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Program Evaluator (PEV) Face-to-Face Training. Welcome!. “Our duty is to believe that for which we have sufficient evidence, and to suspend our judgment when we have not.” ~ John Lubbock Facilitator Introductions List of Participants – on each table

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“Our duty is to believe that for which we have sufficient evidence, and to suspend our judgment when we have not.”

~ John Lubbock

Facilitator Introductions

List of Participants – on each table

Introduce yourself – first time you speak

Abet welcome
ABET Welcome

ABET Headquarters


Why are we here course purpose
Why Are We Here?Course Purpose

  • Provide you with the knowledge, skills, and abilities to conduct an ABET accreditation evaluation.

  • Learn how to provide guidance to programs for improvement.

  • Our goal: To improve consistency of program evaluation.

Course purpose cont
Course Purpose(cont.)

This Face-to-Face Training is an experiential workshop that simulates a real visit as closely as possible.

It works in conjunction with the on-line Pre-Work modules, designed for your independent and convenient learning.

Outputs from



from Face to Face

Face to Face




Why are we here learning outcomes
Why Are We Here?Learning Outcomes

At completion of the training, you will be able to:

  • Plan an effective, cordial, efficient campus visit.

  • Interact with your team during a visit.

  • Given a specific situation or evidence (e.g., transcripts, student work):

    • Determine which criteria are relevant to determining the accreditation action.

    • Determine if the program is in compliance with a criterion. If not, determine the level of compliance and the accreditation action.

Learning outcomes cont
Learning Outcomes (cont.)

At completion of the training, you will be able to:

  • Conduct interviews of faculty, staff, and students.

  • Write an exit statement to the institution.

  • Conduct an informal debrief with the program head and exit meeting with leaders of the institution.

  • Complete Program Evaluator forms.

  • Demonstrate “in practice” effective use of PEV competencies in the PEV Competency Model.


Speak with intention.

Listen with attention.

Know that the wisdom is in the room.

Ensure representation from all pertinent voices.

Model the PEV competencies in all facets of the training.

Turn off/silence electronic devices (cell phones, laptops, etc.).

Start/stop on time.

Training materials
Training Materials

  • Notebook

    • Slide Presentation

  • Reference Notebook

    • General Accreditation Materials

    • Commission Specific Materials

  • Exercise Handouts

  • Table Supplies

  • Issue Bins

Module 2 connection to pre work
Module 2: Connection to Pre-Work

Pre work modules
Pre-Work Modules


The Accreditation Process

The Role of the Program Evaluator

Continuous Improvement of Student Learning

Applying the Criteria

The PEV Appraisal Process

Completed pre work
Completed Pre-Work

Outputs from




Face to Face



` Face to Face

Pre-Requisite Work Modules:

  • Overview

  • The Accreditation Process

  • The Role of the Program Evaluator

  • CI of Student Learning

  • Applying the Criteria

  • The PEV Appraisal Process

  • Completed:

  • Proficiency Assessments (3)

  • Upper State University Self-Study and Transcript Analysis (PEV Report and PEV Worksheet as appropriate for Commission)

Pre work refresher cards exercise
Pre-Work Refresher Cards Exercise

In your table groups:

  • Use the refresher cards to test your knowledge of Pre-Work topics:

    • Each take a turn asking, answering, and recording the result.

    • If you get an incorrect response, another group member may ‘help’ out.

  • Your Support Facilitator has the answers and is available for assistance.

  • Record the answers your team gets correctly the first time, second time, and third time AND the number of cards you have gone through.


Handout: Refresher Cards

Upper state university pre work analysis
Upper State University Pre-Work Analysis

  • Pre-work analysis provides starting point for evaluation of Upper State University.

  • Face-to-face training simulates a campus visit to Upper State University.

    • “On-site” activities reveal additional insight and information about the program.


  • Keep an open mind.

  • Stay in information-gathering mode.

  • Do not look through the lens of “reinforcing your pre-drawn conclusions.”

Upper state university site visit
Upper State University Site Visit

At the end of the training you’ll leave with:

  • Table team decision whether the program meets the criteria.

    • Team consensus.

    • My interpretation and your interpretation of like circumstances must be the same.

Abet code of conduct rules of procedure section eight a b
ABET Code of Conduct(Rules of Procedure Section EIGHT A & B)

  • Accept responsibility for decisions you make ...

  • Serve only in areas of competence.

