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Outcomes-Based Accreditation of

Engineering Programmes

L.S. “Skip” Fletcher

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What is accreditation?What is accreditation?

"Accreditation is public recognition that an educational institution or educational programme has met

certain standards or criteria."

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Components of AccreditationComponents of Accreditation

Quality assurance

Non-governmental

Voluntary

Self-assessment

Peer-review

Periodic or Continuing review

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Accreditation ObjectivesAccreditation Objectives• Assure that graduates of an accredited

programme are adequately prepared to enter the practice of engineering

• Stimulate the improvement of engineering education programmes

• Encourage new and innovative approaches to engineering education and its assessment

• Identify accredited programmes to the public

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What is ABET?What is ABET? Established in 1932 as the Engineers’ Council for

Professional Development (ECPD).

United the engineering & technical professions through the professional societies to assess educational quality.

Accredits engineering, engineering technology, applied science, and computer science programmes.

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Who Recognizes ABETWho Recognizes ABET Council on Higher Education Accreditation (CHEA)

State Boards of Engineering Registration

US Patent Office

US Reserve Officers Training Corps

US Civil Service

Accrediting organizations outside the United States

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ABET Vision:ABET Vision:

ABET will provide world leadership in assuring quality and in stimulating

innovation in applied science, computing, engineering, and technology education.

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ABET MissionABET Mission

Accredit educational programmes. Promote quality and innovation in education. Consult and assist in the development and advancement of

education worldwide in a financially self-sustaining manner. Communicate with our constituencies and the public regarding

activities and accomplishments. Anticipate and prepare for the changing environment and the

future needs of constituencies. Manage the operations and resources in an effective and fiscally

responsible manner.

ABET serves the public through the promotion and advancement of applied science, computing, engineering, and technology education. ABET will:

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ABET StructureABET Structure

•ABET is a federation of professional and ABET is a federation of professional and technical societies representing the ABET technical societies representing the ABET disciplines with no individual membershipdisciplines with no individual membership

•28 Member societies and 2 Associate Member 28 Member societies and 2 Associate Member societiessocieties

•Member societies provide approximately 1,500 Member societies provide approximately 1,500 volunteers who serve on ABET's Board of Directors, volunteers who serve on ABET's Board of Directors, on the Accreditation Commissions, and as on the Accreditation Commissions, and as Programme EvaluatorsProgramme Evaluators

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ABET Accreditation CommissionsABET Accreditation Commissions

• Conduct visits and vote accreditation actions forConduct visits and vote accreditation actions for• Applied science programmes by the Applied Applied science programmes by the Applied

Science Accreditation Commission (ASAC)Science Accreditation Commission (ASAC)• Computer and information science programmes Computer and information science programmes

by the Computing Accreditation Commission by the Computing Accreditation Commission (CAC)(CAC)

• Engineering programmes by the Engineering Engineering programmes by the Engineering Accreditation Commission (EAC)Accreditation Commission (EAC)

• Technology programmes by the Technology Technology programmes by the Technology Accreditation Commission (TAC)Accreditation Commission (TAC)

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Accreditation ProcessAccreditation Process Criteria developed by professional societies,

practitioners and educators

Self-Study by the institution and programme

On-site evaluation and assessment

Publication of lists of accredited programmes

Periodic re-evaluation (maximum 6 yrs.)

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Applied Science Accreditation Applied Science Accreditation Commission (ASAC)Commission (ASAC)

17 Commissioners

70 accredited applied science programmes at 51 institutions

16 programmes at 13 institutions visited

Accredits programmes at associate, baccalaureate and master's level

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Applied Science Programme Applied Science Programme AreasAreas

Health Physics

Industrial Hygiene

Industrial Management/Quality Management

Safety

Surveying and Mapping

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Computing Accreditation Computing Accreditation Commission (CAC)Commission (CAC)

25 members

215 accredited engineering-related programmes at 193 institutions

79 programmes at 70 institutions visited

Accredits programmes at the baccalaureate level

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Computing Programme AreasComputing Programme Areas

Computer Science

Information Systems

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Engineering Accreditation Engineering Accreditation Commission (EAC)Commission (EAC)

59 members

1750 accredited engineering programmes at 350 institutions

388 programmes at 126 institutions visited

Accredits programmes at baccalaureate and master's levels

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Engineering Programme AreasEngineering Programme Areas

