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Accreditation Process for Engineering and Technology Curricula in the United States S. Stan Lan ( 蓝石 ) , Ph.D. Professor & Academic Dean Electronics/Computer Engineering Technology, Biomedical, Health Information Technology, and Sciences DeVry University, Chicago, Illinois. U.S.A.

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Accreditation process for engineering and technology curricula in the united states l.jpg

Accreditation Processfor Engineering and Technology Curriculain the United States


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S. Stan Lan (蓝石) , Ph.D.

Professor & Academic Dean

Electronics/Computer Engineering Technology, Biomedical, Health Information Technology, and Sciences

DeVry University, Chicago, Illinois. U.S.A.

Presented to

Research Institute of Educational Science

Beijing Normal University (北京师范大学)

&

College of Public Management

Tsinghua University (清华大学)

Spring 2005


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The Biography of the Presenter

  • Ph.D., Educational Leadership and Human Resource Studies, Colorado State University

  • M. S. Electrical Engineering, Northern Illinois University

  • M.S. Education, Northern Illinois University

  • Member, ASEE, IEEE, ISA, AADH

    • Prepared and Provided Leadership for ABET Accreditation Visits: West Virginia University (1996); DeVry University (1999); DeVry University (2004); and NCA Accreditation for DeVry University (2002)

    • Served as the Chair of ABET Steering Committee, DeVry University, Chicago

    • Served as the Institutional Representative to ABET

    • Served as the Chairperson for DeVry University (Chicago) Institutional NCA Assessment Committee

    • Served as the member of the DeVry University TAC of ABET Deans Team


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General Contents

  • ABET (Accreditation Board for Engineering the Technology) Overview

  • ABET Criteria – General and Program Specific

  • Accreditation Process

  • Institutional Self-study Report

    • Examples

  • The On-Site Accreditation Visit

  • Multiple Assessment and Display Materirals

  • Post-visit Activities

    • Draft Statement

    • Terminology

    • Accreditation Actions and the Final Statement


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Overview – Accreditation Board of Engineering and Technology


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General Intro to ABET

  • Recognized accreditor for college and university programs in applied science, computing, engineering, and technology

  • A federation of 30 professional and technical societies representing these fields

  • Provided leadership and quality assurance in higher education for over 70 years

  • Currently accredits more than 2,500 programs at over 550 colleges and universities

  • Also provide leadership internationally through agreements such as the Washington Accord


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A Brief History

  • Was established in New York in 1932 as the Engineers’ Council for Professional Development (ECPD)

  • In 1980, ECPD was renamed the Accreditation Board for Engineering and Technology (ABET) in order to more accurately reflect its emphasis on accreditation


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ABET Mission

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

    • Accredit educational programs

    • 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 to be effective and fiscally responsible


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ABET Structure


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Member Societies

  • AAEE - American Academy of Environmental Engineers

  • ACSM - American Congress on Surveying and Mapping

  • AIAA - American Institute of Aeronautics and Astronautics

  • AIChE - American Institute of Chemical Engineers

  • AIHA - American Industrial Hygiene Association

  • ANS - American Nuclear Society

  • ASAE - American Society of Agricultural Engineers

  • ASCE - American Society of Civil EngineersASEE - American Society for Engineering Education

  • ASHRAE - American Society of Heating, Refrigerating and Air-Conditioning Engineers

  • ASME - American Society of Mechanical Engineers

  • ASSE - American Society of Safety Engineers

  • BMES - Biomedical Engineering Society

  • CSAB – CSAB (Computer Science Accreditation Board), Inc.

  • HPS - Health Physics Society


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Member Societies (cont.)

  • IEEE - Institute of Electrical and Electronics Engineers

  • IIE - Institute of Industrial Engineers

  • ISA - The Instrumentation, Systems, and Automation Society

  • NCEES - National Council of Examiners for Engineering and Surveying

  • NICE - National Institute of Ceramic Engineers

  • NSPE - National Society of Professional Engineers

  • SAE - Society of Automotive Engineers

  • SME - Society of Manufacturing Engineers

  • SME-AIME - Society for Mining, Metallurgy and Exploration, Inc.

