Background on ABET

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Engineering Accreditation and ABET EC2000
Part I

• Background on ABET
• Overview of ABET EC 2000 Structure

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What are ABET EC 2000?

• Accreditation Board for Engineering and
  Technology
• EC2000 - Criteria for Evaluating Engineering and
  Engineering Technology Programs
• Web Source - http//www.abet.org/

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What are ABET EC 2000?

• 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 Education
• Federation of 28 professional technical
  societies representing over 1.8 million
  practicing engineering professionals

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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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Mission

• ABET 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 education
• Encourage new and innovative approaches to
  engineering education
• Assure that graduates of an accredited program
  are adequately prepared to enter and continue the
  practice of engineering
• Identify programs that meet the ABET criteria for
  accreditation

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ABET Today (1999 data)

• 1555 accredited engineering programs at 323
  institutions
• 729 accredited engineering technology programs at
  242 institutions
• 53 accredited related-engineering programs at 37
  institutions
• Staff of 19
• Home Page on the World Wide Web
• http//www.abet.org

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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
Old
New

• Input Accounting
• Focus on having the right courses
• Every six years get information ready for review

• Outcomes Assessment EC 2000
• Focus on graduates and programs components
• Continuous assessment

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 differentiation
• Emphasis on outcomes preparation for
  professional practice
• Curricular requirements limited to 3 years
• Programs demonstrate how criteria and educational
  objectives are being met

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Emphasis

• Practice of continuous improvement
• Input of Constituencies
• Process focus
• Outcomes and Assessment linked to Objectives
• Knowledge required for entry to the engineering
  profession
• Student, Faculty, Facilities, Institutional
  Support and Financial Resource issues linked to
  Program Objectives

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Evaluation Assessment CyclesA 2-loop Process
Determine Outcomes Required to Achieve Objectives
Determine How Outcomes will be Achieved
Assess Outcomes/ Evaluate Objectives
Input from Constituencies
Establish Indicators for Outcomes to Lead to
Achievement of Objectives
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Process Perspective for Evaluation and
Improvement OSU Version
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8 Basic Level Accreditation Criteria

• 1. Students
• 2. Program Educational Objectives
• 3. Program Outcomes and Assessment
• 4. Professional Components
• 5. Faculty
• 6. Facilities
• 7. Institutional Support and
• Financial Resources
• 8. Program Criteria

Resource Process
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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 issues
• k. 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
  Constituencies
• Advisory Groups
• Students
• All faculty
• Alumni
• Industry

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Chemical Engineering Example

• 1. 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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Mechanical Engineering Example

• 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.

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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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Basic Level Accreditation Criteria

• Process 2. Program Educational Objectives
• 3. Program Outcomes and Assessment
• Resource 1. Students
• 4. Professional Components
• 5. Faculty
• 6. Facilities
• 7. Institutional Support and
• Financial Resources
• 8. Program 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 institution
• Preparation for engineering practice
• Major design experience
• Subject areas appropriate to engineering

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Professional Component Criterion 4

• Major Design Experience
• A 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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Professional Component Criterion 4

• 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, to
  include engineering sciences and engineering
  design appropriate to the students field of
  study
• 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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Faculty Criterion 5

• Sufficient number
• Adequate levels of student-faculty interaction
• Student advising and counseling
• University service activities
• Industry interaction
• Professional development
• Competent to cover all curricular areas of
  program
• Ensure proper guidance of the program, its
  evaluation and development

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Facilities Criterion 6

• Must provide opportunities for students to learn
  use of modern engineering tools
• Classrooms, laboratories and equipment must be
  adequate to
• Accomplish program objectives
• Foster faculty-student interaction
• Encourage professional development
• Computing and information infrastructure must be
  adequate to support
• Scholarly activities of students and faculty
• Educational objectives

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Institutional Support andFinancial Resources
Criterion 7

• Constructive Leadership
• Financial 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 Web
• http//www.abet.org/criteria.html
• Must satisfy all Program Criteria implied by
  title of program

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Process Perspective for Evaluation Improvement
- The OSU Approach
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Inputs Suggested

• Exit Survey of all Graduating Seniors
• Monitoring of Professional Exam Results
• Monitoring of Student Progress
• Survey of alumni (2nd, 6th and 15th)

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Survey Elements for Seniors and Alumni

1. 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 Suggestions
5. Background/Demographic Information

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Educational Outcomes Summary
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Resource Perspective
Educational Experience
Alumni
1. Students
4. 8. Curriculum
6. Facilities
5. Faculty
7. Support
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Engineering Accreditation and ABET EC2000
Part I

• Detailed Example for Ohio State Provided in ABET
  II