Aerospace Engineering Geological EngineeringAgricultural Engineering Industrial EngineeringArchitectural Engineering Manufacturing EngineeringBioengineering & Biomedical Engineering Materials & Metallurgical EngineeringCeramic Engineering Mechanical EngineeringChemical Engineering Mining EngineeringCivil Engineering Naval Architecture & Marine Construction Engineering EngineeringElectrical & Computer Engineering Nuclear & Radiological EngineeringEngineering Management Ocean EngineeringEngineering Mechanics Petroleum EngineeringEnvironmental Engineering Software Engineering

Surveying Engineering

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Technology Accreditation Technology Accreditation Commission (TAC)Commission (TAC)

41 Members

702 accredited engineering technology programmes at 230 institutions

171 programmes at 69 institutions visited

Accredits programmes at associate and baccalaureate levels

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Technology Programme AreasTechnology Programme Areas

Air Conditioning Engineering Technology Environmental Engineering TechnologyArchitectural Engineering Technology Industrial Engineering TechnologyAutomotive Engineering Technology Information Engineering TechnologyBioengineering Technology Instrumentation & Control Systems Chemical Engineering Technology Engineering TechnologyCivil Engineering Technology Manufacturing Engineering TechnologyComputer Engineering Technology Marine Engineering Technology Construction Engineering Technology Mechanical Engineering TechnologyDrafting/Design Engineering Technology Nuclear Engineering Technology (Mechanical) Telecommunications EngineeringElectrical/Electronic(s) Engineering Technology Technology

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Current StatisticsCurrent Statistics

>2,700 programs accredited

>560 institutions

>1,500 volunteers

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ABET-Accredited Programmes ABET-Accredited Programmes

70215

702

1750

0200400600800

100012001400160018002000

Applied Science Computing Engineering Technology

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New PhilosophyNew Philosophy

Institutions and programmes define mission and objectives to meet the needs of their constituents – enable programme differentiation.

Emphasis on outcomes – preparation for professional practice.

Programmes must demonstrate how criteria and educational objectives are being met.

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Continuous Quality Improvement Continuous Quality Improvement and Accreditationand Accreditation

The ABET Criteria for Accreditation have been developed on the principles of continuous quality improvement (CQI).

The Engineering Accreditation Commission has prefaced the Criteria with this statement.

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.

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What does this mean?What does this mean?An educational programme CQI process

should involve a clear understanding of: mission, constituents, objectives (what one is trying to achieve), outcomes (the learning that takes place to meet the

objectives), processes (internal practice to achieve the

outcomes), facts (data collection), evaluation (interpretation of facts), and action (feedback to support decision making and

improve processes).

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New EmphasisNew Emphasis Practice of continuous improvement

Input of Constituencies Process focus Outcomes and Assessment Linked to

Objectives

Knowledge required for entry into the engineering profession

Student, faculty, facilities, institutional support, and financial resource issues linked to programme objectives

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The Two-Loop The Two-Loop ProcessProcess

Determine educational objectives

Assess OutcomesEvaluate

Objectives

Input fromConstituencies

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The Two-Loop The Two-Loop ProcessProcess

Determine OutcomesRequired to Achieve

Objectives

Determine HowOutcomes will be

Achieved

Determine HowOutcomes will be

Assessed

Establish Indicatorsfor Outcomes to lead

to Achievement of Objectives

Formal InstructionStudent Activities

Determine educational objectives

Assess OutcomesEvaluate

Objectives

Input fromConstituencies

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Criteria ReformCriteria Reform

“. . . new criteria should maintain a strong focus on quality and professional

preparation, while offering flexibility for major innovations in curricular design and delivery methods, and be applicable to a diverse spectrum of institutional missions

and goals.”

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Engineering Criteria 2000Engineering Criteria 2000(Basic Level Accreditation)(Basic Level Accreditation)

1. Students2. Programme Educational Objectives3. Programme Outcomes and Assessment4. Professional Component5. Faculty6. Facilities7. Institutional Support & Financial Resources8. Programme Criteria

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Programme Educational Programme Educational ObjectivesObjectives (Criterion 2)(Criterion 2)

Each engineering programme for which an institution seeks accreditation or re-accreditation must have in place:

Detailed published educational objectives that are consistent with the mission of the institution and these criteria

A process based on needs of the program'se various constituencies in which the objectives are determined and periodically evaluated.

A curriculum and processes that prepare students for the achievement of these objectives

A system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the programme

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Program OutcomesProgram Outcomes(Criterion 3)(Criterion 3)

Engineering programmes must demonstrate that their graduates have the following capabilities:a) An ability to apply knowledge of mathematics,

science, and engineering appropriate to the discipline.

b) An ability to design and conduct experiments and analyze and interpret data.

c) An ability to design a system, component, or process to meet desired needs.