  • SNAME - Society of Naval Architects and Marine Engineers

  • SPE - Society of Petroleum Engineers

  • TMS - The Minerals, Metals and Materials Society

  • AIST - Association for Iron and Steel Technology

  • ASQ - American Society for Quality

  • MRS - Materials Research Society


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Technology Accreditation Commission (TAC)


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General Representation in the Commission

  • 40% Industry and Other Non-Academic

  • 60% Academic


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What is and Why to get Accreditation

  • It is the quality assurance that education is meeting minimum standards

  • It is a non-governmental, peer review process that ensures educational quality

  • It is a voluntary, periodic review

  • It verifies that a program meets the criteria

  • It assures that graduates are adequately prepared for professional practice


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What is and Why to get Accreditation (cont.)

  • It stimulates continuous improvement of quality of

  • education

  • It forces formalization and documentation of good practices already in place in the program

  • It encourages new and innovative approaches

  • It identifies accredited programs to the constituents

  • It is a consideration for admission to many graduate programs


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Criteria

  • General Criteria (Engineering Education Commission and Technology Education Commission of ABET)

    • Applicable to All Engineering and Technology Programs

  • Program Criteria

    • Specific to Program (Curriculum)

    • Developed by Cognizant Professional Society (IEEE for CE/ME/EE/CET/EET)


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General Criteria

  • Program Educational Objectives

    • Published Objectives Consistent with Mission

    • Process for Evaluating Objectives


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General Criteria (continued)

  • Program Outcomes (a-k)

    • Elements of Knowledge Expected of Students

    • Manner in Which Knowledge Should Be Applied


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General Criteria (continued)

  • Assessment and Evaluation

    • Multiple Measures Used

    • Demonstrate Achievement and Improvement


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General Criteria (continued)

  • Program Characteristics

    • Integrated Experience

    • Applications Oriented

    • Minimum Number of Credits for A.S. and B.S.

    • Curricular Components


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General Criteria (continued)

  • Faculty

    • Sufficient Numbers

    • Appropriate Education and Professional Experience

    • Effective Leadership and Defined Responsibilities


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General Criteria (continued)

  • Facilities

    • Classrooms and Laboratories

    • Equipment

    • Information Resources

    • Student Advisement and Placement

    • Industrial Advisory Committee


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General Criteria (continued)

  • Institutional and External Support

    • Faculty Selection, Support, Development, Retention

    • Student Advisement and Placement

    • Industrial Advisory Committee

    • Functioning Continuous Improvement Plan


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General Criteria (continued)

  • Program Criteria

    • Discipline-Specific Characteristics

    • A.S. Differs from B.S.


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Program Criteria Review

  • Engineering Programs (EE, ME, CE, etc):

    http://www.abet.org/images/Criteria/E001%2004-05%20EAC%20Criteria%2011-20-03.pdf

  • Engineering Technology Programs (EET, CET, etc.): http://www.abet.org/images/Criteria/T001%2004-05%20TAC%20Criteria%201-19-04.pdf


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Accreditation Process


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Self-Study Report

  • Due at ABET Headquarters by July 1

  • Part I – Program Factors

    • Student and grad competencies

    • Program objectives and characteristics

    • Faculty qualifications and effectiveness

    • Facilities

    • Instructional and external support

    • Assessment and continuous improvement

    • Program criteria


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Self-Study Report

  • Part 2 – Institutional Factors

    • The Institution

      • Mission

      • Institutional Support Units

    • The Engineering Unit

      • Organization

      • Programs and Degrees

      • Administrative Personnel

      • Finances

      • Personnel and Policies

      • Enrollment and Degree Data

      • Admission and Graduation Requirements


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Hierarchy of Objectives

University Mission and Purposes

Program Goals

(Student achievement after graduation)

Program Objectives

(Student competencies at graduation)

Terminal Course Objectives and Enabling Objectives

(Student achievement in specific courses)


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Examples of Program Goals

  • Computer Engineering Technology

  • Electronics Engineering Technology


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Computer Engineering Technology

Prepares graduates to join the workforce as technical professionals in a variety of industries including information technology. CET graduates take a hands-on approach to designing and implementing computer systems or other digital subsystems, software, and interfaces that link computers to other physical systems. They design software systems; create code and protocols; test and evaluate hardware and software products and processes; and diagnose and solve problems. Graduates should also possess appropriate knowledge, experience and skills to function effectively in multidisciplinary teams, adapt to changes in technical environments throughout their careers, and progress in their professional responsibilities.

