ABET and EC2000 Criteria

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ABET and EC2000 Criteria

• An Overview

Presenters Mike Crawford Jerry Jones Ron
Barr Valerie Tardif Billy Wood
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ABET Accreditation Board for Engineering and
Technology

• Vision
• ABET will provide world leadership to assure
  quality and stimulate innovation in engineering,
  technology and applied science education.

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ABET Accreditation Board for Engineering and
Technology

• Mission
• ABET serves the public through the promotion and
  advancement of engineering, technology and
  applied science education.

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• ABET will
• Accredit engineering, technology and applied
  science programs.
• Promote quality and innovation in engineering,
  technology and applied science education.
• Consult and assist in the development and
  advancement of education in engineering,
  technology and applied science.
• Inform the public of activities and
  accomplishments.

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Engineering Criteria 2000Criteria for
Accrediting Engineering Programs Effective for
Evaluations in the 1999-2000 Accreditation Cycle
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Why New Criteria ?

• Dissatisfaction with existing procedures.
• A commitment to change.
• The development process.

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Criterion 1. Students

• The institution must have and enforce policies
  for the acceptance of students and ... procedures
  to assure that all students meet all program
  requirements.

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Criterion 2. Program Educational Objectives

• Each program ... must have in place(a)
  detailed published educational objectives that
  are consistent with the mission of the
  institution and these criteria.

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• (b) a process based on the needs of the
  program's various constituencies in which the
  objectives are determined and periodically
  evaluated.
• (c) a curriculum and processes that ensure the
  achievement of these objectives.
• (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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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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• (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
• (g) an ability to communicate effectively

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• (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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• Each program must have an assessment process
  with documented results. Evidence must be given
  that the results are applied to the further
  development and improvement of the program.

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Criterion 4. Professional ComponentThe
professional component requirements specify
subject areas appropriate to engineering but do
not prescribe specific courses. 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.

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• (b) one and one-half years of engineering topics,
  consisting of engineering sciences and
  engineering design appropriate to the student's
  field ofstudy.
• (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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• Criterion 5. Faculty
• Criterion 6. Facilities
• Criterion 7. Institutional Support and Financial
  Resources

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Criterion 8. Program CriteriaThe program
criteria for Mechanical Engineering Programs are
set by the The American Society of
Mechanical Engineers.
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A. Curriculum Graduates must have
demonstrated

• knowledge of chemistry and calculus-based physics
  with depth in at least one
• ability to apply advanced mathematics through
  multivariate calculus and differential
  equations

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B. Faculty

• professional familiarity with statistics and
  linear algebra
• the ability to work in both thermal and
  mechanical systems areas including the design
  and realization of such systems.

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EC2000 and Assessment Translating Goals into
Measurable Performance Specifications
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Program Goals

• The M.E. Department Must Demonstrate That a
  Graduating Student Has
• A Sound Analytical Background.
• Experimentation and Design Skills.
• Professionalism.

(so-called a through k criteria)
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A Sound Analytical Background Consists of

• Ability to apply knowledge of mathematics,
  science, and engineering fundamentals (a).
• Ability to identify, formulate and solve
  engineering problems (e).
• Ability to use the techniques, skills and modern
  engineering tools of engineering practice (k).

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Experimentation and Design Skills Translate to

• Ability to design and conduct experiments, and to
  interpret the results (b).
• Ability to design a system, component, or process
  to meet desired needs (c).

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Professionalism Includes

• Ability to function on multi-disciplinary teams
  (d).
• Understanding of professional and ethical
  responsibility (f).
• Ability to communicate effectively (g).
• Broad education needed to understand the global
  and societal impacts of engineering solutions
  (h).
• Recognition of need and ability to engage in
  life-long learning (i).
• Knowledge of contemporary issues (j).

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Goals Assessment

• Identify the Objective.
• Identify Performance Specifications for Each
  Objective.
• Determine Practices/Strategies to Achieve the
  Objectives.
• Collect Data.

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Example

• Objective
• Students who graduate from M.E. will be prepared
  to be effective team members.

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Example (continued)

• Performance Specifications
• Initiate and maintain task-oriented dialog.
• Initiate and participate in group maintenance.
• Strive for meaningful group consensus.
• Work for constructive conflict resolutions.
• Support other team members.

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Example (continued)

• Practices and Strategies
• Freshman students are provided with team
  training.
• Teams are encouraged for in-class assignments.
• Class projects assigned to multidisciplinary
  teams.
• Faculty trained in the use of teaming to enhance
  learning.
• Faculty encouraged to work together in
  multi-disciplinary teams.

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Example (continued)

• Data Collected
• Peer evaluations.
• Faculty evaluations.
• Employer surveys.
• Interviews.

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Now What ?

• We would like your input on how to develop
  performance specifications for one of the
  specific professional objectives.

So lets GO!
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Activity Process

• Separate into teams of 5-6 people.
• Choose an objective from the list that follows.
• Generate as many performance specifications as
  you can think of using brainstorming. Write
  each one on a post-it note and place it on
  upright board or wall.
• Silently move all the post-it notes around to
  form closely-related idea groups (affinity
  process).
• Identify and report back to the group on the
  emerging themes and ideas.

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Suggested Professionalism Goals

• Ability and desire to engage in life-long
  learning.
• Knowledge of professional and ethical
  responsibilities.
• Familiarity with global and societal impact of
  engineering solutions.
• Knowledge of contemporary issues.

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Organization of Time

• 3 Minutes - Organize Team and Select Goal.
• 6 Minutes - Individual Brainstorm Using Post-It
  Notes.
• 5 Minutes - Group Affinity Process.
• 6 Minutes - Report Back to Group as a Whole.
• ? 20 Minutes

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ELECTRONIC PORTFOLIOS AS AN ASSESSMENT TOOL

• BILLY H. WOOD

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Department Assessment Plan

• Provide for continuous quality improvement
• Meet outcome-based accreditation standards
• Local - College of Engineering
• Community - University of Texas at Austin
• Program - ABET EC 2000

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Goals and Objectives

• Recruit highly qualified faculty, students, and
  staff
• Provide an excellent learning environment
• Instill in our graduates skills appropriate to
  their profession and life-long learning
• Provide resource management and development for
  our academic mission

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Purpose of Portfolio Assessment

• Provide students with a mechanism to document
  their own progress as students
• Engage students in reflection about their own
  learning as students
• Engage faculty, industry recruiters, alumni and
  students in authentic assessment of student
  learning outcome
• Promote evidence-based decision making in the
  improvement of education process

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Why Electronic Portfolios?

• Access to computers-labs, laptops, home
• Residence halls, common areas, libraries,
  classrooms are all wired
• WEB based information and education
• Efficient
• Cost effective
• Allows for replacement and improvement

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Portfolios for Academic and Professional Success

• Self-assessment throughout academic career
• Preparation of materials for job interviews,
  internships, and co-ops
• Links Dynamic resume, class schedule
• Tools Provided students ways to document
  achievements in multimedia format
• Interactive degree checking

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Development of Measurable Outcomes

• Determine program educational objectives
• Determine program outcomes
• Determine performance criteria
• Reasonable number of measurable standards
• Develop assessment method
• Develop plan for data collection
• Explicit involvement of constituencies