  • Act as agent of ABET and avoid conflicts of interest.

  • Keep decisions confidential.

  • Be objective and truthful.

  • Behave honorably, ethically and lawfully.

  • Report concerns with respect to internal financial matters.

  • Treat all persons fairly.

  • Assist colleagues … in following the Code of Conduct.

  • Support prompt and fair adjudication of alleged violations...

Conflict of interest rules of procedure section seven a b and appm ii c
Conflict of Interest(Rules of Procedure Section SEVEN A & B and APPM II.C)

  • Current or past employment as faculty, staff, or consultant by the institution or program;

  • Current or past discussion or negotiation of employment with the institution or program;

  • Attendance as student at the institution;

  • Receipt of an honorary degree from the institution;

  • An institution or program where a close family relative is, or was, a student or employee within the past 10 years; or,

  • An unpaid official relationship within the past 10 years with an institution.

Dress code for visits
Dress Code for Visits

  • Day 0: Business Casual (Usually a Sunday afternoon campus visit. Time used to review course materials, assessment information, and tour laboratories.)

Dress code for visits1
Dress Code for Visits

  • Day 1: Business Professional (Meetings with Faculty, Students, Support Areas)

  • Day 2: Business Professional (Exit Meeting with CEO of Institution)

Module 3 display materials and facilities
Module 3Display Materials and Facilities

Interview with laboratory manager
Interview withLaboratory Manager

What to look for facilities
What to Look For: Facilities

  • Labs/Design Studios

    • Sufficient number and size of labs.

    • Appropriate coverage across the breadth of specializations within the program.

    • Appropriate equipment, in good repair.

    • Appropriate student access (including evening and weekend access).

    • Appropriate technician support and instructional support in lab.

What to look for facilities1
What to Look For: Facilities

  • Labs/Design Studios, cont.

    • Safe physical arrangement and appropriate safety practices followed.

    • Comments from students about the lab experience.

    • Is there some type of “Laboratory Plan” for maintaining and upgrading the instructional laboratories? This is not required by ABET, but, in general, a formal or informal plan of some sort should exist.

What to look for facilities2
What to Look For: Facilities

  • Classrooms

    • Appropriate physical arrangement, support for computer projection, etc.

    • Not overcrowded.

  • Support facilities

    • Sufficient computer access, with appropriate off-hours access.

    • Appropriate spaces for students to gather (not an explicit criterion but relates to several criteria).

    • Appropriate shop with parts, repair facilities, etc.

  • Faculty offices

    • Sufficient size, privacy.

Display materials appm ii g 6 b
Display Materials (APPM II.G.6.b)

  • Course materials including course syllabi, textbooks, example assignments and exams, and examples of student work, typically ranging from excellent through poor.

  • Evidence program educational objectives are based on the needs of the stated program constituencies.

  • Evidence of the assessment, evaluation, and attainment of student outcomes.

  • Evidence of actions taken to improve the program.

Small group sessions with usu display materials
Small Group Sessions with USU Display Materials

  • Descriptions of materials for:

    • Curriculum/Course Work

    • Senior Design Projects, Capstone or Integrating Experience (if required)

    • Demonstration of Student Outcomes

    • Assessment Materials

Handouts 3-1 & 3-2

What to look for course materials
What to Look For: Course Materials

  • Courses appear appropriate to accomplish the Program Educational Objectives and Student Outcomes.

  • Student work indicates active engagement, demonstration of learning, and reasonable grading standards

  • Evidence with respect to specific Student Outcomes (including those in the criteria) as appropriate to the assessment plan.

  • A few missing items, or even entire missing courses, are not necessarily systemic problems. Pursue any major gap to see if it represents a serious problem.

What to look for laboratory reports
What to Look For: Laboratory Reports

  • Evidence (lab reports) of appropriate student learning (not just cookbook).

  • Evidence to support Student Outcomes.

What to look for major design or integrating experience
What to Look For: Major Design or Integrating Experience

  • Evidence that all students complete a major design, capstone or integrating experience (if criteria require) that draws on previous courses and incorporates standards and realistic constraints. Student work should demonstrate this via a complete project report or some other mechanism.

What to look for assessment materials
What to Look For: Assessment Materials

  • Examples of instruments used and actual data collected.

  • Summaries of the data with results reported in a usable form.

  • Recommendations for program improvement based on the data.

  • Implementation and results.