Program Goals


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Electronics Engineering Technology

Prepares graduates to join the workforce as technical professionals in a variety of industries. EET graduates play an essential role in the engineering team, typically designing and implementing hardware and software solutions to technical problems. Graduates should also possess appropriate knowledge, experience and skills to function effectively in multidisciplinary teams, adapt to changes in technical environments throughout their careers, and progress in their professional responsibilities.

Program Goals


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Computer Engineering Technology

Program Objectives


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Conduct experiments involving electronic systems using modern test equipment, interpret test results, and use them to improve products or methodologies.

  • Perform needs analysis–define the problem

  • State goals and objectives of the experiment

  • Identify resources to conduct experiment (parts, equipment, data sheets, etc.)

  • Develop data-collection procedures using modern test equipment

  • Analyze test results and draw conclusions


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Create and implement high-level and assembly language programs in support of technical activities.

  • Analyze the problem logically

  • Design the solution

  • Implement the solution

  • Test and debug the software


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Use the principles of science, mathematics, software engineering, and engineering technology to design, implement, and evaluate software solutions to complex technical problems.

  • Identify a meaningful problem and define preliminary solution specifications taking safety, ethical, social, economic, technical constraints, and user requirements into consideration

  • Design and implement appropriate data structures and algorithms

  • Apply scientific, mathematical, software, and engineering design tools toward the design and analysis of a problem solution


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(continued)

  • Prepare a plan of action to implement the system

  • Write and test readable and maintainable code

  • Optimize code with a commitment to quality, timeliness, and continuous improvement


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Communicate effectively both orally and in writing.

  • Communicate effectively in writing

  • Communicate effectively orally


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Work effectively in a team environment.

  • Exhibit good dialoguing skills

  • As part of a small-group project, perform assigned roles effectively


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Apply research and problem-solving skills to support learning at DeVry as well as for life-long personal and professional development.

  • Recognize the need to know information beyond one’s own expertise and demonstrate the ability to gather and synthesize the necessary information into the solution of a problem

  • Use engineering problem-solving methodology in solving problems


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Evaluate the broader effects of technology and identify connections between technology and economics, politics, culture, ethical responsibility, social structure, the environment, and other areas.

  • Identify linkages and casual relationships between technology and social, political, economic, cultural, and environmental conditions

  • Work effectively in diverse environments and adapt technical solutions to this audience

  • Pursue technical work within guidelines for professional, ethical, and social responsibility


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Electronics Engineering Technology

Program Objectives


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Use the principles of science, mathematics, engineering, and technology to design, implement, and evaluate hardware and software solutions to complex technical problems.

  • Select and define a meaningful problem taking safety, ethical, social, economic, technical constraints, and user requirements into consideration

  • Devise process to solve problem

  • Apply scientific, mathematical, software, and engineering design tools toward the design and analysis of problem solutions


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4. (continued)

  • Identify key issues in designing and building a prototype

  • Build, test, and troubleshoot prototype

  • Optimize prototype with a commitment to quality, timeliness, and continuous improvement


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  • Program Objectives Closely Matches ABET (IEEE) Program Criteria

  • Objectives Measurable on Assessment Instruments


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The On-site Accreditation Visit


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Team Chair Responsibility

  • Assesses factors affecting all programs

    • University-wide facilities

    • Administrative policies and practices

    • General faculty issues

    • Student recruitment and records

    • Placement services and grad follow-up

    • Long-range plans, corrective actions, etc.

  • Advises

    • Programs evaluators

    • Institutional personnel


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Program Evaluator Responsibility

  • Assesses a Particular Program

    • Facilities: laboratories, equipment, computers

    • Classrooms, offices, library, support services, etc.

