New Developments in ABET Accreditation Criteria Based on 2004-2005 Criteria

1. New Developments in ABET Accreditation Criteria Based on 2004-2005 Criteria Edwin C. Jones, Jr. University Professor Emeritus Iowa State University n2ecj@iastate.edu

2. Where did EC2000 Come From? Early 1990s • NSF Study • Dean’s Council (American Society for Engineering Education) • National Research Council • Much industrial involvement • Led directly to EC2000

3. Some Results • More emphasis on “soft skills”—with no decrease in technical content • Communication • Lifelong Learning • Multidisciplinary • Teamwork • Ethics and Professionalism • And of course design! • Emphasis on learning, not teaching

4. Expressed in Criterion 3 • 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

5. Criterion 3 (Cont’d) • (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

6. Criterion 3 (Cont’d) • (f) an understanding of professional and ethical responsibility • (g) an ability to communicate effectively • (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context

7. Criterion 3 (Cont’d) • (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.

8. Where are we now? • Some easily understood and implemented—a, b, c, e, k • a: Science, Mathematics, Engineering • b: Experiments • c: Design • e: Solve engineering problems • k: Modern tools (software)

9. Others Present New Challenges • d: Multidisciplinary • f: Professional, ethical • g: Communicate • h: Broad education, societal, global • i: Lifelong learning • j: Contemporary issues

10. Issues, Questions, and Trends • How do we do the preceding? • How do we know we are doing it? • How do we know we are doing it well? • How can we do better? • How will we assess the improvement?

11. An Important New Study • Engineering Education Reform: A Trilogy. Frank G. Splitt, McCormick Faculty Fellow, Northwestern University • Environmentally Smart Engineering Education • The Challenge to Change • Engineering Education Reform • www.ece.northwestern.edu/external/splitt/

12. How Does This Fit In? • Criterion 4 describes design: • …major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.

13. Trilogy Report • Sees the present statement as too general and weak • Advocates environmental impact, design for recycling, sustainability • Role here for ABET • Likely to be a major trend in the near future—but a challenge

14. New Paradigm • Current and future demands will be for the solution of problems involving human values, attitudes, behavior • And interrelationships and dynamics of social, political, environmental, and economic systems • And on a global basis

15. New Paradigm (Cont’d) • Emphasis on inquiry-based learning • Preparation for lifelong learning • Stress integrative, systems thinking • Coping with change • Communications skills, including listening • Group skills, identification through finish

16. New Paradigm (Cont’d) • Ecoefficient design—focus on design issues involving life-cycle economics, environmental impact, sustainable development, ethics, timeliness, quality, health & safety, manufacturability, social, legal, standards, and ad hoc concerns. • Benefits to engineers and to world

17. EC2000 and Trends • EC2000 Allows Change • EC2000 Encourages Change • EC2000 Requires Evaluation • Continuous Process Improvement • Much in Common with Baldridge • Much in Common with ISO 9000, etc • How does this happen?

18. Criteria, Self Studies, and Visits • Will state a Criterion—there are eight • 2004-2005 Version Used • Will discuss how addressed in self study— document prepared in advance and sent in • For some, will discuss what may happen on a visit • Visit Summary at end

19. Criterion 1--Students • The quality and performance of the students and graduates are important considerations in the evaluation of an engineering program. The institution must evaluate, advise, and monitor students to determine its success in meeting program objectives. The institution must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements.

20. Self Study—Criterion 1 • 1. Students • Describe how students are evaluated, advised, and monitored in a manner consistent with program objectives, as required by Criterion 1. Address each item individually. • Describe the processes and procedures used to enforce policies for the acceptance of transfer students and provide evidence that the processes and procedures are working. • Describe the procedures used to validate credit for courses taken elsewhere and provide evidence that the procedures are working.

21. Criterion 2. Program Educational Objectives • Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are intended to be statements that describe the expected accomplishments of graduates during the first several years following graduation from the program. (NEW)

22. Criterion 2—Program Educational Objectives (cont’d) • Each engineering program for which an institution seeks accreditation or reaccreditation must have in place: • (a) detailed published educational objectives that are consistent with the mission of the institution and these criteria • (b) a process based on the needs of the program's various constituencies in which the objectives are determined and periodically evaluated

23. Criterion 2—Program Educational Objectives (Cont’d) • (c) a curriculum and processes that prepare students for the achievement of these objectives (REVISED) • (d) a system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the program.

24. Self Study—Criterion 2 • 2. Program Educational Objectives • Discuss in detail the educational objectives, the process by which these objectives are determined and evaluated, how the program ensures these objectives are achieved, and the system of ongoing evaluation that leads to continuous improvement of the program, as required by Criterion 2.

25. Self Study—Criterion 2 • As a minimum: • List the Program Educational Objectives and show how they are consistent with the mission of the institution and the accreditation criteria. • Identify the significant constituencies of the program. • Describe the processes used to establish and review the Program Educational Objectives and the extent to which the program’s various constituencies are involved in these processes. Provide documentation that demonstrates that the processes are working.