Documentation appm ii a 6
Documentation (APPM II.A.6)

  • Institutional catalogs and similar publications must clearly indicate the programs accredited by the commissions of ABET as separate and distinct from any other programs or kinds of accreditation.

  • Each accredited program must be specifically identified as “accredited by the _________ Accreditation Commission of ABET,”

  • Each ABET-accredited program must publicly state the program’s educational objectives and student outcomes.

  • Each ABET-accredited program must publicly post annual student enrollment and graduation data per program.

Module 4 sunday team meeting
Module 4:Sunday Team Meeting

Sunday team meeting agenda
Sunday Team Meeting Agenda

Agenda Review

Visit Schedule

Program Evaluator Pre-Visit Briefings

Program Strengths

Potential Program Shortcomings

Recommended Action

Display Material and Facility Findings

Agree on Common Findings and Plans to Investigate


Handout 4-1

Actual visit sunday meeting
Actual Visit Sunday Meeting

  • Usually involves review of multiple programs with one PEV per program.

  • Discussions will focus on common shortcomings across programs and what the team needs to do to ensure consistent evaluation and recommended action.

  • Usually two meetings:

    • Before review of display materials and facility tours.

    • After review of display materials and facility tours.

Module 5 interviews
Module 5:Interviews

Why interview
Why Interview?

Direct interface with the members of the program:

  • Facilitates understanding of the program.

  • Provides an opportunity to clarify items in the Self-Study and to probe for further details.

  • Effective way to identify problems not addressed in the Self-Study.

Managing problem interviews exercise
Managing Problem InterviewsExercise

In your table groups:

  • Draw card from scenario card deck.

  • Share ideas for dealing with the situation:

    • What would you say in this situation?

  • Facilitator: Capture ideas on sticky-notes.

  • Post ideas/responses for each scenario on appropriate flipchart in room.

Handout: Interview Cards

The art of asking questions
The Art of Asking Questions

  • All interview questions should be DESIGNED to elicit a detailed response.

    • Determine and clarify objectives BEFORE the interview.

    • Prepare questions.

The art of asking questions1
The Art of Asking Questions

  • Begin with “why”, “how”, “what”, “when”, and “where”.

  • Avoid leading questions that assume an answer.

  • Prompt for specific information: “Show me.”

The art of asking questions2
The Art of Asking Questions

  • Turn the interviewee into a teacher: “Can you explain that to me?”

  • Ask an obvious question to establish interviewee as the expert.

  • Periodically verify what you heard: “Do I understand you to say…?”

  • Silence is golden.

Student interviews
Student Interviews

  • Suggest Interview a junior/senior level class (~20 minutes w/o instructor present)

  • Briefly describe ABET and Comprehensive Review

  • Possible Questions:

    • Do the laboratory facilities and equipment work well?

    • Are the computer laboratories satisfactory & available?

    • Are enrollment and career advising helpful?

    • Do the courses from the Chem; Phys; Math support the engineering courses?

Handout 5-1

Module 6 monday night meeting
Module 6:Monday Night Meeting

Handout 6-1

Monday night meeting
Monday Night Meeting

  • Each PEV Candidate in turn brief team on potential finding including:

    • Criterion to be cited

    • Evidence gathered

    • Compliance level

  • Discuss evidence, criteria and compliance as team and develop consensus for the finding.

  • You have a maximum of 60 minutes.

Actual monday team meeting
Actual Monday Team Meeting

  • Similarities with simulation

  • Differences with simulation

Module 7 writing exit statements
Module 7 Writing Exit Statements

Types of statements
Types of Statements

Exit statement for Program A

Exit statement for Program B

Exit statement for Program C

Team Chair Exit Statement

Draft Statement

Final Statement

Handout 7-1

Types of findings
Types of Findings

  • The statement will generally include one or more types of findings:

    • Strength

    • Deficiency

    • Weakness

    • Concern

    • Observation

  • The format will vary depending on type of visit: General Review or Interim Visit.

Outline of exit statement
Outline of Exit Statement

  • Introduction

  • Program Strengths

  • Program Shortcomings

    • Deficiencies (in order of Criteria)

    • Weaknesses (in order of Criteria)

    • Concerns (in order of Criteria)

  • Observations

    ***Applies to CAC, EAC, & ASAC – ETAC a bit different

Handout 7-2

Introduction statement
Introduction Statement

Include information such as:

  • Type or special characteristics of the program.

  • Emphasis area(s).

