1. ABET Accreditation: Basic Information
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ABET Accreditation: Basic Information By
Salih Duffuaa: Professor of Industrial & Systems Engineering
February 28th, 2011.

2. Outline ABET History Process and Criteria Abet criteria
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Outline
ABET History
Process and Criteria
Abet criteria
Program educational objectives: guidelines & examples
Program learning outcomes: guidelines & examples
Performance Indicators
Assessment Tools / Methods
Difference Between PEO and Outcomes Assessment
Available Resources
Preparation for Accreditation.
Closing Remarks

3. ABET History
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ABET was established in 1932 as the Engineers' Council for Professional Development (ECPD) by seven engineering societies.
ECPD was originally founded to provide a "joint program for upbuilding engineering as a profession". However, it almost immediately began developing as an accreditation agency, evaluating its first engineering program in 1936 and its first engineering technology program in 1946.
ECPD changed its name to Accreditation Board for Engineering and Technology (ABET) in 1980, and changed it again to ABET, Inc. in 2005.

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ABET Composition
ABET is a federation of 30 professional and technical societies (ABET member societies) representing the fields of applied science, computing, engineering, and technology.
These societies own and operate the organization.
ABET Federations members include IEEE, ASCE, … and many societies.

5. What is and Why Accreditation
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What is and Why Accreditation
There are several type of accreditation. Institution , program.
Meets the criteria set by accrediting body.
Quality assurance
Yard stick for improvement.

6. Accreditation Assures Quality
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Accreditation Assures Quality
Accreditation is a non-governmental, peer- review process that assures the quality of the postsecondary education students receive.
Types of accreditation:
Institutional accreditation evaluates overall institutional quality. One form of institutional accreditation is regional accreditation of colleges and universities.
Specialized accreditation examines specific programs of study, rather than an institution as a whole. Specific programs (e.g. Engineering) are often evaluated through specialized accreditation such as ABET.

7. Why ABET Accreditation Important?
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Why ABET Accreditation Important?
Accreditation gives colleges and universities a structured mechanism to assess, evaluate, and improve the quality of their programs.
Accreditation helps students and their parents choose quality college programs.
Accreditation enables employers to recruit graduates they know are well-prepared.
Accreditation is used by registration, licensure, and certification boards to screen applicants.

8. ABET Accreditation Process
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ABET Accreditation Process
Accreditation of engineering programs is voluntary.
Programs without previous accreditation can apply for accreditation as long as they have produced at least one program graduate.
The request for accreditation is initiated by the institution seeking accreditation.
Accreditation is given to individual programs within an institution rather than to the institution as a whole.

9. ABET Accreditation Process
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ABET Accreditation Process
Accredited programs must request re-evaluation every six years to retain accreditation;.
If the accreditation criteria are not satisfied, additional evaluations may be required within the six-year interval.
The first step in securing or retaining ABET accreditation is for an institution to request an evaluation of its program(s) by January 31 of the year in which accreditation is being sought.

10. ABET Commissions Applied Science Accreditation Commission (ASAC) .
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ABET Commissions
Applied Science Accreditation Commission (ASAC) .
Computing Accreditation Commission (CAC) .
Engineering Accreditation Commission (EAC) .
Technology Accreditation Commission (TAC)

11. The ABET Guiding Principle
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The ABET Guiding Principle
“The ABET Criteria for Accrediting Engineering Programs is based upon what students learn in the course of their program of studies as opposed to what they are presented in a curriculum. Consequently, institutions are required to have educational objectives and to make use of outcomes assessment techniques to determine the degree to which program objectives and outcomes are being attained. The assessment, in turn, is used in an ongoing process of improving student learning through enhancements to the program.”

12. The Teaching-Improvement Loop
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The Teaching-Improvement Loop
1. Teaching
2. Learning
3. Assessing
4. Improvement
“The ultimate goal of outcomes assessment is the improvement of teaching and learning”

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ABET GENERAL CRITERIA
Criterion 1. Students Criterion 2. Program Educational Objectives Criterion 3. Program Outcomes Criterion 4. Continuous Improvement Criterion 5. Curriculum Criterion 6. Faculty Criterion 7. Facilities Criterion 8. Support Criterion 9. Program Criteria

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Students Criterion 1 –
The institution must evaluate, advise, and monitor students.
The institution must have and enforce policies for
transfer students
validation of courses taken for credit elsewhere
The institution must have and enforce procedures to assure that all students meet program requirements

15. Program Educational Objectives - Criterion 2
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statements that describe the expected accomplishments of graduates during the first few years following graduation
Unique to the program and institution
Consistent in all publications

16. Criteria 2: Program Educational Objectives
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Criteria 2: Program Educational Objectives
Each program must have
Detailed published educational objectives
Process based on needs of constituencies in which objectives are determined and periodically evaluated
A curriculum and processes that prepare students for achievement of the objectives
A system of on-going evaluation that demonstrates achievement and uses results to improve the effectiveness of the program

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Examples of PEO
Prepare graduates who will have successful careers, and become leaders, in industry and the public sector
Prepare graduates who will appropriately apply acquired knowledge, work well in team, effectively communicate ideas and technical information, and continue to gain knowledge
Prepare graduates who will continue professional development and will pursue continuing education opportunities relevant to their careers

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Examples of PEO
Graduates will be prepared to take the lead in recognizing engineering problems in their organizations and designing solutions.
Graduates will be capable of operating effectively in today's dynamic, heterogeneous organizations .
Graduates will be prepared to contribute as ethical and responsible members of society.

