new developments in abet accreditation criteria based on 2004-2005 criteria edwin c. jones, jr....

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New Developments in ABET Accreditation

Criteria Based on 2004-2005

Criteria

Edwin C. Jones, Jr.University Professor Emeritus

Iowa State [email protected]

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Where did EC2000 Come From? Early 1990s

NSF Study Dean’s Council (American Society

for Engineering Education) National Research Council Much industrial involvement Led directly to EC2000

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Some Results More emphasis on “soft skills”—with

no decrease in technical content Communication Lifelong Learning Multidisciplinary Teamwork Ethics and Professionalism

And of course design! Emphasis on learning, not teaching

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Expressed in Criterion 3 Criterion 3. Program Outcomes and

Assessment Engineering programs must demonstrate that

their graduates have: (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

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Criterion 3 (Cont’d) (c) an ability to design a system,

component, or process to meet desired needs

(d) an ability to function on multi-disciplinary teams

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

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Criterion 3 (Cont’d) (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 and societal context

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Criterion 3 (Cont’d) (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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Where are we now? Some easily understood and

implemented—a, b, c, e, k a: Science, Mathematics, Engineering b: Experiments c: Design e: Solve engineering problems k: Modern tools (software)

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Others Present New Challenges

d: Multidisciplinary f: Professional, ethical g: Communicate h: Broad education, societal,

global i: Lifelong learning j: Contemporary issues

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Issues, Questions, and Trends

How do we do the preceding? How do we know we are doing it? How do we know we are doing it

well? How can we do better? How will we assess the

improvement?

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An Important New Study Engineering Education Reform: A

Trilogy. Frank G. Splitt, McCormick Faculty Fellow, Northwestern University Environmentally Smart Engineering

Education The Challenge to Change Engineering Education Reform www.ece.northwestern.edu/external/splitt/

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How Does This Fit In? Criterion 4 describes design:

…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; and political.

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Trilogy Report Sees the present statement as too

general and weak Advocates environmental impact,

design for recycling, sustainability Role here for ABET Likely to be a major trend in the

near future—but a challenge

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New Paradigm Current and future demands will be

for the solution of problems involving human values, attitudes, behavior

And interrelationships and dynamics of social, political, environmental, and economic systems

And on a global basis

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New Paradigm (Cont’d) Emphasis on inquiry-based learning Preparation for lifelong learning Stress integrative, systems thinking Coping with change Communications skills, including

listening Group skills, identification through

finish

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New Paradigm (Cont’d) Ecoefficient design—focus on

design issues involving life-cycle economics, environmental impact, sustainable development, ethics, timeliness, quality, health & safety, manufacturability, social, legal, standards, and ad hoc concerns.

Benefits to engineers and to world

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EC2000 and Trends EC2000 Allows Change EC2000 Encourages Change EC2000 Requires Evaluation

Continuous Process Improvement Much in Common with Baldridge Much in Common with ISO 9000, etc

How does this happen?

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Criteria, Self Studies, and Visits

Will state a Criterion—there are eight 2004-2005 Version Used

Will discuss how addressed in self study— document prepared in advance and sent in

For some, will discuss what may happen on a visit

Visit Summary at end

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Criterion 1--Students The quality and performance of the students and

graduates are important considerations in the evaluation of an engineering program. The institution must evaluate, advise, and monitor students to determine its success in meeting program objectives. The institution must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements.

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Self Study—Criterion 1 1. Students Describe how students are evaluated,

advised, and monitored in a manner consistent with program objectives, as required by Criterion 1. Address each item individually.

Describe the processes and procedures used to enforce policies for the acceptance of transfer students and provide evidence that the processes and procedures are working.

Describe the procedures used to validate credit for courses taken elsewhere and provide evidence that the procedures are working.

