Kelly AAPT Winter 2009 Chicago Session BF04

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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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Goals:

excellence in instruction, research, publicservice, and practice

worldwide leadership

technological education of society

quality products and services to members


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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

Documents

Kelly AAPT Winter 2009 Chicago Session BF04