Background on ABET Overview of ABET EC 2000 Structure

Gateway Engineering Education Coalition

Engineering Accreditation and ABET EC2000 – Part I

Gateway Engineering Education Coalition 2

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?

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?

Vision

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

Mission

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

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

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

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

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

What does ABET accredit?

ABET accredits programs of study that lead to degrees in engineering

ABET does not accredit departments, colleges, degrees, or institutions

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

Engineering Criteria 2000

Philosophy & Emphasis

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

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

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

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

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

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

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

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

Educational Objectives – Criterion 2

Development Process to include inputs gained from ConstituenciesAdvisory GroupsStudentsAll facultyAlumni Industry

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.

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

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.

Example: ME Matrix Cross-check

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

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

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

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

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

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

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

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

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

Inputs Suggested

Exit Survey of all Graduating SeniorsMonitoring of Professional Exam ResultsMonitoring of Student ProgressSurvey of alumni (2nd, 6th and 15th)

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

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

Importance

n Diverse Env.

Comp - Comm

Comp - Design

Integrate

Appartus

Educational Experience Alumni

4. & 8. Curriculum 5. Faculty

6. Facilities

7. Support

1. Students

Resource Perspective

Engineering Accreditation and ABET EC2000 – Part I

Detailed Example for Ohio State Provided in ABET II

Background on ABET Overview of ABET EC 2000 Structure

Documents

JIC ABET ACCREDITATION PROJECT ABET ACCREDITATION

Abet Paper (Jee)

Proposal Metlit Abet

Estadistica Formato Abet

ABET Harmonization What is Harmonization in ABET?, Why is ABET Doing This?, and What Does This Mean to MY ABET Accredited Program?

Copyright © 2006 by ABET, Inc. ABET

Gateway Engineering Education Coalition Background on ABET Overview of ABET EC 2000 Structure Engineering Accreditation and ABET EC2000 – Part I

ABET Criterios

Abet Sgb Report

ABET! Self*StudyReport!

Criterios Del ABET

Syllabus Abet

Final ABET Presentation

Compliance of Previous EC Background

Presentation.pptm ABET

a. ABET Update

The “Math-abet” Book The “Math-abet” Book By Terrence Bomar

EC DGE - GPP Mobile Phone Technical Background Report 2010

Síilabo Abet Ms112

ALIGNING THE COMPUTER ENGINEERING DEPARTMENT WITH ABET EC 2K Computer Engineering Department King Fahd University of Petroleum and Minerals