Transcript Accreditation update

Overview of ABET
Joseph L. Sussman, PhD, F.ASME
ABET Managing Director - Accreditation / CIO
2014 Civil Engineering Department Heads Conference
Norman, Oklahoma
April 2014
Copyright © 2014 by ABET
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Presentation Framework
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
Copyright © 2014 by ABET
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ABET Vision
ABET will provide world leadership in
assuring quality and in stimulating
innovation in applied science, computing,
engineering, and engineering technology
education.
Copyright © 2014 by ABET
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ABET Mission
ABET serves the public globally through the promotion and
advancement of education in applied science, computing,
engineering, and engineering technology.
ABET:
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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.
Copyright © 2014 by ABET
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ABET Organization Design
• 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.
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Member Societies
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Represent “the profession”
Develop program criteria
Appoint Board Reps
Nominate commissioners
Recruit and assign program evaluators
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ABET’s 33 Member
Societies
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Brief ABET History
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
Copyright © 2014 by ABET
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ABET Organizational Structure
Committees
Board of Directors
Academic Advisory
Council
Global
Council
Applied
Science
Accreditation
Commission
Computing
Accreditation
Commission
Engineering
Accreditation
Commission
73 accredited
405 accredited
2285 accredited
programs at 55
programs at 310
programs at 468
institutions
institutions
institutions
Industry Advisory
Council
Accreditation
Council
ABET
Headquarters
Engineering
Technology
Accreditation
Commission
620 accredited
programs at
212 institutions
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ABET Board of Directors
• 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
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Accreditation in the U.S.
• Non-governmental
• Voluntary
• Peer review
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What Does ABET Accredit?
• 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
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Who in the U.S. Recognizes
ABET?
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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)
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ABET Accreditation Process –
What Does It Involve?
• 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)
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Self-Study Report Basics and
Context
• 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
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Peer Review
• 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.
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Visit Team Members
• 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.
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On-Site Visit
• 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
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Accreditation Timeline
18-Month Process
January
Institution requests
accreditation for
programs
March - June
Team members
assigned, dates
set, Self-Study
Report submitted
May - June
Necessary changes
to statement,
December - February
August
if any, are made
Draft statements edited
Institutions notified
and sent to institutions
of final action
Year 1
February - May
Institution prepares
self-evaluation
(Program Self-Study
Report)
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September - December
Visits take place, draft
statements written and
finalized following
7-day response period
Year 2
February - April
Institutions respond
to draft statement
and return to ABET
July
Commission meets
to take final action
October
Accreditation status
publically released
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Criteria
1)
2)
3)
4)
5)
6)
7)
8)
Students
Program Educational Objectives
Student Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support
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Criterion 1
Students
• 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
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Criterion 2
Program Educational Objectives
• 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.
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Criterion 3
Student Outcomes (slide 1)
• 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.
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Criterion 3
Student Outcomes (slide 2)
• 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
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Criterion 3
Student Outcomes (slide 3)
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
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Criterion 3
Student Outcomes (slide 4)
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
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Criterion 4
Continuous Improvement
• 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.
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Criterion 5
Curriculum (slide 1)
• 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
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Criterion 5
Curriculum (slide 2)
• 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
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Criterion 6
Faculty
• 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
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Criterion 7
Facilities
• 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.
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Criterion 8
Institutional Support
• 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
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Program Criteria
• 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
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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.
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PROGRAM CRITERIA FOR
CONSTRUCTION
AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Society of Civil Engineers
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.
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PROPOSED REVISIONS (UNDER REVIEW BY ASCE)
TO THE
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 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
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Master’s Level Programs
Criteria
• 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
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ABET Accreditation Activities
• 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
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ABET’s Role in Globalization
• 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
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Who Recognizes ABET Outside
of the U.S.?
•
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)
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ABET’s International Activities
Consistent with Major Constituents
• 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
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ABET Volunteers Conduct
International Accreditation Activity
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•
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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.
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ABET Professional Services
• 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
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Sources of ABET Funding
• 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.
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Presentation Framework
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
Copyright © 2014 by ABET
46
Accreditation Enhancements
• 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.
