New Developments in ABET Accreditation Criteria Based on 2004-2005 Criteria

1
New Developments in ABET Accreditation Criteria
Based on 2004-2005 Criteria

• Edwin C. Jones, Jr.
• University Professor Emeritus
• Iowa State University
• n2ecj_at_iastate.edu

2
Where did EC2000 Come From? Early 1990s

• NSF Study
• Deans Council (American Society for Engineering
  Education)
• National Research Council
• Much industrial involvement
• Led directly to EC2000

3
Some Results

• More emphasis on soft skillswith no decrease
  in technical content
• Communication
• Lifelong Learning
• Multidisciplinary
• Teamwork
• Ethics and Professionalism
• And of course design!
• Emphasis on learning, not teaching

4
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

5
Criterion 3 (Contd)

• (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

6
Criterion 3 (Contd)

• (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

7
Criterion 3 (Contd)

• (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.

8
Where are we now?

• Some easily understood and implementeda, b, c,
  e, k
• a Science, Mathematics, Engineering
• b Experiments
• c Design
• e Solve engineering problems
• k Modern tools (software)

9
Others Present New Challenges

• d Multidisciplinary
• f Professional, ethical
• g Communicate
• h Broad education, societal, global
• i Lifelong learning
• j Contemporary issues

10
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?

11
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/

12
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.

13
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 futurebut
  a challenge

14
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

15
New Paradigm (Contd)

• 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

16
New Paradigm (Contd)

• Ecoefficient designfocus 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

17
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?

18
Criteria, Self Studies, and Visits

• Will state a Criterionthere 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

19
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.

20
Self StudyCriterion 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.

21
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)

22
Criterion 2Program Educational Objectives
(contd)

• 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

23
Criterion 2Program Educational Objectives
(Contd)

• (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.

24
Self StudyCriterion 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.

25
Self StudyCriterion 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 programs various
  constituencies are involved in these processes.
  Provide documentation that demonstrates that the
  processes are working.

26
Self StudyCriterion 2 (Contd)

• 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.

27
Criterion 2Program ObjectivesAt the Visit

• Objectives are statements of what you expect your
  graduates to be able to do in about 5 years
• Examples
• Graduate study
• Industrywhat sort of work?
• Governmentwhat sort of work?
• Bilingual GraduatesMay be a part of your
  Objectives (or Mission) You do it!
• Business

28
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

29
ObjectivesVisit--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
• Examplesindustry council, students

30
ObjectivesVisit(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

31
ObjectivesIndustry 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

32
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)

33
Criterion 3 (Contd) 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

34
Criterion 3 (Contd)

• (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

35
Criterion 3 (Contd)

• (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.

36
Self StudyCriterion 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.

37
Self StudyCriterion 3, Contd

• 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.

38
Self StudyCriterion 3, Contd

• 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.

39
Self StudyCriterion 3, Contd

• 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.

40
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
  outcomese.g. bilingual objective, and thus an
  associated outcome for speech and/or writing

41
Outcomes--Visit--continued

• For examplesuppose 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

42
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

43
Outcomes
a k l m
Graduate X X
Business X
Bilingual X
Objectives
44
OutcomesVisit 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

45
OutcomesVisit Ideas (contd)

• 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.

46
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

47
Courses
A B C D
Math, etc. X X
Business X
Modern Tools X X
Outcomes
48
Criterion 4Professional 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.

49
Professional Component (Contd)

• 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.

50
Professional Component (Contd)

• 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.

51
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.

52
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.

53
Proposed Changes 2005-2006

• After a-k, this new sentenceIn 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.

54
Self StudyCriterion 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.

55
Self StudyCriterion 4 (Contd)

• 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.

56
Self StudyCriterion 4 (Contd)

• 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.

57
Self StudyCriterion 4 (Contd)

• 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

58
Self StudyCriterion 4, Contd

• 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

59
Visit--Criterion 4Professional 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

60
Professional ComponentContd

• 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

61
Criterion 4Engineering 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

62
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

63
Design--Continued

• Non Technical ConstraintsAll Projects
• Economic
• Environmental
• Sustainability
• Manufacturability
• Ethical
• Health and Safety
• Social
• Political
• If not applicable, say why not

64
Criterion 4Course 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 KFUPMs
  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.

65
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

66
Criterion 5Faculty (Contd)

• 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.

67
Self StudyCriterion 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.

68
Self StudyCriterion 5 (Contd)

• 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.

69
Self StudyCriterion 5 (Contd)

• 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.

70
Self StudyCriterion 5 (Contd)

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

71
Self StudyCriterion 5 (Contd)

• 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

72
Self StudyCriterion 5 (Contd)

• 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

73
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.

74
Self StudyCriterion 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.

75
Self StudyCriterion 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.

76
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.

77
Self StudyCriterion 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

78
Self StudyCriterion 7 (Contd)

• 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.

79
Self StudyCriterion 7 (Contd)

• Discuss the adequacy of support personnel and
  institutional services necessary to achieve
  program objectives.
• The information contained in Appendix I presents
  supporting documentation and will be useful to
  the evaluation process.
• 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.

80
Criterion 8Program 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

81
Criterion 8Program Criteria

• These exist for all branches of engineering, e.g.
  ME, IE, ChemE, Civil, etc.
• These deal with faculty qualifications and with
  curricular matters

82
Self StudyProgram Criteria

• 8. Program Criteria
• Describe how the requirements of the applicable
  program criteria are met, as required by
  Criterion 8.

83
SummarySelf Study

• It is a comprehensive document
• Careful preparation is important
• It is the first item a program evaluator
  seesfirst 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!

84
Visit Preparation

• There is a self study template
• Available _at_ www.abet.org
• Title is E3 03-04 Self Study Questionnaire
• Should be available
• Reasonably easy but takes a lot of time to
  prepare
• Typical2-3 cm thick

85
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

86
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

87
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

88
Post Visit Activity

• Depends on Visit Activity
• May be requests for additional data
• Draft Statement received
• Respond with new information
• Final Action