  • Number of enrolled students.

  • Size of most recent graduating class.

  • Number of faculty members.

  • Other information that could be helpful to the next team.

Introduction example
Introduction Example

  • The industrial engineering program prepares students for careers in system design and optimization and ergonomics. All courses in the major are available by distance education, but students must come to campus or have facilities available through their employers for laboratory experiences in two courses. The current student enrollment is 150 students. There are 14 full-time faculty members supporting the program.

Program shortcoming statements
Program Shortcoming Statements

  • Contents:

    • Criterion/policy citation

    • What was observed

    • Effect on the program

Criteria policy citation
Criteria/Policy Citation

  • Criteria/Policy Citation

    • State which criterion or policy applies

    • Quote excerpts as needed

What was observed effect
What Was Observed & Effect

  • What was observed

    • Describe what was observed (evidence).

    • Describe how your finding points to lack of compliance with the criterion or policy or points to lack of strength of compliance.

  • Effect

    • Describe the negative effect it has on the program (D or W) with respect to the criterion.

    • Describe the potential future effect on the program (C) with respect to the criterion.

Example of a deficiency part 1
Example of a Deficiency (Part 1)

Students Criterion

Criterion 1 requires that students who graduate from the program meet all program requirements.

Example of a deficiency part 2
Example of a Deficiency (Part 2)

While most students who graduated successfully completed all requirements, there were a few students who did not pass all of the required courses designated by the program.

Students can graduate from the program without passing all the required courses. Thus, the program is not in compliance with the Student criterion.

Example of a weakness part 1
Example of a Weakness (Part 1)

Program Educational Objective Criterion

This criterion requires that each program have a documented process for involving program constituencies, for the periodic review of these program educational objectives.

Example of a weakness part 2
Example of a Weakness (Part 2)

The program has relied on a review of the PEOs every three years by the faculty only. The other constituencies (alumni, employers, students) were not involved in this review.

Without involvement of all constituencies, the program can not ensure that the PEOs meet the needs of all constituencies. Thus strength of compliance with this criterion is lacking.

Example of a concern part 1
Example of a Concern (Part 1)

Institutional Support Criterion

The criterion requires that resources be sufficient to attract, retain, and provide for the continued professional development of the faculty. Resources must also be sufficient to acquire, maintain, and operate infrastructures, facilities and equipment appropriate for the program.

Example of a concern part 2
Example of a Concern (Part 2)

At present, it appears that resources are adequate to support the program. However, there have recently been large reductions in the operating budget of the department.

If these budgetary reductions continue, future compliance with this criterion may be jeopardized.

Statement critiquing exercise

Statement Critiquing Exercise

Handouts 7-3 & 7-4

Additional guidelines for writing statements
Additional Guidelines for Writing Statements

  • Must be based on conclusions from evidence found by the team to be credible and significant.

  • Names of individuals or titles that identify individuals must not be used.

  • Avoid attributing opinions, conclusions or recommendations to other individuals or groups of individuals besides the Commission.

    • Poor: The team discovered that….

    • Better: Evidence indicated that…..

Additional guidelines for statements
Additional Guidelines for Statements

  • Provide enough detail that the program and institution will know precisely what is inadequate.

  • Provide enough detail to the Commission to justify the type of finding.

  • Provide enough detail that the team making the next general or interim review will be able to determine the amount of progress that has been made since the original finding.

Additional guidelines for statements1
Additional Guidelines for Statements

  • If wording does not add to or clarify the finding, then do not include it.

  • Avoid the use of acronyms or other abbreviations.

  • Avoid combining findings on two criteria into one statement.

Program audit form paf
Program Audit Form (PAF)

  • ONLY document left with the institution at the end of the visit.

  • MUST be consistent with the Exit Statement.

    • Level of compliance.

    • Wording to describe what was observed and the effect on the program.

Handout 7-5

Format of exit statement
Format of Exit Statement

  • Introduction

  • Program Strengths

  • Program Shortcomings

    • Deficiencies (in order of Criteria)

    • Weaknesses (in order of Criteria)

    • Concerns (in order of Criteria)

  • Observations

Reviewing your statement
Reviewing Your Statement

  • Use the statement rubric to carefully review your exit statement before turning it in to the Team Chair.

  • Ask another PEV to review the statement for clarity and consistency with the PAF.

  • Read the statement out loud to your fellow team members.