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Recent EAC Criteria Changes
• 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.”
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Student Outcomes
• 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)
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Assessment and Evaluation
• All assessment and evaluation requirements
moved to Criterion 4
• Criterion 2 still requires involvement of
constituencies relative to Program Educational
Objectives
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Program Criteria
• 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
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DRAFT Master’s Level
Accreditation Criteria - 1
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.
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DRAFT Master’s Level
Accreditation Criteria - 2
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)
b)
Supports the attainment of outcomes 3(a) – 3(k) of criterion 3 of the general criteria
for baccalaureate level engineering programs, and
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.
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DRAFT Master’s Level
Accreditation Criteria - 3
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.
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DRAFT Master’s Level
Accreditation Criteria - 4
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.
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DRAFT Master’s Level
Accreditation Criteria - 5
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.
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DRAFT Master’s Level
Accreditation Criteria - 6
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.
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DRAFT Master’s Level
Accreditation Criteria - 7
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.
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Getting Out in Front
• 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
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Pay Attention to Only the Data
Needed
• 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
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Faculty Must be Involved
• 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.
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Be Prepared… the Program
Evaluator Will Be
• 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/)
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Refresher Training
Module 5: Applying the Criteria
Until this point, you have reviewed many of the fundamentals of the ABET
Accreditation Process. Now, you will apply what you have learned in a series of
exercises and in checks for understanding.
Program Evaluator
Candidate Training
TABLE OF CONTENTS
Just-in-Time Training (Previsit Preparation)
A. Criteria Application Basics
Refresher Training
C. Common Issues Associated with Each
Criterion
B. Understanding the Criteria
Previous Next
Module 3: The Role of the
Program Evaluator
C. Common Issues Associated with Each Criterion
H. Analyzing Student Transcripts
The ABET Criteria are minimum standards that you apply with judgment.
Over the years, ABET has identified common issues that may surface as
you review a program's Self-Study Report and make observations during
a visit for evidence of compliance.
Check for Understanding 2
Module 6: The PEV
Appraisal Process
Check for Understanding 3
Evaluation of Training
Training for Accreditation
Visits Outside of the U.S.
New Team Chair Training
The issues listed below for each criterion area are not exhaustive. You
may identify additional issues as you review the Self-Study Report.
Additionally, some issues listed here may not by themselves represent a
shortcoming relative to the criteria, but rather may indicate a need to
seek additional information in order to determine whether there is a
shortcoming. Remember that each shortcoming must refer to specific
requirements in the criteria that are not fully met or potentially may not
be met in the future.
Students
Problems with student advising, including ineffective or inconsistent advising
and a lack of understanding of curricular requirements, especially if many
options are available.
Ineffective monitoring, including no documentation of course substitutions or
missing prerequisites.
Problems with transfer process, including no documentation on acceptability
of transfer credits.
Program Educational Objectives
Program educational objectives are not published or readily accessible to
the public.
Program educational objectives are not related to institutional mission or are
inconsistent with the mission.
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G. Sample Situations
Module 2: The
Accreditation Process
Module 5: Applying the
Criteria
Institute for the
Development of
Excellence in
Assessment Leadership
(IDEAL) - August 2012
F. Ensuring Consistency
D. The Decision -Making Process
Module 4: Continuous
Quality Improvement of
Student Learning
August 7-10, 2012
,
E. Evaluating a Program's Compliance
with the Criteria
Module 1: Welcome and
Overview
Check for Understanding 1
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Refresher Training
Accredited Programs
at HBCUs
Howard University was
the first historically black
college or university to
have ABET-accredited
programs. ABET's
predecessor, the
Engineers' Council for
Professional
Development, accredited
three engineering
programs there in 1937.
Find ABET-accredited
programs.
63
Be Up To Date… The Team
Chair Will Be
• 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/)
Copyright © 2014 by ABET
ABET - Keeping Up With Accreditation Changes
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Why Accreditation Matters
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Accreditation: Step -by-Step
Cost of Accreditation
Keeping Up With Accreditation
Changes
Changes in the Accreditation Criteria and the Accreditation Policy and Procedure
Manual (APPM) are posted here following approval by the ABET Board of
Directors at their annual October meeting. Also included are periodic clarifications
and additional guidance for the accreditation criteria.
