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American Society forEngineering Education
Developing Policy forReforming Engineering
Education: the ABET
Criteria
William E. Kelly, P.E., Ph.D
Manager of Public Affairs
AAPT
Panel on
Reforming STEM
Instruction: AnExamination of Four Core
Change Strategies
Chicago, IL
February 14, 2009
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American Society for
Engineering Education
The American Society for Engineering Education iscommitted to furthering education in engineering and
engineering technology. Founded in 1893 Intellectual leadership 13,700 individual members
317 accredited US engineering schools -- 87% of allaccredited schools
122 Non-academic institutional members
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American Society for
Engineering Education
Goals:
excellence in instruction, research, publicservice, and practice
worldwide leadership
technological education of society
quality products and services to members
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American Society for
Engineering Education
Objectives: local, national, and international communication and
collaboration professional interaction and lifelong learning recognition of outstanding contributions of individuals
and organizations
encouraging youth to pursue studies and careers inengineering and engineering technology
recruitment and retention of young faculty andunderrepresented groups
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Overview
Short history of Engineering
Accreditation
EC2000
Reflections on EC2000
Initial thoughts on panel questions
(ABET, 2006)
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Short History of Engineering
Accreditation
Wickenden Report -1929
Founding of ECPD 1932
First Criteria Grinter Report 1956
Curriculum Criteria
Increased rigidization
through 1980s
EC2000 1996
EC2000 mandatory all
engineering programs 2000(ABET, 2007)
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EC2000
EC2000 was a change in
the philosophy of
accreditation from an
input to an output
paradigm with
continuous improvement
These criteria are intended to assure quality
and to foster the systematic pursuit of
improvement in the quality of engineering
education that satisfies the needs of
constituencies in a dynamic and competitive
environment. (ABET 2009-2010 Harmonized
Criteria)
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Criterion 3
Engineering programs must demonstrate that their students attainthe following outcomes:
(a) an ability to apply knowledge of mathematics, science, andengineering
(b) an ability to design and conduct experiments, as well as toanalyze and interpret data
(c) an ability to design a system, component, or process to meetdesired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety,manufacturability, and sustainability
(k) an ability to use the techniques, skills, and modern engineeringtools necessary for engineering practice.
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Criterion 3 (contd)
(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 ofengineering solutions in a global, economic, environmental, andsocietal context
(i) a recognition of the need for, and an ability to engage in life-longlearning
(j) a knowledge of contemporary issues
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Reflecting on Change
EC2000 has improved theenvironment for change and
innovation EC2000 has driven
assessment andimprovement in engineeringeducation.
EC2000 has driven
improvements related toABET outcomes (a-k).ECstudy only looked at changesdriven by Criterion 3.
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ASEE Annual Conference Paper
Titles ABET-Change-Innovation
ABET
Innovation
Change
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Impact Model
(ABET, 2006)
Engineering
accreditation
at the
program
level
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Panel Questions
Categories Useful? -yes
Other categories?
Possibly. Philosophy of
Criteria is not change or
reform but improvement.
(ABET, 2006)
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Panel Questions Other Aspects
Focus of EC2000 was
on outcomes and
improvement
Less attention given to
Criteria on faculty and
curriculum these
criteria little changedsince Grinter (1956) and
essentially locked in. (ABET, 2006)
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American Society
for Engineering Education