Leadership in Engineering
Education Accreditation
©
ASU Presenters
Dr. Scott Danielson
Director, VULII
Associate Dean Global Engineering
Ira A Fulton Schools of Engineering, Arizona State University
Dr. Kathy Wigal
Associate Director Curricular Innovation Global Outreach and Extended Education
Workshop Goals
• Overview
• Budgeting for ABET Accreditation
• Leading Continuous Improvement
• Role of Dean and Faculty
• Program Educational Objectives
• Program Outcomes
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Team Roles
•
Note taker
•
Time keeper
•
Reporter
•
Facilitator
An specialized accredita9on organiza9on,
based in the USA, that accredits programs
across the world.
©
• ABET is a federation of 33 professional and technical societies, not connected with the government.
• Neither institutions/universities 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’s Organiza9onal Design
•
Accredited
3,367
programs at
684
colleges
and universi9es in
24
countries
•
Non‐U.S. Programs
Accredited 365 programs at 72 ins9tu9ons in 23 countries
Uniform accredita9on criteria, policies and procedures used for all visits, regardless of loca9on
ABET’s Accredita9on Ac9vi9es
(
As of 1 October 2013)©
•
An academic program leading to a specific degree in a specific discipline
Not institutions
Not schools, colleges, or departments
Not facilities, courses, or faculty
Not graduates
NOT a specific curriculum
What Does ABET Accredit?
•
Binary Result:
•
Accredited
•
Not Accredited
•
No rankings issued
©
• 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
• Compu9ng (CAC): BS
Computer Science, Info Systems, Info Technology
• Engineering (EAC): BS, MS
• Engineering Technology (ETAC): AS, BS
What Types of Programs Does
ABET Accredit?
Engineering Accredita8on (EAC)
General Criteria for Engineering Programs
• Criterion 1. Students
• Criterion 2. Program Educa9onal Objec9ves
• Criterion 3. Student Outcomes
• Criterion 4. Con9nuous Improvement
• Criterion 5. Curriculum
• Criterion 6. Faculty
• Criterion 7. Facili9es
• Criterion 8. Ins9tu9onal Support
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Some costs are fixed—you don’t have
control of them.
An example is the fee ABET charges for a
program to seek accredita9on or the
yearly fee for an accredited program.
Step 1: Readiness Review (necessary if
ins9tu9on has no prior experience with
ABET accredita9on): $1000 USD
Fixed Costs of ABET Accredita9on
(as of fall 2014)
©
Step 2: Site Visit of Evalua9on Team:
•
Base Fee: $8000 USD (independent of
number of programs)
•
*Program fee: $8000 USD per program
evaluator (typically one per program &
min of 3)
•
Actual travel costs of team (airfare, in‐
country costs)
*Addi9onal minor fees assessed if special situa9ons apply.
Fixed Costs of ABET Accredita9on
Step 3: Annual fees for accredited
programs:
•
Base Fee: $1285 USD (independent of
number of programs)
•
Program fee: $1285 USD per program
plus $250 USD curricular fee
Fixed Costs of ABET Accredita9on
©
$9000 USD base fee for ini9al process
$8000 USD per program + travel costs for
site visit
$1285 USD annual fee ager accredited
$1285 USD per program ager accredited
Total Fixed Costs
of ABET Accredita9on
Video on ASU Innova9on Showcase
hips://vimeo.com/101467903
ABET Fee website for interna9onal
programs:
©
•
Organiza9on has fostered various
interna9onal agreements or accords
•
Interna9onal agreement between
bodies responsible for accredi9ng
engineering degree programs
•
The agreements provide recogni9on
of the “substan9al equivalency” of the
accredi9ng systems
©
Interna8onal Accords and Engineering Accredita8on
• The Dublin Accord focuses on 2 or 3‐year engineering technician programs.
• The Sydney Accord Global focuses on accredita9on of 4‐year (B.S.) engineering technology programs.
• The Washington Accord focuses on accredita9on of 4 year engineering programs
• The program characteris9cs related to these accords are described in more detail in the Interna8onal
Continuous
Quality
Improvement
©
• CQI process includes a clear understanding of: Mission (your purpose)
Cons9tuents (your customers)
Objec9ves (what one is trying to achieve)
Outcomes (learning that takes place to meet objec9ves) Processes (internal prac9ces to achieve the outcome) Facts (data collec9on)
Evalua9on (interpreta9on of facts) Ac9on (change, improvement)
Con9nuous Quality Improvement
(CQI Process)
Establish Purpose and Set Goals Define/Refine Objectives and Outcomes Design and Conduct Assessment s Evaluate Assessment Findings Use Results for Decision Making
•
Assessment:
How Well Are We Doing?
©
•
Faculty and/or staff fail to put adequate
aien9on to what data need to be
gathered to assess and evaluate, especially
for student outcomes.
Common mistake: gathering much more data than needed
Failure to logically evaluate data prevents reasonable conclusion that an objec9ve or outcome is being aiained
Assessment
Common Issues (slide 1)
•
Many large programs hand off all
assessment ac9vi9es to a staff person
(some qualified, some not).
Program evaluators look for faculty knowledge of processes and results.
Experience shows that most (preferably all) faculty members must be involved for the requirements of Criterion 4 (Con9nuous Improvement) to be fully met.
Assessment
©
The Path to ABET Accredita8on Requires:
A Quality Assurance System that involves:
Program Educa9onal Objec9ves (Criterion 2)
Program Student Learning Outcomes (Criterion 3)
An Assessment System to Gather Data (Criterion 4)
An Evalua9on System to Determine the Meaning of the Assessment Data (Criterion 4)
The Con9nuous Improvement Process (CIP)
• Embedded in Criteria 2, 3, and 4
Heart of the ABET Criteria
• Criteria 2 is about Program Objec9ves
• Criteria 3 is about Student Outcomes for the Program
©
The goal of assessment is data-driven decision making.