26. Self Study—Criterion 2 (Cont’d) • Describe how the program curriculum and your processes ensure achievement of the Program Educational Objectives. • Provide documentation that describes the ongoing evaluation of the level of achievement of these objectives, the results obtained by this periodic evaluation and evidence that the results are being used to improve the effectiveness of the program.

27. Criterion 2—Program Objectives—At the Visit • Objectives are statements of what you expect your graduates to be able to do in about 5 years • Examples • Graduate study • Industry—what sort of work? • Government—what sort of work? • Bilingual Graduates—May be a part of your Objectives (or Mission) You do it! • Business

28. Objectives--Continued • Program objectives should be related to university mission • Program objectives should be related to College of Engineering mission • Program objectives must be developed with constituents • Records of development process must be available to the team on site

29. Objectives—Visit--Constituents • What is a constituent? • An entity whose opinions you find important • An entity you ask to give you advice • An entity you listen to • An entity for whom you have a lot of respect • Examples—industry council, students

30. Objectives—Visit—(continued) • Program objectives must be evaluated for three important characteristics • Have we and our constituents set the right objectives for ourselves? • Is the curriculum appropriate? • Are we accomplishing our objectives? • This is a long term process • Evaluation data must be collected and analyzed by the faculty • Results used for Improvement

31. Objectives—Industry Council • Usually industrial leaders • May include government leaders • May include other educators • Chaired by one of the industrial members • Meet once or twice a year with the faculty and administration • Team may want to meet with this group

32. Criterion 3. Program Outcomes and Assessment • Although institutions may use different terminology, for purposes of Criterion 3, program outcomes are intended to be statements that describe what students are expected to know or be able to do by the time of graduation from the program. (NEW)

33. Criterion 3 (Cont’d) 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

34. Criterion 3 (Cont’d) • (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

35. Criterion 3 (Cont’d) • (g) an ability to communicate effectively • (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.

36. Self Study—Criterion 3 • 3. Program Outcomes and Assessment • Describe the assessment process, documented assessment results, evidence that results are applied to further development and improvement, and a demonstration of the achievement of each program outcome important to the mission of the institution and the objectives of the program, as required by Criterion 3.

37. Self Study—Criterion 3, Cont’d • As a minimum: • List the Program Outcomes that have been established based on the Program Educational Objectives and describe how these Program Outcomes relate to the Program Educational Objectives. • Describe how the Program Outcomes chosen by the program encompass and relate to the outcome requirements of Criterion 3. • Describe the processes used to produce and assess each of the program outcomes.

38. Self Study—Criterion 3, Cont’d • Provide metric goals for each outcome that illustrate the level of quality of outcomes achievement felt necessary to produce graduates that will ultimately achieve the Educational Objectives following their graduation • Provide qualitative and quantitative data gathered on a regular basis that are used to assess the quality of achievement of the outcomes and your analysis of those assessment results. • Describe the process by which the assessment results are applied to further develop and improve the program.

39. Self Study—Criterion 3, Cont’d • Document changes that have been implemented to further develop and improve the program. Provide qualitative and quantitative data used to support these changes. • Describe the materials, including student work and other tangible materials, that will be available for review during the visit to demonstrate achievement of the Program Outcomes and Assessment. The programs are encouraged to organize these materials on the basis of outcomes, rather than on a course-by-course basis.

40. Criterion 3--Visit • Outcomes are statements of what graduates are expected to be able to do their first day “on the job” • ABET requires 11 outcomes as a minimum, the famous “a-k” • Program may add outcomes • Your objectives may require additional outcomes—e.g. bilingual objective, and thus an associated outcome for speech and/or writing

41. Outcomes--Visit--continued • For example—suppose you have an objective that some of your graduates will have developed a new engineering business for KSA • You would then want to add a 12th outcome relating to business development or entrepreneurship • May also need a 13th regarding bilingual capability

42. Objectives and Outcomes • Objectives lead to Outcomes • A convenient display is a matrix format • Example Follows • Would be a part of the self study • Would be available in visit display

43. Outcomes Objectives

44. Outcomes—Visit Display • Outcomes must be assessed • Your choice as to what methods • Surveys alone are insufficient • Student surveys are insufficient • May involve constituents, but not required • Methods must show that all required outcomes acquired by all students to some extent

45. Outcomes—Visit Ideas (cont’d) • Grades are insufficient unless all outcomes assigned to a course are assessed on at least one examination • Need more than one assessment method • Faculty are the most important assessors. • Design courses important here. Most outcomes can be assessed here.

46. Outcomes--Display • Display must enable program evaluator to see how each outcome is achieved • Courses or study modules designed to achieve outcomes • A matrix is again useful--example • Matrix also in self study

47. Courses Outcomes

48. Criterion 4—Professional Component (Curriculum) • The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution.

49. Professional Component (Cont’d) • Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.

50. Professional Component (Cont’d) • 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 • (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study • (c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.