Learn More!
Accreditation Criteria and Policy Changes for the 2012 -2013 Review
Cycle
Keep Up With Accreditation
Changes
The definition of a Program Educational Objective previously included "career and
professional accomplishments that the program is preparing graduates to achieve." Note
that phrasing has changed to "what graduates are expected to attain within a few years of
graduation."
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Accreditation
Outside of the U.S.
Many programs have chosen to express their Student Outcomes differently than the (a)
through (k) or (a) through (i) listed in Criterion 3: Student Outcomes. Even though a
program may choose to use its own set of Student Outcomes, there are several things to
keep in mind.
Changed Definitions for Program Educational Objectives
ABET
Institute for the
Development of
Excellence in
Assessment Leadership
(IDEAL) - January 2012
This is a summary of the changes in accreditation criteria, policy, and procedures that
were approved by the ABET Board of Directors at their October 29, 2011, meeting.
Meeting Requirements for Criterion 3: Student Outcomes
Licensure, Registration &
Certification
January 3-6, 2012
,
Request an Evaluation
Accreditation Criteria,
Policies & Procedures
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Copyright © 2011 ABET ®
Currently, ABET accredits
268 programs in 22
countries outside of the
United States. These
programs span
computing, engineering,
and technology
disciplines.
Learn more about
accreditation outside
of the U.S.
65
ABET HQ Update: APPM
Change! - 1
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.
Copyright © 2014 by ABET
66
ABET HQ Update: APPM
Change! - 2
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.
Copyright © 2014 by ABET
67
ABET HQ Update: APPM
Change! - 3
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.
Copyright © 2014 by ABET
68
ABET HQ Update: APPM
Change! - 4
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.
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69
ABET HQ Update: Criteria
Changes! - 1
Harmonized General Criterion 2
(Program Educational Objectives)
Harmonized General Criterion 4
(Continuous Improvement)
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70
ABET HQ Update: Criteria
Changes! - 2
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.
Copyright © 2014 by ABET
71
ABET HQ Update: Criteria
Changes! - 3
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.
Copyright © 2014 by ABET
72
ABET HQ Update: Criteria
Changes! - 4
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.
Copyright © 2014 by ABET
73
ABET HQ Update: Criteria
Changes! - 5
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.
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74
ABET HQ Update: Criteria
Changes! - 6
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.
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75
ABET HQ Update: AMS
Accreditation Management System
• 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
Copyright © 2014 by ABET
76
ABET HQ Update: AMS 2.0 and
ABET Quality Management System
•
•
•
•
•
•
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
Copyright © 2014 by ABET
77
ABET HQ Update: AMS 2.0
for PEVs and Programs
• 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
Copyright © 2014 by ABET
78
Why Become an ABET
Volunteer?
• 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
Copyright © 2014 by ABET
79
Program Evaluator (PEV)
Competency Model
• 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
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80
What Is a Competency Model?
• A set of behaviors that encompass the
knowledge, skills, and abilities of highly
successful Program Evaluators
Copyright © 2014 by ABET
81
Competencies of Program
Evaluators
•
•
•
•
•
•
Technically Current
Effective Communicators
Professional
Interpersonally Skilled
Team-Oriented
Organized
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82
How is the ABET PEV
Competency Model Used?
• 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.
Copyright © 2014 by ABET
83
More Hard Work for the Future
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.
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84
How About…?
•
•
•
•
•
•
•
•
•
•
•
•
•
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
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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
Copyright © 2014 by ABET
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
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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.
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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
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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, nearterm and long-term effects.
Ability to communicate with a broad range of audiences through numerous
media
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90
Don’t Hesitate to Reach Out
Dr. Joe Sussman
ABET Managing Director – Accreditation
Chief Information Officer
[email protected]
(410) 347-7733
Copyright © 2014 by ABET
Thank You For Your Attention!
Copyright © 2014 by ABET