Gateway Engineering Education Coalition
Background on ABET Overview of ABET EC 2000 Structure
Engineering Accreditation and ABET EC2000 – Part I
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Accreditation Board for Engineering and Technology
EC2000 - Criteria for Evaluating Engineering and Engineering Technology Programs
Web Source - http://www.abet.org/
What are ABET & EC 2000?
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Primary organization responsible for monitoring, evaluating, and certifying the quality of engineering, engineering technology, and engineering related education in the U.S.Recognized by the U.S. Dept. of EducationFederation of 28+ professional technical societies representing over 1.8 million practicing engineering professionals
What are ABET & EC 2000?
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Vision
ABET will provide world leadership to assure quality and stimulate innovation in engineering, technology and applied science education.
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Mission
ABET serves the public through the promotion and advancement of education in applied science, computing, engineering and technology.
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MissionABET will: Accredit educational programs 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 to be effective and fiscally
responsible
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Accreditation Objectives
Serve the public, industry, and the profession by stimulating the development of improved engineering educationEncourage new and innovative approaches to engineering educationAssure that graduates of an accredited program are adequately prepared to enter and continue the practice of engineeringIdentify programs that meet the ABET criteria for accreditation
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ABET Today (1999 data)
1555 accredited engineering programs at 323 institutions729 accredited engineering technology programs at 242 institutions53 accredited related-engineering programs at 37 institutionsStaff of 19Home Page on the World Wide Web http://www.abet.org
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Other Standing and Ad-hoc Committees
Engineering Accreditation Commission
Technology Accreditation Commission
Computing Accreditation Commission
Related Accreditation Commission
Industrial Advisory Council
International Activities Committees
Executive Committee
Board of Directors
Participating SocietiesABET Structure
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What does ABET accredit?
ABET accredits programs of study that lead to degrees in engineering
ABET does not accredit departments, colleges, degrees, or institutions
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ABET EC 2000
Input Accounting Focus on having the
right courses Every six years get
information ready for review
Outcomes Assessment – EC 2000 Focus on graduates
and program’s components
Continuous assessment
Old New
vs
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Engineering Criteria 2000
Philosophy & Emphasis
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Philosophy
Institutions and Programs define mission and objectives to meet needs of constituencies – enable program differentiationEmphasis on outcomes – preparation for professional practiceCurricular requirements limited to 3 yearsPrograms demonstrate how criteria and educational objectives are being met
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EmphasisPractice of continuous improvement Input of Constituencies Process focus Outcomes and Assessment linked to Objectives
Knowledge required for entry to the engineering professionStudent, Faculty, Facilities, Institutional Support and Financial Resource issues linked to Program Objectives
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Evaluation & Assessment Cycles“A 2-loop Process”
Establish Indicators for Outcomes to Lead
to Achievement of Objectives
Determine HowOutcomes will be
Assessed
Determine HowOutcomes will be
Achieved
Determine OutcomesRequired to Achieve
Objectives
Determine educational objectives
Assess Outcomes/Evaluate
Objectives
Input fromConstituencies
Formal InstructionStudent Activities
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Process Perspective for Evaluation and Improvement – OSU Version
Input from Constituencies
(PEOS) Program
Educational Objectives
System
Assessment of Student Learning
(POS) Program Outcomes
System
Program Outcomes
Program EducationalObjectives
Long Term Short Term
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8 Basic Level Accreditation Criteria
1. Students 2. Program Educational Objectives
3. Program Outcomes and Assessment4. Professional Components5. Faculty6. Facilities7. Institutional Support and
Financial Resources8. Program Criteria
ResourceProcess
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Outcomes (a - k) – Criterion 3 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
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Outcomes (a - k) – Criterion 3
d. An ability to function on multi-disciplinary teams
e. An ability to identify, formulate and solve engineering problems
f. An understanding of professional and ethical responsibility
g. An ability to communicate effectively
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Outcomes (a - k) – Criterion 3
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 issuesk. An ability to use the techniques, skills,
and modern engineering tools necessary for engineering practice
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Educational Objectives – Criterion 2
Development Process to include inputs gained from ConstituenciesAdvisory GroupsStudentsAll facultyAlumni Industry
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Chemical Engineering Example1. Provide chemical engineers with the tools required to
meet the technological challenges of the future.2. Educate chemical engineers to understand and properly
address the impact of technology in other areas, and to work effectively in interdisciplinary teams with other engineers, scientists, and non-technical personnel.