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Programme OutcomesProgramme Outcomes (continued)(continued)

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.

g) An ability to communicate effectively.

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Programme OutcomesProgramme Outcomes (continued)(continued)

h) The broad education necessary to understand the impact of engineering solutions in a 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.

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Professional ComponentProfessional Component (criterion 4)(criterion 4)

Faculty must assure that the curriculum devotes adequate attention and time to each component, consistent with objectives of the programm and institution

Preparation for engineering practice Major design experiencee

Subject areas appropriate to engineering

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The CurriculumThe Curriculum “…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 political

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The Curriculum RequirementThe Curriculum Requirement Mathematics and Basic Sciences - One year of a One year of a

combination of college level mathematics and basic sciences combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline.(some with experimental experience) appropriate to the discipline.

Engineering Sciences / Engineering Design -

One and one-half years of engineering topics, consisting of One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the engineering sciences and engineering design appropriate to the student’s field of studystudent’s field of study

Humanities and Social Studies - A general A general education component that complements the technical education component that complements the technical content of the curriculum and is consistent with the content of the curriculum and is consistent with the program and institution objectivesprogram and institution objectives

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Programme CriteriaProgramme Criteria

Programme Criteria provide the specificity needed for interpretation of the basic level criteria as applicable to a given discipline.

Each programme must satisfy applicable Programme Criteria

Programme evaluators apply the basic criteria and programme criteria using their best professional judgment when reviewing programmes for accreditation.

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Outcomes Based EducationOutcomes Based Education

Successes Every engineering institution in the US

now accredited using Outcomes Based assessment

Engineering institutions are adapting to the need for educational improvement

Many individual faculty have improved their course offerings

Student performance has improved

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Outcomes Based EducationOutcomes Based Education Issues

University administrations are slowly adapting to outcomes based assessment

Moving to Outcomes Based Education takes time

Senior faculty often reluctant to change their courses

Faculty must work together for a quality engineering education experience

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Multinational OrganizationsMultinational Organizations UPADI – Central and South America

APEC – Fourteen countries in Asia

FEANI – Twenty-two countries in Europe

Washington Accord – A Multinational Organization Sydney Accord – A Multinational Organization

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Washington AccordWashington AccordAn International PartnershipAn International Partnership

Recognizes the “substantial equivalency” of an accreditation system within a country – that assesses/assures that the graduates of accredited programmes in their country are prepared to practice engineering at the entry level of the profession

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Washington Accord StatusWashington Accord Status Agreement signed in 1989 by the engineering

accrediting bodies in six countries

- Australia - Canada - Ireland - New Zealand - United Kingdom - United States

Signatories meet every two years Secretariat rotates among the Signatories

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Washington Accord RecognitionWashington Accord Recognition

Programmes accredited prior to acceptance of the country’s accreditation system as a full signatory are not recognized

Licensure/registration of graduates from recognized programmes rests with the receiving country

Each full signatory encourages the licensing body in its own country to accept the substantial equivalence of engineering education programmes accredited by other signatories

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2007 Washington Accord 2007 Washington Accord SignatoriesSignatories

Australia – EA 1989 Canada – CCPE 1989 Chinese Taipei – IEET 2007 Hong Kong China – HKIE 1995 Ireland – IEI 1989 Japan – JABEE 2005 Korea – ABEEK 2007 New Zealand – IPENZ 1989 Singapore – IES 2006 South Africa – ECSA 1999 United Kingdom – EC 1989 United States – ABET 1989

Six year peer review cycle

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Washington AccordWashington AccordProvisional MembersProvisional Members

Germany – ASTIN (2003)

India – ICTE (2007)

Malaysia – BEM (2003)

Russia – RAEE (2007)

Sri Lanka – IESR (2007)

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International AccreditationInternational Accreditation

Increasing interest by some countries in joining the Washington Accord

Many countries do not have an engineering accreditation organization, accreditation criteria or process

Increasing interest in developing accreditation systems within countries or regions

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The ChallengeThe Challenge

The establishment of outcomes based accreditation processes for all countries or regions is essential for the mobility of engineers

Engineering education programmes must adapt to outcomes based assessment and continuous educational improvement to ensure equivalency around the world.

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Quality Assurance in Quality Assurance in Engineering EducationEngineering Education

Engineering education, as we know it today, is facing a major dilemma in the near future. What will become of engineering education by 2020?

The challenge is - how can we address this dilemma and provide global engineers that are viewed as equivalent around the world.

Clearly, we must work together to ensure that equivalency exists through outcomes based accreditation of all engineering education programmes.