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Criterion 2. Program Educational Objectives

Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are intended to be statements that describe the expected accomplishments of graduates during the first several years following graduation from the program. (NEW)

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Criterion 2—Program Educational Objectives

(cont’d) Each engineering program for which an institution

seeks accreditation or reaccreditation must have in place:

(a) detailed published educational objectives that are consistent with the mission of the institution and these criteria

(b) a process based on the needs of the program's various constituencies in which the objectives are determined and periodically evaluated

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Criterion 2—Program Educational Objectives

(Cont’d) (c) a curriculum and processes that prepare

students for the achievement of these objectives (REVISED)

(d) a system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the program.

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Self Study—Criterion 2

2. Program Educational Objectives

Discuss in detail the educational objectives, the process by which these objectives are determined and evaluated, how the program ensures these objectives are achieved, and the system of ongoing evaluation that leads to continuous improvement of the program, as required by Criterion 2.

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Self Study—Criterion 2 As a minimum: List the Program Educational Objectives and

show how they are consistent with the mission of the institution and the accreditation criteria.

Identify the significant constituencies of the program.

Describe the processes used to establish and review the Program Educational Objectives and the extent to which the program’s various constituencies are involved in these processes. Provide documentation that demonstrates that the processes are working.

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Self Study—Criterion 2 (Cont’d)

Describe how the program curriculum and your processes ensure achievement of the Program Educational Objectives.

Provide documentation that describes the ongoing evaluation of the level of achievement of these objectives, the results obtained by this periodic evaluation and evidence that the results are being used to improve the effectiveness of the program.

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Criterion 2—Program Objectives—At the Visit

Objectives are statements of what you expect your graduates to be able to do in about 5 years

Examples Graduate study Industry—what sort of work? Government—what sort of work? Bilingual Graduates—May be a part

of your Objectives (or Mission) You do it!

Business

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Objectives--Continued Program objectives should be

related to university mission Program objectives should be

related to College of Engineering mission

Program objectives must be developed with constituents

Records of development process must be available to the team on site

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Objectives—Visit--Constituents What is a constituent?

An entity whose opinions you find important

An entity you ask to give you advice

An entity you listen to An entity for whom you have a lot

of respect Examples—industry council,

students

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Objectives—Visit—(continued)

Program objectives must be evaluated for three important characteristics Have we and our constituents set the

right objectives for ourselves? Is the curriculum appropriate? Are we accomplishing our

objectives? This is a long term process Evaluation data must be collected

and analyzed by the faculty Results used for Improvement

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Objectives—Industry Council

Usually industrial leaders May include government leaders May include other educators Chaired by one of the industrial

members Meet once or twice a year with

the faculty and administration Team may want to meet with this

group

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Criterion 3. Program Outcomes and Assessment

Although institutions may use different terminology, for purposes of Criterion 3, program outcomes are intended to be statements that describe what students are expected to know or be able to do by the time of graduation from the program. (NEW)

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Criterion 3 (Cont’d)Program Outcomes and

Assessment Engineering programs must demonstrate that

their graduates have: (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

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Criterion 3 (Cont’d) (c) an ability to design a system, component,

or process to meet desired needs (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

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Criterion 3 (Cont’d) (g) an ability to communicate effectively (h) the broad education necessary to understand

the impact of engineering solutions in a global 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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Self Study—Criterion 3 3. Program Outcomes and

Assessment Describe the assessment process,

documented assessment results, evidence that results are applied to further development and improvement, and a demonstration of the achievement of each program outcome important to the mission of the institution and the objectives of the program, as required by Criterion 3.

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Self Study—Criterion 3, Cont’d As a minimum: List the Program Outcomes that have

been established based on the Program Educational Objectives and describe how these Program Outcomes relate to the Program Educational Objectives.

Describe how the Program Outcomes chosen by the program encompass and relate to the outcome requirements of Criterion 3.

Describe the processes used to produce and assess each of the program outcomes.

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Self Study—Criterion 3, Cont’d

Provide metric goals for each outcome that illustrate the level of quality of outcomes achievement felt necessary to produce graduates that will ultimately achieve the Educational Objectives following their graduation

Provide qualitative and quantitative data gathered on a regular basis that are used to assess the quality of achievement of the outcomes and your analysis of those assessment results.