3. Provide chemical engineers with the ability to integrate material learned from different sources and to apply state-of-the-art technologies to identify and solve problems.
4. Instill students with the desire to engage in life-long learning and provide them with the ability to succeed in this endeavor.
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1. Our program will prepare students for successful careers, for graduate or professional studies, and for life-long learning
2. Our students will learn the fundamental tool of mechanical engineering analysis, will be trained in mathematical and computational methods of analysis, and will acquire engineering problem solving skills.
3. Our students will develop skills pertinent to the design process, including the ability to formulate problems, to analyze and synthesize information, to think creatively, to make informed decisions, to communicate effectively, and to work collaboratively.
Mechanical Engineering Example
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Mechanical Engineering Example
4. Our students will learn to use current experimental and data analysis techniques for engineering.
5. Our students will understand the function of engineering in solving societal problems and their professional and ethical responsibilities.
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Example: ME Matrix Cross-check
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Process 2. Program Educational Objectives3. Program Outcomes and Assessment
Resource 1. Students 4. Professional Components5. Faculty6. Facilities7. Institutional Support and
Financial Resources8. Program Criteria
Basic Level Accreditation Criteria
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Professional Component – Criterion 4
Faculty must assure curriculum devotes adequate attention and time to each component, consistent with objectives of the program and institutionPreparation for engineering practiceMajor design experience
Subject areas appropriate to engineering
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Professional Component – Criterion 4Major Design ExperienceA culminating experience, based on
knowledge and skills acquired in earlier coursework
Must incorporate engineering standards and realistic constraints, including most of the following considerations:– Economic– Environmental– Sustainability– Manufacturability
– Ethical– Health and Safety– Social– Political
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Subject AreasOne 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, to include 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
Professional Component – Criterion 4
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Faculty – Criterion 5
Sufficient numberAdequate levels of student-faculty interactionStudent advising and counselingUniversity service activities Industry interactionProfessional development
Competent to cover all curricular areas of programEnsure proper guidance of the program, its evaluation and development
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Facilities – Criterion 6Must provide opportunities for students to learn use of modern engineering toolsClassrooms, laboratories and equipment must be adequate to:Accomplish program objectivesFoster faculty-student interactionEncourage professional development
Computing and information infrastructure must be adequate to support:Scholarly activities of students and facultyEducational objectives
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Institutional Support andFinancial Resources – Criterion 7
Constructive LeadershipFinancial Resources Sufficient to acquire, maintain and operate facilities Sufficient to attract, retain, and provide for
continued professional development of faculty
Technical and Clerical Services
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Program Criteria – Criterion 8
Each program must satisfy applicable Program Criteria Curricula topics Faculty qualifications
Current Program Criteria are on the ABET server on the World Wide Webhttp://www.abet.org/criteria.htmlMust satisfy all Program Criteria implied by title of program
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Process Perspective for Evaluation & Improvement - The OSU Approach
(PEOS) Program
Educational Objectives
System
Assessment of Student Learning
(POS) Program Outcomes
System
Program Outcomes
Program Educational
Objectives
Long Term Short Term
Input from Constituencies
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Inputs Suggested
Exit Survey of all Graduating SeniorsMonitoring of Professional Exam ResultsMonitoring of Student ProgressSurvey of alumni (2nd, 6th and 15th)
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Survey Elements for Seniors and Alumni1. Educational Outcomes – General – Focus on
ABET EC 2000 Criterion and Program Outcomes
2. Educational Experience – Quality of Instruction at The Ohio State University
3. Program Specific Questions – Focus on ABET EC2000 Criterion 2 and Program Specific Objectives
4. Additional Comments and Suggestions5. Background/Demographic Information
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Educational Outcomes Summary
An understanding of and Ability to apply knowledge of:
1
1.5
2
2.5
3
3.5
4
4.5
5
1 1.5 2 2.5 3 3.5 4 4.5 5
Importance
Abili
ty/P
repa
ratio
n Diverse Env.
Comp - Comm
Comp - Design
Integrate
Appartus
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Educational Experience Alumni
4. & 8. Curriculum 5. Faculty
6. Facilities
7. Support
1. Students
Resource Perspective
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Engineering Accreditation and ABET EC2000 – Part I
Detailed Example for Ohio State Provided in ABET II