Table discussion

Table Discussion

Statement Writing Summary

Handout 7-6

Module 8 homework
Module 8Homework

Homework assignment
Homework Assignment

Update your PEV Worksheet to reflect new information from today’s activities:

Interviews, display materials, information from Dean, and team discussions.

Draft your Exit Statement following the statement format and writing guidelines.

Introduction, and the shortcomings based on your team consensus for Upper State University.

Complete the Program Audit Form.

Read the two Judgment Scenarios.

Handouts 8-1 & 7-6

Homework assignment1
Homework Assignment

  • You will email the completed Exit Statement and Program Audit Form to the ABET Staff person whose e-mail address will be provided.

  • The PAF for your commission is available online in Module 7.

  • They will be evaluated by your table Support Facilitator using the statement rubric.

  • We will discuss the Judgment Scenarios Sunday morning.

Day one closing
Day One Closing

  • Day One once-around the room

    • What do you leave with today?

    • What’s “top of mind” about the day?

  • Thank you for your effort today!

Welcome back pev face to face training

Welcome Back!PEV Face-to-Face Training

Module 9 the context for judgment
Module 9The Context for Judgment

Context for judgment
Context for Judgment

  • Evaluation of a program for accreditation requires PEV judgment on the extent to which each criterion is satisfied.

  • PEV judgment is based on evidence obtained during the evaluation process.

  • Judgment was demonstrated in the exit statements written last night for Upper State University as discussed yesterday.

Context for judgment1
Context for Judgment

Throughout the case study:

  • Where did you use evidence as a basis for judgment?

  • How and when did you see evidence-based judgment applied by others?

  • What did you struggle with?

  • Why is evidence-based judgment important?

Context for judgment2
Context for Judgment

  • Accreditation has moved away from a rigid “bean counting” process to one that is based on continuous quality improvement processes.

  • ABET Criteria are based on principles of Continuous Quality Improvement (CQI).

Context for judgment3
Context for Judgment

  • An educational program CQI process should reflect a clear understanding of:

    • Mission

    • Constituents

    • Objectives

    • Outcomes

    • Processes (internal practice to achieve the outcomes)

    • Facts (data collection)

    • Evaluation (interpretation of facts) and

    • Action (feedback to support decision making and improve processes)

Context for judgment4
Context for Judgment

  • Many questions of judgment center around assessment and continuous improvement.

  • When such issues arise, ASK:

    • Are assessment processes adequate to determine achievement of each of the criterion?

    • Are assessment processes robust enough to identify shortcomings and achievements?

    • Are assessment processes sustainable?

    • Will assessment processes lead to program improvements if appropriate?

Program educational objectives
Program Educational Objectives

  • Definition:

    • Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.

  • Key Words

    • Broad Statements; Expected to Attain; Needs of Constituencies

Peos important concepts
PEOs: Important Concepts

  • Should be Forward Looking

  • Should use Expected to Attain language and not Preparing Graduates to Achieve

  • Must periodically review PEOs

  • Must ensure PEOs remain consistent with the institutional mission, the program’s constituents’ needs, and these criteria

  • Can include language from Student Outcomes


  • Judgment centers on the observed evidence that supports achievement of each criterion.

  • When issues arise about specific components of the criteria, ASK:

    • Does the evidence support my decision?

    • What additional evidence could I seek?

Module 10 informal program debrief exit meeting
Module 10Informal Program Debrief & Exit Meeting

Informal debrief preparation
Informal Debrief Preparation

Must have a complete Exit Statement and Program Audit Form at this stage.

Must be able to elaborate on the statement and explain its conclusions without falling into a debate with the program head.

Must be able to relate every shortcoming to the Criteria.

Informal debrief preparation1
Informal Debrief Preparation

Must understand what not to say, particularly the recommended accreditation action.

May make comments that are intended to be helpful while making it clear that these comments (which may appear in the report as Observations) have no relation to the findings with respect to the Criteria.

Must remain completely consistent in all statements to every person.

Note this is not upper state university

Note: This is NOT Upper State University

Informal Debrief Demonstration

Handout 10-1

Exercise simulating the informal debrief

ExerciseSimulating the Informal Debrief

Exit meeting
Exit Meeting

Must have a complete Exit Statement and Program Audit Form that follow all ABET guidelines.

The statement is read verbatim.

There must be no deviation from the written Exit Statement.

If questions are asked, the answers must essentially re-state the Exit Statement without introducing new material.