Describe the process by which the assessment results are applied to further develop and improve the program.

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Document changes that have been implemented to further develop and improve the program. Provide qualitative and quantitative data used to support these changes.

Describe the materials, including student work and other tangible materials, that will be available for review during the visit to demonstrate achievement of the Program Outcomes and Assessment. The programs are encouraged to organize these materials on the basis of outcomes, rather than on a course-by-course basis.

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Criterion 3--Visit Outcomes are statements of what

graduates are expected to be able to do their first day “on the job”

ABET requires 11 outcomes as a minimum, the famous “a-k”

Program may add outcomes Your objectives may require additional

outcomes—e.g. bilingual objective, and thus an associated outcome for speech and/or writing

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Outcomes--Visit--continued

For example—suppose you have an objective that some of your graduates will have developed a new engineering business for KSA

You would then want to add a 12th outcome relating to business development or entrepreneurship

May also need a 13th regarding bilingual capability

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Objectives and Outcomes Objectives lead to Outcomes A convenient display is a

matrix format Example Follows

Would be a part of the self study Would be available in visit

display

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“a” … “k” “l” “m”

Graduate X X

Business X

Bilingual X

OutcomesO

bje

ctiv

es

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Outcomes—Visit Display Outcomes must be assessed

Your choice as to what methods Surveys alone are insufficient Student surveys are insufficient May involve constituents, but not

required Methods must show that all

required outcomes acquired by all students to some extent

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Outcomes—Visit Ideas (cont’d)

Grades are insufficient unless all outcomes assigned to a course are assessed on at least one examination

Need more than one assessment method

Faculty are the most important assessors.

Design courses important here. Most outcomes can be assessed here.

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Outcomes--Display Display must enable program

evaluator to see how each outcome is achieved

Courses or study modules designed to achieve outcomes

A matrix is again useful--example

Matrix also in self study

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A B C D

Math, etc. X X

Business X

Modern Tools X X

CoursesO

utc

om

es

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Criterion 4—Professional Component (Curriculum)

The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution.

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Professional Component (Cont’d)

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; and political.

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Professional Component (Cont’d)

The professional component must include: (a) one year of a combination of college level mathematics

and basic sciences (some with experimental experience) appropriate to the discipline

(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study

(c) 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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Proposed Changes 2005-2006 Available on ABET web site as

appendix to the 2004-2005 criteria Affect both Criterion 3 and Criterion 4 The following paragraph probably will

be added just before a-k: Each program must formulate program

outcomes that foster attainment of the program objectives articulated in satisfaction of Criterion 2 of these criteria.

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Proposed Changes 2005-2006 There must be processes to produce

these outcomes and an assessment process, with documented results, that demonstrates that these program outcomes are being measured and indicates the degree to which the outcomes are achieved. There must be evidence that the results of this assessment process are applied to the further development of the program.

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Proposed Changes 2005-2006 After a-k, this new sentence—”In

addition, an engineering program must demonstrate that its students attain any additional outcomes articulated by the program to foster achievement of its educational objectives.”

Then, some changes in “c”, moving constraints from Criterion 4 to 3.

Design requirements strengthened again.

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Self Study—Criterion 4 4. Professional Component Describe how the engineering faculty assures

that the curriculum devotes adequate attention and time to each curricular component area and describe how students are prepared for engineering practice as required by Criterion 4.

Note that instructional material and student work verifying the proper classification of course content must be provided for the evaluation team at the time of the visit. These materials may include all or part of the documentation used to demonstrate Program Outcomes and Assessment.

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As a minimum: Describe how students are prepared for

engineering practice through the curriculum, which culminates in a major design experience.

Describe how the engineering experience incorporates engineering standards and realistic constraints as described in Criterion 4.

Describe how the program curriculum devotes adequate attention and time to the professional component, which includes mathematics and basic sciences, engineering topics, and general education. Note that transcript analyses for a sampling of recent graduates will be requested by the team chair prior to the visit.