    • Curriculum and student performance

    • Corrective actions taken from previous visit

    • Students, faculty, industrial advisory board

    • Employer satisfaction

  • Advises

    • Program faculty


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Multiple Assessment Measures to Evaluate Achievement of the Goals and Objectives

  • Senior Project Assessment

  • Industry Advisory Board Inputs

  • Employer and Alumni Surveys

  • Deans/Department Chair/faculty meetings

  • Annual Program Review meetings

  • General Education Course Assessment


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Display Materials for the On-site Accreditation Visit – Student Achievement Verified

  • Senior Project Assessment Results over the years

  • General Education course assessment over the years

  • Senior Project Portfolios

  • Student work samples organized by ABET Criterion 2 a. through k.

  • Senior Project demo videos

  • Employer and Alumni Surveys and Analyses

  • Industry Advisory Board meeting minutes

  • Student Satisfaction Survey over the years

  • Annual Program Review documentation

  • Retention Review documents

  • Math/science Review documents


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Display Materials for the On-site Accreditation Visit – Faculty

  • Faculty participation in advisement

  • Faculty participation in development activities

  • Faculty meeting agendas

  • Faculty sequence committee meeting notes

  • Faculty analyses on TCO and Sr. Proj. assessment results Student Satisfaction Inventory results


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Overview of the On-Site Visit

  • First Day

    • Review exhibits, and evening team-only meeting

  • Second Day

    • Orientation meeting

    • Interview with faculty, students, administrative staff

    • Luncheon meeting with graduates, industrial Advisory Board members, etc.

    • Team-only dinner and p.m. meeting

  • Third Day

    • Team completes interviews and evaluation forms

    • Afternoon exit interview and written Preliminary Statement


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After the On-site Accreditation Visit

  • Team left behind a written Preliminary Statement at the exit interview

  • Response to the preliminary statement in 14 days

  • Team Chair prepares a Draft Statement for ABET to edit

  • ABET issues edited Draft Statement to the institution

  • The institutional has 30 days to respond to the Draft Statement


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Draft Statement

  • Summarize Preliminary Findings

    • For the institution

    • For ABET to edit

  • Provide the Institution the Opportunity to Respond Prior to Commission’s Final Decision

    • Regarding the changes since the visit

    • Regarding actions taken to address findings

  • Provide Written Documentation of the Visit


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Structure of Draft Statement

  • Institutional Section

    • Findings relating to the institution

  • Program Section (s)

    • Finding specific to each program


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Findings Terminology

  • Strength

    • A noteworthy practice or condition which exceeds normal expectations in its positive effect on programs

  • Observation

    • An observation that does not necessarily relate directly to ABET criteria; offered as advice to help improve program

  • Concern

    • Condition wherein criteria are currently satisfied, but there is identifiable potential for non-compliance; positive action is needed to ensure continued compliance


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Findings Terminology

  • Weakness

    • A partial or weak compliance with some provision of the ABET criteria; action is needed to strengthen or bring into full compliance

  • Deficiency

    • An apparent failure of the program to meet mandatory provisions of the ABET criteria; action is required to:

      • Make a new program accreditable, or to

      • Continue accreditation of a currently-accredited program


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Basis of Accreditation Decision

  • Accreditation actions are based on:

    • Status of the program at the time of accreditation visit, plus

    • Additions, modifications, clarifications, etc., provided in due process (14-day; 30-day; etc.), plus

    • Other information provided early enough (prior to the determination) to be considered at the commission meeting


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Accreditation Actions

NGRNext General Review

IRInterim Report

IVInterim Visit

SCShow Cause (Re-visit in a year)

NANot to Accredit


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Possible Accreditation Actions

FindingsResults of evaluation

Weaknessnyy--

Deficienciesn nny

Type of ReviewPossible Actions

General ReviewNGRIRIVSC

Following an SCNGRIRIVNA


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Final Accreditation Statement

  • Final Accreditation determination to be made on voting basis at the Annual ABET Executive Meeting (Usually in August-September)

  • Final Accreditation Statement to be issued to the Institution after the Annual ABET Executive Meeting


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