 Surveying and Mapping
13
Computing Accreditation
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 Areas
 Computer Science
 Information Systems
15
Engineering Accreditation
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 Areas
Aerospace Engineering
Agricultural Engineering
Architectural Engineering
Bioengineering & Biomedical Engineering
Ceramic Engineering
Chemical Engineering
Civil Engineering
Construction Engineering
Electrical & Computer Engineering
Engineering Management
Engineering Mechanics
Environmental Engineering
Geological Engineering
Industrial Engineering
Manufacturing Engineering
Materials & Metallurgical Engineering
Mechanical Engineering
Mining Engineering
Naval Architecture & Marine
Engineering
Nuclear & Radiological Engineering
Ocean Engineering
Petroleum Engineering
Software Engineering
Surveying Engineering
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Technology Accreditation
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 Areas
Air Conditioning Engineering Technology
Environmental Engineering Technology
Architectural Engineering Technology
Industrial Engineering Technology
Automotive Engineering Technology
Information Engineering Technology
Bioengineering Technology
Instrumentation & Control Systems
Chemical Engineering Technology
Engineering Technology
Civil Engineering Technology
Manufacturing Engineering Technology
Computer Engineering Technology
Marine Engineering Technology
Construction Engineering Technology
Mechanical Engineering Technology
Drafting/Design Engineering Technology Nuclear Engineering Technology
(Mechanical)
Telecommunications Engineering
Electrical/Electronic(s) Engineering
Technology
Technology
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Current Statistics
 >2,700 programs accredited
 >560 institutions
 >1,500 volunteers
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ABET-Accredited Programmes
2000
1800
1600
1400
1200
1000
800
600
400
200
0
1750
702
215
70
Applied Science
Computing
Engineering
Technology
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New 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
and 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?
An educational programme CQI process
should involve a clear understanding of:

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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 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
Process
Determine
educational
objectives
Assess Outcomes
Evaluate
Objectives
Input from
Constituencies
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The Two-Loop
Process
Determine
educational
objectives
Input from
Constituencies
Determine Outcomes
Required to Achieve
Objectives
Assess Outcomes
Evaluate
Objectives
Determine How
Outcomes will be
Achieved
Formal Instruction
Student Activities
Determine How
Outcomes will be
Assessed
Establish Indicators
for Outcomes to lead
to Achievement
of Objectives
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Criteria 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 2000
(Basic Level Accreditation)
1.
2.
3.
4.
5.
6.
7.
8.
Students
Programme Educational Objectives
Programme Outcomes and Assessment
Professional Component
Faculty
Facilities
Institutional Support & Financial Resources
Programme Criteria
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Programme Educational
Objectives (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 Outcomes
(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 Outcomes
(continued)
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.
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Programme Outcomes
(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 Component
(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 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:
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economic
sustainability
ethical
social
environmental
manufacturability
health and safety
political
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The Curriculum Requirement
 Mathematics and Basic Sciences - One year of a
combination of college level mathematics and basic sciences
(some with experimental experience) appropriate to the discipline.
 Engineering Sciences / Engineering Design One and one-half years of engineering topics, consisting of
engineering sciences and engineering design appropriate to the
student’s field of study
 Humanities and Social Studies - A general
education component that complements the technical
content of the curriculum and is consistent with the
program and institution objectives
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Programme 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 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 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 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 Accord
An 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 Status
 Agreement signed in 1989 by the engineering
accrediting bodies in six countries
- Australia
- Ireland
- United Kingdom
- Canada
- New Zealand
- United States
 Signatories meet every two years
 Secretariat rotates among the Signatories
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Washington 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
Signatories
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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 Accord
Provisional Members
 Germany – ASTIN (2003)
 India – ICTE (2007)
 Malaysia – BEM (2003)
 Russia – RAEE (2007)
 Sri Lanka – IESR (2007)
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International 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 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
Engineering 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.
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