Exit meeting1
Exit Meeting

  • Always consult with the Team Chair if in doubt about the appropriate response to a question.

  • Always be courteous and respectful.

  • Thank institution for campus hospitality.

What not to do at the exit meeting
What NOT to Do at the Exit Meeting

Do not deviate from the Exit Statement.

Do not make comments regarding any aspect of the program or institution other than those in the Exit Statement.

Do not compare the visited institution to your own institution.

Do not make disparaging comments about students or anyone else.

Do not disagree with the other members of your team in any way.

Do not make any social conversation that could possibly be misinterpreted.

Do not arrive late or leave early.

Module 11 writing exit statements other items
Module 11Writing Exit Statements & Other Items

Writing exit statements other items
Writing Exit Statements & Other Items

  • Observations & Statement Format

  • Interim Actions

  • Evaluation of On-Line Programs

Types of statements1
Types of Statements

Exit statement for Program A

Exit statement for Program B

Exit statement for Program C

Team Chair Exit Statement

Draft Statement

Final Statement

Handout 11-1

Strength statements
Strength Statements

  • A strength is an exceptionally strong, effective practice or condition that stands above the norm, and has a positive effect on the program.

  • For each strength, state:

    • What was observed

    • What makes it stand above the norm

    • The positive effect it has on the program

  • ETAC Note: Strengths are considered observations.

Strength example
Strength Example

The Office of Student Services and Career Development is highly successful in placing the graduates of the college.

Important services provided by this office include career counseling, workshops on interviewing readiness, and training in study skills. The office uses JOBTRAK to assist with referrals and job placement.

These activities help the individual programs achieve their objectives in the successful job placement of their graduates.

Statement of observation
Statement of Observation


“a comment or suggestion which does not relate directly to the accreditation action but is offered to assist the institution in its continuing efforts to improve its programs”

- ABET Accreditation Policy & Procedures Manual Section II.G.9.a.(3)

Example statement of observation
Example Statement of Observation

Use of CSE 2221, Computing in Engineering & Science, as a pre-requisite to senior-level courses could be considered as a way to enhance the computational experience of the students.

Strength observation exercise
Strength & Observation Exercise

  • Take a 5 minutes and read the Strength statements on page 1 of the handout. Determine whether each statement is an appropriate Strength statement or not.

  • Discuss as a table.

  • Repeat for the Observation statements on page 2 of the handout.

  • You have 20 minutes.

Handout 11-2

Interim actions
Interim Actions

  • Programs that receive one or more Weakness or Deficiency will be subject to an Interim Action

  • Interim Report/Interim Visit

  • Interim Report – Team Chair Writes Draft Statement

  • Interim Visit – Exit Statement, PAF, and Draft Statement Written – Some Differences From General Review – Experienced PEVs Involved

Evaluation of on line programs
Evaluation of On-Line Programs

  • Growing need to evaluate programs offered in on-line format only

  • ABET has evaluated a few of these programs in recent past

  • On-line programs are evaluated using the same Criteria as used for traditional programs.

Visit to on line program a bit different
Visit to On-Line Program a Bit Different

  • The Evaluation visit is usually made to a “central office” rather than a traditional campus.

  • Faculty and student interviews usually held using Internet based communication utilities like Skype, GoToMeeting, etc.

Courses and assessment
Courses and Assessment

  • Assessment of Student Outcomes in many organizations done by professional organizations

  • Faculty involvement needs to be determined, particularly in “closing the loop”

  • Curricula and courses may be more practically oriented. Display materials may be different than found in more traditional programs.

Faculty and facilities
Faculty and Facilities

  • Qualifications of faculty may be different than found at more traditional programs. Part-time faculty from industry may have more to offer to students than those with more traditional academic programs.

  • Hardware and course software needs to be evaluated at “central office”. Library access will probably be on-line.

Module 12 connection to competencies
Module 12 Connection to Competencies

Abet pev competency model
ABET PEV Competency Model

  • Technically Current

  • Effective Communicator

  • Professional

  • Interpersonally Skilled

  • Team-Oriented

  • Organized

Handout 12-1

Pev competency exercise
PEV Competency Exercise

At your table, discuss:

Which competencies were effectively demonstrated within the group? How?

Which competencies do we individually and collectively need to improve?

Competency based performance appraisal
Competency Based Performance Appraisal

  • The competencies form the basis of performance appraisal.

