Transcript Applying the ABET Approach to Other Disciplines

Supporting ABET Assessment and
Continuous Improvement for
Engineering Programs
William E. Kelly
Professor of Civil Engineering
The Catholic University of America
What is ABET?
• Primary organization responsible for
monitoring, evaluating, and certifying the
quality of engineering, engineering
technology, and applied science, and computer
science education in the United States
• Federation of 31 technical and professional
societies representing over 1.8 million
practicing professionals
Objectives of ABET Accreditation
(1) Assure that graduates of an accredited
program are adequately prepared to enter and
continue the practice of engineering,
technology, applied science and computer
science
(2) Stimulate the improvement of E&T-AS&CS
(3) Encourage new and innovative approaches to
E&T-AS&CS education and its assessment
(4) Identify accredited programs to the public
ABET Evolution
• Late 80’s university frustration with “bean
counting” approach
• Same time period industry felt graduates were not
“fully” prepared
• Workshops early-mid nineties
• “ABET 2000” blank-slate approach
• Pilot visits
• Faculty workshops
Philosophy
• Institutions and Programs define mission
and objectives to meet the needs of their
constituents -- enable program
differentiation
• Emphasis on outcomes -- preparation for
professional practice
• Programs demonstrate how criteria and
educational objectives are being met
ABET Criteria
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Consensus criteria
Other models?
Common threads?
Criteria for physics programs?
Expected outcomes?
Key Criteria
• Criterion 2: Program Educational
Objectives
• Criterion 3: Program Outcomes and
Assessment
• Criterion 4: Professional Component
Program Educational Objectives
Criterion 2
• Detailed Educational Objectives that are consistent
with the mission and the criteria
• A Process, based on needs of constituencies, in
which objectives are determined and evaluated
• A Curriculum and Process that ensures 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 program
Program Outcomes and Assessment
Criterion 3
• Demonstrate that graduates have achieved
desired outcomes
• Measure outcomes important to mission
and objectives
• Apply results to further development and
continuous improvement of program
Program Outcomes
• Engineering programs must demonstrate that
their graduates have:
a. An ability to apply knowledge of
mathematics, science and engineering
appropriate to the discipline
b. An ability to design and conduct
experiments, analyze and interpret data
c. An ability to design a system, component,
or process to meet desired needs
Program 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
Program 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
Professional Component
Criterion 4
• Faculty must ensure that the curriculum
devotes adequate attention and time to
each component, consistent with
objectives of the program and institution
• Preparation for engineering practice
– Major design experience
• Subject areas appropriate to engineering
Professional Component
Subject Areas
• One year of a combination of college level mathematics
and basic sciences (some with experimental experience)
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
• A General Education component that complements the
technical content of the curriculum and is consistent with
the program and institution objectives
Assessment and Improvement of Physics
and Mathematics Components
• Need for ABET programs to interact with rest of campus
• Opportunity to work together
• Service departments can help and strengthen engineering
programs by becoming actively involved in assessment
• Regional accreditation expectations
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Some Possible Questions for Discussion
• Assessment of outcomes (a) and (b)
Formative Assessment
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Formative assessment demonstrating that
students have:
a. An ability to apply knowledge of
mathematics, science and engineering
appropriate to the discipline
a. End of course test developed in conjunction
with engineering program
b. Entry test for follow-on engineering course
c. Results used to demonstrate improvement of
physics component
Program Outcomes
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Engineering programs must demonstrate that
their students have:
b. An ability to design and conduct
experiments, analyze and interpret data
a. Evaluate experimental work
a. Lab test
a. Specific skills and experiences tied to followon engineering courses
b. Support engineering?
c. Basic science skills applied in design
Summary
• Curriculum requirements Criterion 4 –
opportunity to work with engineering
programs to ensure appropriate to discipline
• Outcomes assessment
– Formative assessment
– Program improvement