Are faculty asking the right question?
What do we have to do for accreditation?
Toward Continuous Improvement
• Outcomes assessment is becoming an international standard of quality
• We need to provide evidence of students’ attainment of program outcomes
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The program must have published program
educa9onal objec9ves that are consistent with the
mission of the ins9tu9on, the needs of the program’s various cons'tuencies, and these criteria. There must be a documented, systema8cally u9lized, and
effec8ve process, involving program cons8tuencies, for the periodic review of these program educa9onal objec9ves that ensures they remain consistent with the ins9tu9onal mission, the program’s cons9tuents’ needs, and these criteria.
The program must have documented student outcomes that prepare graduates to aiain the
program educa9onal objec9ves. EAC lists outcomes a‐k.
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Objectives
Outcomes
•
What is your
vision
for your students?
•
What type of careers might they have?
•
What will they be able to do
beyond
the
skills they had a gradua9on.
2‐3 years ager gradua9on
©
Program Educa'onal Objec'ves:
Program Objec3ves
are broad statements that
describe what graduates are prepared to
aiain or be able to accomplish within a few
years of gradua9on.
Source: ABET
Graduation
Work
School
Objectives
raise fish
play badminton
work on teams
Outcomes
run fish business
win tournament
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•
What skills and knowledge do your
students need to make that possible?
At gradua9on
Student outcomes describe what
students are expected to know and be able
to do by the time of graduation. These
relate to the knowledge, skills, and
©
Program Educa'onal Objec'ves:
Sample Program Educa'onal
Objec'ves
Graduates will be able to combine skills gained through their academic program so they can:
Engage in con3nued learning to improve
professional skills to improve quality of
company opera3ons via con3nuous
improvement processes and adapt to
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Sample Program Educa'onal
Objec'ves
Graduates will be able to combine skills gained
through their academic program so they can:
Incorporate economic, environmental, social
and sustainability considera3ons into the
prac3ce of mechanical engineering
technology to [improve the engineering
efforts in the region and country] OR [improve
the economic status of the region or
Statistics Engineering Design
Failure Analysis
Program Objec9ves are usually 3 to 5 in number
(these are different than course objec9ves!).
Think of these as
“marke9ng
statements”
about your
program!
Graduates integrate specific skills
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Graduation
Work
School
Outcomes Objectives
raise fish manage a fishery
Graduates will be able to __________
Ac8on Word
exhibit lead
optimize
apply
incorporate
continue
succeed
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Using the format “Two- three years after graduation, program graduates will be able to combine skills gained through their academic program to. . .”
write two or three program objectives.
1. [action word] . . .
2. [action word] . . .
3. [action word] . . .
Brainstorm
***
Cluster Ideas
***
Linking Program Objec'ves to the
Mission of Your Ins'tu'on
Your program objec9ves have to support your
College and University mission!
This linkage is usually very general in nature!
Program Educa8onal
Objec8ves
Cons'tuent Review of Program Objec'ves
Who are your relevant cons9tuencies for
review and feedback of your academic
program objec9ves?
•
The people/groups to whom your program
is important.
©
Cons'tuent Review of Program Objec'ves
What is your plan for conduc9ng
cons9tuent review, incorpora9ng
feedback, and conduc9ng periodic review
of your program objec9ves?
How will you get feedback from each group?
• Students
• Faculty
• Employers / Alumni
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Program Level – Student Learning Outcomes:
The program must have documented student
outcomes that prepare graduates to aiain the
program educa9onal objec9ves. EAC lists outcomes a‐k.
•
What skills and knowledge do your
students need to make that possible?
At gradua9on
©
Student outcomes describe what
students are expected to know and be able
to do by the time of graduation. These
relate to the knowledge, skills, and
Graduation
Work
School
Outcomes Objectives
raise fish manage a fishery
©
Student Outcomes
Student outcomes describe what students are expected to know and be able to do
by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program.
Source: ABET
1. Knowledge and skills you want the student to have by the time they graduate.
Students will __________
Ac8on Word
?
2. Think about what they will have to do to
Electronics
English spoken and written Critical thinking
Presentation skills Communication skills
Teamwork skills—multidisciplinary teams Ability to learn, life-long learning
Math and basic sciences—physics, chemistry Social science—psychology, economics,
philosophy, industrial management Engineering fundamentals
Electronics fundamentals—C++, Java,
specialized engineering knowledge, IC Design, telecommunication, automation, optimizing, modern equipment and tools
©
Mechanical
Math—geometry, algebra, calculus Science—physics,
Social science—philosophy,
Engineering—cad/cam, component design,
manufacturing processes, additive manufacturing, robust design,
Students will __________
Ac8on Word
DO?
calculate identify
define
model
predict
compare
©
Bloom’s Taxonomy
95
Cogni9ve Domain
©
Upon graduation from [program], students will:
1. [action word] . . .
Upon graduation from the industrial engineering program, students will be able to design, develop, implement, and improve IE systems of people,
Using the format “students will . . .” write 3 outcomes for your program (note – a complete set is 12-15 outcomes).
Upon graduation from [program], students will:
1. [action word] . . .
2. [action word] . . . . . 3. [action word] . . . .
©
ABET Criterion 3 – Student Outcomes (4 year programs)
The program must have documented student outcomes that prepare graduates to attain the program educational objectives. Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program
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
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
Homework – we will do a follow‐
up with you this spring to see your
progress and to provide any help
possible. July 24, 2015
1.
Program Objec9ves
2.
Cons9tuency review