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The information contained in Appendix I presents supporting documentation and will be useful to the evaluation process.

Complete Table I-1, Basic-Level Curriculum. List the courses in the order in which they are given in the curriculum and classified in the appropriate categories to clearly indicate how the program meets the Professional Component (Criterion 4) as well as Program Criteria (Criterion 8).

Complete Table I-2, Course and Section Size Summary.

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In Appendix I.B., Course Syllabi, provide standard descriptions for courses used to satisfy the mathematics and basic sciences, and engineering topics required by Criterion 4. The format should be consistent for each course, must not exceed two pages per course, and, at a minimum, contain the information listed below:

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Department, number, and title of course Designation as a ‘Required’ or ‘Elective’ course Course (catalog) description Prerequisite(s) Textbook(s) and/or other required material Course objectives Topics covered Class/laboratory schedule, i.e., number of

sessions each week and duration of each session

Contribution of course to meeting the professional component

Relationship of course to program outcomes Person(s) who prepared this description and

date of preparation

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Visit--Criterion 4—Professional Component or

Curriculum

Display should show materials from all courses, not just engineering

Display should show outstanding and also satisfactory student work

If possible, organize or index by outcomes

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Professional Component—Cont’d

Display should show how 1 year of basic science and mathematics achieved

Display should show how 1.5 years of engineering topics covered

Display should show general education to the extent possible

One year is smaller of: 32 semester hours or total hours/4 years

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Criterion 4—Engineering Design

Engineers principal activity may be design

Display must show how design abilities are developed Starting in first year Finishing in final year Major integrating design project

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Engineering Design Critical part of display Design reports for all students Videotapes of presentations Models if appropriate Software may be appropriate Non-technical factors or

realistic constraints must be shown in all projects

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Design--Continued Non Technical Constraints—All

Projects Economic Environmental Sustainability Manufacturability Ethical Health and Safety Social Political

If not applicable, say why not

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Criterion 4—Course Descriptions ABET no longer uses the term “social

sciences and humanities” The new term is “general education”, and it is expanded, but is different from KFUPM’s use of the term general education.

No longer required to subdivide credits in an engineering course to engineering science and engineering credits. In fact, not a good idea.

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Criterion 5--Faculty The faculty is the heart of any educational program. The

faculty must be of sufficient number; and must have the competencies to cover all of the curricular areas of the program. There must be 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 program faculty must have appropriate qualifications and must have and

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Criterion 5—Faculty (Cont’d)

demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and registration as Professional Engineers.

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Self Study—Criterion 5 Demonstrate that the faculty has the

competencies to cover all of the curricular areas of the program and show that the faculty is of sufficient number to accommodate student-faculty interaction, advising and counseling, service activities, professional development, and interaction with practitioners and employers, as required by Criterion 5.

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As a minimum: Discuss the adequacy of the size of the

faculty and draw conclusions in that regard.

In support of those conclusions, describe the extent and quality of faculty involvement in interactions with students, in advising, in service, in professional development, and in interactions with industry.

Discuss the competence of the faculty members to cover all of the curricular areas of the program and draw conclusions in that regard.

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In support of those conclusions, describe the education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing a more effective program, level of scholarship, participation in professional societies, and registration/licensure as Professional Engineers of the faculty members.

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Complete Table I-3, Faculty Workload Summary, and summarize the course load and other activity for each faculty member for the full academic year in which the Self-Study Report is being written. An updated report for the current year is to be provided at the time of the visit.

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Complete Table I-4, Faculty Analysis, which summarizes information about each faculty member.