    • Evaluation of PEV Candidates

      • You will be evaluated by your table Support Facilitator and PEV Candidate peers at the end of training.

    • Evaluation of PEVs

      • Each PEV will be evaluated by the institution, Team Chair and peers after each visit.

Performance appraisal process
Performance Appraisal Process

  • Serves as a vehicle for professional development.

  • Tool for continuous improvement.

  • Clearly communicates what is expected.

  • Everyone gets evaluated every time.

  • Evaluate against Competency Model.

Competency based performance appraisals
Competency-Based Performance Appraisals

  • 360-Degree Process:

    • Team Chair

    • Institution

    • Team Members

  • “Met Expectations” (rating of 3) describes how the competency is demonstrated pre-visit and on-site. This is the benchmark.

  • Area for actionable comments for items below “3.”

Performance appraisal process1
Performance Appraisal Process








Final Decisions

Notification to


ABET Reviews


Society Additional Input

  • Exceptional Performers

  • Consent Agenda

  • Flags below 3

  • Extenuating Circumstances

  • Add, but not delete

  • Recognition

  • Remediation

  • Removal

  • Executive Committee to Society

  • Society to PEV

  • ABET send performance appraisal results

Module 13 post visit work
Module 13Post-Visit Work

The accreditation timeline
The Accreditation Timeline


Institution requests

accreditation for


March - June

Team chairs assigned, dates set, team members


May - June

Necessary changes

to statement,

if any, are made

December - February

Draft statements edited

and sent to institutions


Institutions notified

of this action

Year 1

Year 2

February - April

Institutions respond

to draft statement and return to ABET


Commission meets

to take final action

February - May

Institution prepares


(Program Self-Study Report)

September - December

Visits take place, draft statements written and finalized following

7-day response period

Post visit process
Post-Visit Process

  • 7-Day Response from institution.

  • Draft Statement prepared, edited, and sent to institution.

  • 30-Day Due Process Response from institution.

  • Final Statement prepared and edited.

  • Commission takes final accreditation action.

  • ABET sends Final Statement and accreditation letter to institution.

Pev responsibilities post visit
PEV Responsibilities – Post-Visit

  • Within one week after the visit is completed, the Program Evaluator MUST:

    • Submit visit expenses using the on-line expense system. Include original itemized receipts.

  • And, the PEV should:

    • Complete Team Chair and Peer PEV Performance Appraisal Forms online.

Pev responsibilities post visit1
PEV Responsibilities – Post-Visit

  • Between Visit and Commission Vote, PEV may be asked to:

    • Review Due Process materials.

    • Consult with Team Chair on accreditation action.

Abet travel policy
ABET Travel Policy

  • Always download and use the latest ABET Travel Policy & Procedures Manual.

  • Make reservations through ABET’s travel agent.

  • Submit expenses online using the ABET on-line expense web tool.

  • Scan original receipts for ALL lodging, meals, and transportation (tolls, parking, taxi, bus, rail) or submit original receipts by mail.

Module 14 post training
Module 14Post-Training

What happens next
What Happens Next?

  • Leave behind completed Exit Statement and Program Audit Form (PAF).

  • Evaluation of Exit Statement & PAF by Facilitator.

  • Evaluation by Facilitator and peers using modified PEV performance appraisal.

  • Member society notified of completion of training and availability of evaluation results.

  • Update your bio on the ABET secure website with dates available for a fall visit.

Contact your training mentor
Contact Your Training Mentor

  • Your Training Mentor is there to support you!

  • Debrief with your Training Mentor soon.

    • Focus on key learnings from the training.

    • Ask any follow up questions.

    • Share any other feedback on the training (pre-work or face-to-face).

Getting assigned
Getting Assigned

  • Member society makes assignments based on institutions’ program needs and PEV pool.

  • Some societies will require Observer visit first.

  • Institutions check team list for any conflict of interest.

  • Team Chair approves your participation and obtains approval from the institution then contacts you.

Questions and answers
Questions and Answers

Any questions on what happens

after the training?

Module 15 closing

Module 15Closing

What have we accomplished a lot
What Have We Accomplished?A Lot!

Compared to yesterday morning, how prepared do you now believe you are to go out on an ABET accreditation visit?


Complete evaluations and leave in the evaluation envelope at your table.

Support Facilitator

PEV Candidate Peers

Just-in-Time Evaluations

Overall Training Evaluation

Thank you travel safely

Thank you. Travel safely.