Introduction to ABET Accreditation

1. Introduction to ABET Accreditation Jamie Rogers, Ph.D., P.E. 2014-2015 ABET President UT System Regents' Outstanding Teacher, Professor  & Associate Department Chair - The University of Texas @ Arlington Industrial & Manufacturing Systems Engineering Dept. May 7, 2014

2. Who is ABET? • Value of Accreditation • Basics of ABET Accreditation • Process • Criteria • Continuous Quality Improvement • ABET’s Global Activities • Becoming a Program Evaluator • Topics

3. Who Is ABET?

4. Provide world leadershipin assuring quality and instimulating innovation in • Applied Science • Computing • Engineering, and • Engineering Technology Education • ABET Vision

5. ABET serves the public globally through the promotion and advancement of education in applied science, computing, engineering, and engineering technology. • ABET Mission • (slide 1)

6. Accredits educational programs • Promotes quality and innovation in education • Communicates and collaborates with its constituents and the public • Assists in the development and advancement of education worldwide • Anticipates and prepares for the changing educational environment and the future needs of its constituents • Manages its operations and resources in an effective and fiscally responsible manner • ABET Mission • (slide 2)

7. An academic program leading to a specific degree in a specific discipline • Misconceptions clarified: • Not institutions • Not schools, colleges, or departments • Not facilities, courses, or faculty • Not graduates • Not degrees • What Does ABET Accredit?

8. Non-governmental • Voluntary • Peer review • Accreditation in the U.S.

9. 33 Member and Associate Member Societies of ABET • Council for Higher Education Accreditation (CHEA) • State Boards for Engineering & Surveying Licensure & Registration (over 55 jurisdictions) • U.S. Patent Office • U.S. Reserve Officers Training Corps • Council of Engineering Specialty Boards (CESB) • Board of Certified Safety Professionals (BCSP) • Accreditors in other disciplines • U.S. Trade Office • U.S. State Department • Employers (position announcements) • Who Recognizes ABET?In the U.S.

10. 1932 Engineers’ Council for Professional Development (ECPD) established 1936 ECPD first evaluated engineering degree programs 1980 Name changed to “Accreditation Board for Engineering and Technology” (ABET) 1980 Mutual Recognition Agreement (MRA) signed with Canada (1st international agreement) 1989 Washington Accord Agreement signed with Canada, UK, Ireland, Australia, and New Zealand 1994 Policies and Procedures for Substantial Equivalency evaluations (evaluations outside the U.S.) approved 1995-2000 Major criteria reform (Engineering Criteria 2000) 2005 Name changed to “ABET” solely, no longer spelling out the former name 2006 Substantial Equivalency discontinued 2007 Accreditation of programs outside the U.S. began 2011 IFEES, GEDC Membership • Brief ABET History

11. ABET is a federationof 33 professional and technical societies. • Neither institutions nor individuals are members of ABET. • ABET relies on the services of almost 2,200 volunteers supported by 33 full-time and seven part-time staff. • ABET Organizational Design

12. ABET’s 33 Member Societies

13. Represent “the profession” • Over 1.5 million individual members • Develop program criteria • Appoint Board representatives • Nominate commissioners • Recruit and assign program evaluators • Member Societies

14. Organizational Structure • Volunteer-Driven: 2,200+ Volunteers • Board of Directors • Nominated by member societies • Provide strategic direction and plans • Decide policy and procedures • Approve criteria • 4 Commissions • ASAC, CAC, EAC, ETAC • Make decisions on accreditation status • Implement accreditation policies • Propose changes to criteria • Program Evaluators • Visit campuses • Evaluate individual programs • Make initial accreditation recommendations • “Face of ABET” 100% of accreditation decisions are made by volunteers ABET Headquarters (Baltimore): ~40 full, part time staff

15. Computing Accreditation Commission Engineering Accreditation Commission Engineering Technology Accreditation Commission Applied Science Accreditation Commission 2,285 accredited programs at 468 institutions 73 accredited programs at 55 institutions 405 accredited programs at 310 institutions 620 accredited programs at 212 institutions • ABET Organizational Structure Committees Board of Directors Accreditation Council ABET Headquarters Industry AdvisoryCouncil Academic AdvisoryCouncil GlobalCouncil