In Appendix I.C., provide current summary curriculum vitae for all faculty members with the rank of instructor and above who have primary responsibilities for course work associated with the program. Include part-time and adjunct faculty members. The format should be consistent for each curriculum vita, must not exceed two pages per person, and, at a minimum, contain the information listed below:

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Self Study—Criterion 5 (Cont’d) Name and Academic Rank Degrees with fields, institution, and date Number of years of service on this faculty, including

date of original appointment and dates of advancement in rank

Other related experience--teaching, industrial, etc. Consulting, patents, etc. State(s) in which registered Principal publications of last five years Scientific and professional societies of which a

member Honors and awards Institutional and professional service in the last five

years Professional development activities in the last five

years

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Criterion 6--Facilities Classrooms, laboratories, and associated equipment must

be adequate to accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for students to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the

institution.

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Self Study—Criterion 6

Describe classrooms, laboratory facilities, equipment, and infrastructure and discuss the adequacy of these facilities to accomplish program objectives, as required by Criterion 6.

As a minimum: Discuss the adequacy of facilities and draw

conclusions in that regard.

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Self Study—Criterion 6 In support of these conclusions, provide

information concerning facilities such as classrooms, laboratories, and computing and information infrastructures that engineering students and faculty are expected to use in meeting the requirements of the program.

Identify the opportunities students have to learn the use of modern engineering tools, including identification of the important tools and the depth of the student experience.

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Criterion 7-- Institutional Support and Financial Resources

Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the engineering program. Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the engineering program. In addition, support personnel and institutional services must be adequate to meet program needs.

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Self Study—Criterion 7 7. Institutional Support and Financial

Resources Describe the level and adequacy of

institutional support, financial resources, and constructive leadership to achieve program objectives and assure continuity of the program, as required by Criterion 7.

As a minimum:

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Discuss the adequacy of institutional support, financial resources, and constructive leadership necessary to achieve program objectives and draw conclusions in these regards.

Describe the processes used to determine the budget for the program.

Describe the adequacy of faculty professional development and how it is planned and funded.

Describe a plan and sufficiency of resources to acquire, maintain, and operate facilities and equipment required to achieve program objectives.

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Discuss the adequacy of support personnel and institutional services necessary to achieve program objectives.


Complete Table I-5, Support Expenditures. Report the expenditures for support of the engineering program being evaluated. The information is to be supplied for each of the three most recent fiscal years.

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Criterion 8—Program Criteria Distinguish branches of

engineering In EE and Computer Engineering

Breadth and depth Ability to analyze and design complex

devices, software, and systems In Electrical Engineering

Knowledge of Advanced Mathematics In Computer Engineering

Knowledge of Discrete Mathematics

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Criterion 8—Program Criteria

These exist for all branches of engineering, e.g. ME, IE, ChemE, Civil, etc.

These deal with faculty qualifications and with curricular matters

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Self Study—Program Criteria 8. Program Criteria Describe how the requirements

of the applicable program criteria are met, as required by Criterion 8.

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Summary—Self Study It is a comprehensive document Careful preparation is important It is the first item a program

evaluator sees—first impressions It is a valuable reference for future

study and improvement Hard work, but worth doing! Be sure to tell evaluators about

your good program, and why it is good!

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Visit Preparation There is a self study template Available @ www.abet.org Title is E3 03-04 Self Study

Questionnaire Should be available Reasonably easy but takes a lot of

time to prepare Typical—2-3 cm thick

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Visit Summary Critical part of accreditation Getting ready requires a

minimum of 2 years Save student work for a year or

more in order to have a good display

A good display leads to a good visit

Beneficial effect on faculty

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On Site Visit Typical visit is 3 days on site International Visits may be

longer We as Engineers are often shy Often hard to talk about

strengths Necessary to talk about strengths Must have evidence to support

claims Show that we are providing an

important service to constituents

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Overall Goals of Preparation and Visit

Self Study Allows Self Analysis What is well done? How are criteria met? Where can we (you) improve?

Visit Allows You to Show the Team How Criteria are met Where your Strengths are

Important to show this information

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Post Visit Activity Depends on Visit Activity May be requests for additional

data Draft Statement received Respond with new information Final Action

new developments in abet accreditation criteria based on 2004-2005 criteria edwin c. jones, jr....

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