2010 ASME International Mechanical Engineering Education Conference March 25 – March 27

1. 2010 ASME International Mechanical Engineering Education Conference March 25 – March 27 Newport Beach, CA

2. ABET Preparation WorkshopPresented byASME Committee on Engineering Accreditation Patsy Brackin, Rose-Hulman Institute of Technology Mo Hosni, Kansas State University Craig Somerton, Michigan State University Bill Wepfer, Georgia Institute of Technology

3. Agenda25-March, 20108 AM -12 PM ABET Workshop 7:30 Breakfast 8:00 General Introductions (Patsy) 8:15 What is the CEA and why do you care? (Mo) 8:30 Harmonized Criteria (Craig) 8:45 Examples of Criterion II and Criterion IV (Patsy) 9:50 Break 10:00 Preparing materials for your visit (Mo) 10:30 Responding to your visit (Bill) 11:00 ABET Panel Discussions

4. General Introductions Name Institution Position When is your next ABET visit ? Where are you with your assessment cycle? (30 seconds) 4

5. ABET ABET accomplishes its purposes through standing committees and commissions. Engineering Accreditation Commission (EAC) Technology Accreditation Commission (TAC) Computing Accreditation Commission (CAC) Applied Science Accreditation Commission (ASAC) 5

6. ASME Committee on Engineering Accreditation (CEA) The Committee on Engineering Accreditation (CEA) is a standing committee of the Board of Directors of the Center for Education. The Committee has frontline responsibility for ASME's role in the accreditation of engineering degree programs through the ABET Engineering Accreditation Commission. The Committee reviews matters related to accreditation criteria for mechanical engineering and related degree programs in the U.S., develops and maintains a cadre of over 125 highly qualified program evaluators, and supports 60-90 on-campus evaluation visits each year.

7. ASME - CEAwww.asme.org/Governance/Centers/Education/Committee_Accreditation.cfm • Committee on Engineering Accreditation (CEA) • CEA Membership • 17 members: 7 current PEVs, 7 EAC members and 3 former EAC members • CEA Meetings • CEA meets twice a year • July - Immediately preceding the EAC meeting at which final accreditation actions are taken. Examine all ME/EngMech statements with shortcomings to assure consistency across programs and with the PEVs comments. • November - at the IMECE, General business meeting.

8. ASME -CEA Membership

9. ASME -CEA Membership (cont.)

10. Responsibilities of the CEA • Maintain a pool of highly qualified Program Evaluators (PEVs) • Nominate new members to CEA as needed • Maintain ME Program Criteria • Review accreditation statements and actions to detect trends and assure consistency

11. CEA Subcommittees • Subcommittee A: ME Program Criteria and PEV Training ( for ME program criteria only) • Subcommittee B: PEV Management • Subcommittee C: Nominations 11

12. Harmonized Criteria Creating common language among the 4 commissions: EAC TAC CSAC ASAC http://www.abet.org/Linked Documents-UPDATE/Criteria and PP/EAC Readers Guide.pdf

13. Uniform Definitions • Program Educational Objectives • Student Outcomes • Assessment • Evaluation 13

14. Criterion 1: Students (addition) The program must now have and enforce policies for awarding appropriate academic credit for work in lieu of courses taken at the institution (e.g., work experience, co-op, etc.). 14

15. Criterion 2: Program Educational Objectives (modification) (c) an assessment and evaluation process that periodically documents and demonstrates the degree to which these objectives are attained. Moved to Criterion 4 15

16. Criterion 3: Student Outcomes (modification) Outcomes a-k remain, though they are different for each Commission. There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which the program outcomes are attained. Moved to Criterion 4 16

17. Criterion 4: Continuous Improvement (modification) The program must use assessment data for regular evaluations. The results of these evaluations must be systematically used to effect continuous improvement of the program. Other information may also be used in effecting continuous improvement. 17

18. Criterion 5: Curriculum (addition) Year has been defined. One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total credits required for graduation. 18

19. Criterion 6: Faculty (no change) 19

20. Criterion 7: Facilities (addition) • Includes offices • Emphasizes the need for modern tools and related resources • Additional emphasis placed on providing guidance to students while learning to use tools, equipment, computing resources, and laboratories. 20

21. Criterion 8: Institutional Support (rewording) 21

22. Program Criteria Preamble (no change) 22

23. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS • Students • Program Educational Objectives • Program Outcomes • Continuous Improvement • Curriculum • Faculty • Facilities • Support • Program Criteria

24. ME Program Criteria These program criteria will apply to all engineering programs including "mechanical" or similar modifiers in their titles. 1. Curriculum The program must demonstrate that graduates have the ability to: apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations) to model, analyze, design, and realize physical systems, components or processes; and work professionally in both thermal and mechanical systems areas. 2. Faculty The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area.

25. Program Educational Objectives Criteria for Accrediting Engineering Programs Effective for Evaluations during the 2010-2011 Accreditation Cycle Program Educational Objectives – Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. Proposed Change: Program Educational Objectives – Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies. From ABET.org 2010-2011 Criteria

26. Criterion 2. Program Educational Objectives Each program for which an institution seeks accreditation or reaccreditation must have in place: (a) published educational objectives that are consistent with the mission of the institution and these criteria (b) a process that periodically documents and demonstrates that the objectives are based on the needs of the program's various constituencies (c) an assessment and evaluation process that periodically documents and demonstrates the degree to which these objectives are attained.

27. Criterion 3. Program Outcomes Engineering programs must demonstrate that their students attain the following outcomes: (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 (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (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

28. Criterion 3. Program Outcomes, Continued (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, 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. Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program. Program outcomes must foster attainment of program educational objectives. There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which the program outcomes are attained.