16. 5 Officers • President, President-Elect, Past President, Secretary, Treasurer • 1-year terms, except for Treasurer who serves for 2 years • 39 Directors • 1-3 Directors from each member society • 3-year term, renewable for additional term • 5 Public Directors • Right to vote; no affiliation with member societies • 3-year term, renewable for additional term • 2 Associate Member Representatives • Privilege of the floor, but no vote • ABET Board of Directors

17. ABET Member Societies • Costs associated with governance • Institutions • Costs associated with accreditation • Users (individuals, institutions, and societies) of professional services • Costs associated with workshops, symposia • Sources of ABET Funding

18. 85,000 students graduate from ABET-accredited programs each year!

19. Who is ABET? • Value of Accreditation • Basics of ABET Accreditation • Process • Criteria • Continuous Quality Improvement • ABET’s Global Activities • Becoming a Program Evaluator • Topics

20. Value of ABET Accreditation

21. ABET-accredited programs recognized globally • Commitment to quality education • Outcomes-based approach • “What is learned” vs. “what is taught” • Emphasis on continuous quality improvement • Criteria encourages innovation • Value of ABET Accreditation

22. Helps students select quality programs • Shows institution is committed to improving the educational experience • Helps students prepare to enter “the profession” • Enhances employmentopportunities • Establishes eligibility forfinancial aid and scholarships • ABET ValueStudents and Parents

23. “Third-party” confirmation of quality of programs • Prestige, recognition by “the profession” • Attract the strongest students • Acceptability of transfer credits • Some external funding depends on accreditation status • ABET ValueInstitutions

24. Encourages “best practices” in education • Structured mechanisms for self-improvement • Institution is serious and committed to improving quality • Facilities, financial resources, training, etc. • ABET ValueFaculty

25. Ensures educational requirements to enter “the profession” are met • Aids industry in recruiting • Ensures “baseline” ofeducational experience • Enhances mobility • Opportunity to help guide the educational process • Program’s industrial advisory groups • Professional, technical societies • ABET ValueIndustry

26. Helps ensure public safety • Supports professional licensure, certification • Graduates are ready for the profession • Engages multiple constituents • Academe, industry, public • Identifies programs for investment of public and private funds • Some assurance to taxpayers • Funds for higher education are appropriately spent • ABET ValueSociety

27. Who is ABET? • Value of Accreditation • Basics of ABET Accreditation • Process • Criteria • Continuous Quality Improvement • ABET’s Global Activities • Becoming a Program Evaluator • Topics

28. Basics of ABET Accreditation

29. Accreditation is voluntary • Non-governmental organization • Fair and impartial peer review process • Requires self-assessment by the program/school • Continuous process (reviewed every n years) • Failure of single criterion results in loss of accreditation • Deficiencies in one area CANNOT be compensated by strengths in other areas. • Generally Accepted Accreditation Principles

30. Academic program leading to a specific degree in a specific discipline • Assigned commission depends on program name • Applied Science (ASAC): AS, BS, MS • Examples: Health Physics, Industrial Hygiene, Industrial & Quality Management, Safety Sciences, Surveying & Mapping • Computing (CAC): BS • Computer Science, Info Systems, Info Technology • Engineering (EAC): BS, MS • Engineering Technology (ETAC): AS, BS • What Programs Do ABET Accredit?

31. Criteria developed by member societies, practitioners, and educators • Self-Study Report by the institution and program • On-site evaluation by peers • From education, government, and industry • Publication of lists of accredited programs • Periodic re-evaluation (maximum 6 years) • ABET Accreditation ProcessWhat Does It Involve?

32. Assure that graduates of an accredited program are adequately prepared to enter and continue the practice of applied science, computing, engineering, and engineering technology • Stimulate the improvement of technical education • Encourage new and innovative approaches to technical education and its assessment • ABET Accreditation ProcessObjectives

33. Programs must have graduates • Institution must assess entire program • Appropriate institutional accreditation or governmental approval • U.S. Department of Education, or • Regional accreditation agency, or • National accreditation agency, or • State authority • Outside the U.S. • Appropriate entity that authorizes/approves the offering of educational programs • Basic Requirements