29. Criterion 4. Continuous Improvement Each program must show evidence of actions to improve the program. These actions should be based on available information such as results from Criteria 2 and 3 processes. Criterion 4. Proposed Changes The program must regularly use appropriate, documented processes for evaluating the extent to which both the program educational objectives and the student outcomes are being attained. The results of these evaluations must be utilized as input for the continuous improvement of the program. Other available information may also be used to assist in the continuous improvement of the program.

30. Your Turn • We have portions of 2 Self-Studies • Purdue University (June 2007 – 2007-08 Cycle) • United States Air Force (June 2008 – 2008-09 Cycle) • Purdue Educational Objectives, 2 Outcomes • United States Air Force Criterion 2-4 • Select 1 item that you want to evaluate.

31. Possible Choices • Deficiency: A deficiency indicates that a criterion, policy, or procedure is not satisfied. Therefore, the program is not in compliance with the criterion, policy, or procedure. • Weakness: A weakness indicates that a program lacks the strength of compliance with a criterion, policy, or procedure to ensure that the quality of the program will not be compromised. Therefore, remedial action is required to strengthen compliance with the criterion, policy, or procedure prior to the next evaluation. • Concern: A concern indicates that a program currently satisfies a criterion, policy, or procedure; however, the potential exists for the situation to change such that the criterion, policy, or procedure may not be satisfied. • Observation: An observation is a comment or suggestion that does not relate directly to the accreditation action but is offered to assist the institution in its continuing efforts to improve its programs.

32. PEV Worksheet • Anyone can view the worksheet from abet.org by looking at the PEV pre-training • Completing the PEV pre-training can be extremely helpful for your departmental ABET coordinator if she is not a PEV! • http://www.abet.org/_TrainingCD/index.htm • Select Module 3: The Role of the Program Evaluator • Scroll down to Engineering Evaluation Forms • Program Evaluator Worksheet

33. 2009-2010 PROGRAM EVALUATOR WORKSHEET (NOTE: Click on and type directly into shaded areas)

35. Let’s Discuss Your Findings • Purdue Objectives • US Air Force Objectives • Purdue Outcomes • US Air Force Criterion 4

36. Questions

37. ABET Preparation WorkshopPresented byASME Committee on Engineering Accreditation Preparing your program for the ABET Visit

38. Resources for Programs • ABET Website is the best source for the most updated information ( http://abet.org/ ) • Click on the “Resources for Programs” to download forms, manuals, documents, and check on “Deadlines and Due Dates” (http://abet.org/deadline.shtml) • The ABET accreditation cycle is approximately one-and-a-half years from beginning to end

39. Preparation Process Tips • Due July 1 of year of visit. • Template posted on ABET website July of year prior to visit. • Appoint leader of document preparation early in fall prior to year of visit. • Assessment should be a regular process. • Assign tasks to key persons at program, college, and institutional level as appropriate. • Synthesize materials into coherent whole. • Leave time for review before due date. • ABET HQ staff will help as questions arise.

40. How is the Self-Study Organized? In concert with the criteria: • Students • Program Educational Objectives • Program Outcomes • Continuous Improvement • Curriculum • Faculty • Facilities • Support • Program Criteria

41. What is the Time Period For My Self-Study? • The self-study should reflect the academic year in which it is produced and submitted. • Assessment results and analyses probably will go back several years. • Upcoming changes to the program should be mentioned, particularly if they will be effective by the time of the visit.

42. We Made Major Changes inthe Program Recently. WhatDo We Do (No New Data)? • Great! You identified through your program of continuous improvement that change was needed to achieve objectives and/or outcomes. • Describe what led to the changes and when the impact of the changes will be determined.

43. What Are the Visitors Really Looking For? • A demonstration that your program meets the criteria. • Continuous improvement is an ongoing process. The visiting team is looking over the program’s shoulder at that ongoing process to determine whether that process is being applied continuously and not just before the self-study report must be prepared.

44. Definitions(From Section II.D.1. of the ABET Accreditation Policy and Procedure Manual) Assessment – Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes and program educational objectives. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to the outcome or objective being measured. Appropriate sampling methods may be used as part of an assessment process.

45. Definitions(From Section II.D.1. of the ABET Accreditation Policy and Procedure Manual) Evaluation – Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes and program educational objectives are being attained. Evaluation results in decisions and actions regarding program improvement.

46. Preparing Materials for the Visit. • Make it easy for the PEV…he/she is one of us. • Large amounts of unprocessed data are not helpful. • Don’t wait 5 years to prepare. Try to keep assessment and evaluation data current each academic year. • Look for guidance to the • Policies and Procedures Manual of ABET • Current Engineering Criteria • Engineering Self Study Questionnaire • http://www.abet.org/forms.shtml 46

47. Standard materials* • Representative samples of student work that reveal the spectrum of educational outcome…, it is necessary that the institution exhibit teaching materials such as: • course outlines and textbooks for all courses required for graduation. • Sufficient examples of student work in technical, mathematics, and science courses must be available to the visiting team for the entire campus visit. • The examples should show a range of grades for assignments, including homework, quizzes, examinations, drawings, laboratory reports, projects, and samples of computer usage in technical courses. • Examples must also be presented to demonstrate compliance with the requirement for student competence in written and oral communications. • *from Policies and Procedures Manual

48. Other Materials to include: • Course outcomes linked to program outcomes, • metrics with performance measures for these outcomes • the results of any assessment processes done at the course level

49. Design/Computational Projects • Projects and reports. • External assessments of Designs? • If you do an external assessment be sure to include outcome specific language in the questionnaire to assessors.

50. Assessment/Evaluation Notebook. • OK to be redundant with the self study (Criterion 4) itself. • Lay out the formal assessment process. • Show the summary results of evaluations. • Demonstrate achievement of all POs.