34. Programs prepare Self-Study Report for evaluation team • Documents how the program meets criteria • Program review conducted by team of peer colleagues • Faculty, industry and government professionals, and administrators in the profession • Review the Self-Study Report, conduct the review visit • ABET Program Evaluators (PEVs) • 2,200+ volunteers from academe, industry, and government (individual members of ABET Member Societies) • ABET Accreditation Process

35. Evaluation conducted by team of peer colleagues: • Faculty, industry and government professionals, and administrators in the profession • Review the Self-Study Report and conduct review visits • ABET resource pool of visitors consists of approximately 2,200 faculty, industry, and government representatives • Peer Review

36. One Team Chair • For large teams: Team Chair and Co-Chair • Typically one program evaluator for each program being evaluated • Minimum of 2 for a single program • Possibly one or more observers • International partners, U.S. state licensing boards, new program evaluators, ABET staff • Team members are volunteers and not compensated for their work • Review TeamMembership

37. Direct observations • Program facilities • Student work, materials • Interview faculty, students, administrators, and other professional supporting personnel • Complements the Self-Study Report • Provides direct, observable evidence that cannot be obtained from the Self-Study Report • On-Site Visit

38. March - June Team members assigned, dates set, Self-Study Report submitted May - June Necessary changes to statement, if any, are made • Accreditation Timeline18-Month Process January Institution requests accreditation for programs December - February Draft statements edited and sent to institutions August Institutions notified of final action Year 1 Year 2 September - December Visits take place, draft statements written and finalized following 7-day response period February - May Institution prepares self-evaluation (Program Self-Study Report) February - April Institutions respond to draft statement and return to ABET July Commission meets to take final action October Accreditation status publically released

39. ABET Criteria for Accrediting Programs in [ASAC, CAC, EAC, ETAC] • Program Management • Assessment • Curriculum • Resources and Support • ABET Accreditation Policy and Procedure Manual[APPM] • Eligibility for Accreditation • Conduct of Evaluations • Public Release of Information • Appeals • Governing DocumentsAccreditation Process

40. Institutions and programs prepare the Self-Study Report documenting how they comply with ABET policy and criteria • Presents the program to the evaluation team • Affords team its first impression of the extent to which the program meets the criteria • Gives an impression of the institution’s preparation for the upcoming visit • Self-Study Basics and Context

41. The Guiding Principles of Accreditation Decisions Criteria

42. Ensure the quality of educational programs • Foster the systematic pursuit of quality improvement in educational programs • Develop educational programs that satisfy the needs of constituents in a dynamic and competitive environment • Overview of CriteriaGoals

44. Philosophy: “Outcomes-Based” • Institutions and programs define mission and objectives to meet their constituents’ needs • Outcomes: preparation for professional practice • Demonstrate how criteria are being met • Wide national and international acceptance • Commitment to Continuous Improvement • Process focus: outcomes and assessment linked to objectives; input from constituencies • Student, faculty, facilities, institutional support, and financial resources linked to program objectives • Engineering Criteria 2000“EC 2000”

45. Determines: • Which ABET Accreditation Commission is responsible • ASAC, CAC, EAC, ETAC • Which professional society is responsible • Appropriate program evaluators • Which criteria are applicable • “General Criteria” for all programs • “Program Criteria” for certain disciplines • Program Names

46. Students • Program Educational Objectives • Student Outcomes • Continuous Improvement • Curriculum • Faculty • Facilities • Institutional Support • Baccalaureate Level Programs • Criteria

47. Each program must satisfy applicable program criteria that may, depending upon the commission, amplify: • Objectives • Outcomes • Curricular topics • Faculty qualifications • Program Criteria

48. Fulfillment of baccalaureate-level general criteria • One academic year of study beyond the baccalaureate level • Ability to apply master’s level knowledge in a specialized area related to program area • Fulfillment of program criteria appropriate to master’s specialization area • Develop, publish, and periodically review educational objectives and student outcomes • Master’s Level ProgramsCriteria

49. Continuous Quality Improvement

50. ABET criteria have been developed on the principles of continuous quality improvement. • On-going process at institution to improve quality of student’s educational experience • Systematic process: documented, repeatable • Assess performance against criteria • Take actions to improve program • Accreditation is a part of CQI. • Verification that program meets certain level of quality, and CQI is part of the quality process. • Continuous Quality Improvement (CQI)