19. Program Outcomes & Assessment - Criterion 3
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Program outcomes:
Statements that describe what students are expected to know and be able to do by the time of graduation
The achievement of outcomes indicates that the student is equipped to achieve the program educational objectives
ABET designated (a-k) included in some way

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Program Outcomes
Programs must demonstrate their graduates have outcomes “a to k”
Programs must have an assessment process with documented results
Evidence that the results of the assessment process are applied to the further development and improvement of the program.

21. Outcomes The graduates of the program should be able to:
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Outcomes
The graduates of the program should be able to:
apply knowledge of mathematics, science, and engineering;
design and conduct experiments, as well as analyze and interpret data;
design and improve integrated systems of people, materials, information, facilities, and technology;
function as a member of a multi-disciplinary team;
identify, formulate, and solve industrial and Systems engineering problems;
understand and respect professional and ethical responsibilities;
communicate effectively both orally and in writing;
understand the impact of engineering solutions in a global and societal contexts;
recognize the need for life-long learning, and an ability to engage in it;
have a knowledge of contemporary issues;
use up to dated techniques, skills and tools of Industrial and Systems Engineering throughout their professional careers

22. Continuous Improvement: Criteria 4
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Continuous Improvement: Criteria 4
Each program must show evidence of action to improve the program.
The action should based on information such as results of criteria 1 and 2.

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Curriculum : Criteria 5
Faculty must assure that the curriculum devotes adequate attention and time to each component, consistent with objectives of the program and institution
One year of math and sciences.
One and half year of engineering topics.
Preparation for engineering practice
Major design experience
Subject areas appropriate to engineering

24. Faculty: Criteria 6 Demonstrate that the faculty:
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Faculty: Criteria 6
Demonstrate that the faculty:
Have the competencies to cover all of the curricular areas of the program
Is of sufficient number to accommodate student-faculty interaction, advising and counseling, service activities, professional development, and interaction with practitioners and employers, as required by Criterion 5

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Facilities: Criteria 7
Classrooms, laboratories, and associated equipment must be adequate to accomplish program objectives and provide an atmosphere conducive to learning
Opportunities to learn the use of modern engineering tools
Computing/information infrastructure to support scholarly activities of the students and faculty and the educational objectives of the institution

26. Institutional Support and Financial Resources - Criterion 8
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Institutional Support and Financial Resources - Criterion 8
Institutional support, financial resources, and constructive leadership must be adequate to assure quality and continuity of the program
Attract, retain, and provide for professional development of a well-qualified faculty
Resources to acquire, maintain, and operate equipment and facilities
Adequate support personnel
Support of quality-improvement efforts

27. Program Criteria –Criterion 9
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Program Criteria –Criterion 9
Each program must satisfy applicable Program Criteria
Curricular topics
Faculty qualifications
Current Program Criteria are on the ABET server (
Must satisfy all Program Criteria implied by title of program

28. Terminology
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Deficiency: assigned to any criterion that is totally or largely unmet
Weakness: criterion is met to some meaningful extent, but compliance is insufficient to fully satisfy requirements
Concern: criterion is fully met, but there is potential for non-compliance in the near future
Observation: general commentary possibly related to criteria.

29. Preparation for Accredidation
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Preparation for Accredidation
Create the right organization for ABET
Develop program Objectives and outcomes.
Develop process for outcome assessment.
Prepare Self-Study Report (SER).
Prepare demonstration material.
Internal checks
Call for a mock visit.
Prepare for ABET team visit.
Develop the infrastructure to support the accreditation through out.

30. Guidelines for developing PEO
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Guidelines for developing PEO
All constituents should be involved in identifying PEO
Numbers of PEO should be manageable (4-5)
PEO should be aligned with mission of university
PEO should be measurable
PEO should be assessed periodically using constituents
PEO should be evaluated periodically to continuously improve the program

31. Program Educational Objectives: Examples
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Program Educational Objectives: Examples
Prepare graduates who will be successful in electrical engineering-related careers and other diverse career paths
Prepare graduates to be leaders
Prepare graduates to be good citizens of the society
Prepare graduates to pursue advanced degree, if so desired
Prepare graduates to be life long learners
Prepare graduates to be entrepreneurs

32. PROGRAM LEARNING OUTCOMES
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PROGRAM LEARNING OUTCOMES
Program Learning Outcomes – The following questions should be answered when developing outcomes:
Are outcomes clearly defined?
Does each learning outcome have few performance indicators?
Did we develop rubrics using performance indicators?
Are outcomes aligned with objectives?
Are outcomes numbers manageable?
Are ABET outcomes a through k included?

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Engineering programs must demonstrate that their students attain the following outcomes:
(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
(l-n) Outcome based on Program Criteria
Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program. Program outcomes must foster attainment of program educational objectives.

34. Important Tasks to be done
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Important Tasks to be done
Task 1: Review Program Educational Objectives (PEO) Task 2: Review Program Learning Outcomes Task 3: Align Learning outcomes with PEO Task 4: Present to Constituents Task 5: Get Approval & Publish Task 6: Mapping Course Outcomes to Program Outcomes Task 7: Develop Performance Indicators Task 8: Identify Assessment Tools/Methods Task 9: Develop Assessment Plan Task 10: Data Collection and Evaluation Task 11: Closing the Loop

35. TASK 3: Align Learning outcomes with Program Objectives.
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TASK 3: Align Learning outcomes with Program Objectives.
Program outcomes must foster attainment of program educational objectives
Link outcomes with PEO
All Learning Outcomes may or may not link to all/any PEO
Program Learning Outcomes
PEO
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k) 1 X 2 3 4 5

36. TASK 4: Present to Constituents
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TASK 4: Present to Constituents
Main Stakeholders/Constituents
Faculty through Department Council
Employers through Industrial Advisory Committee
Students through various Professional Groups or Student Societies etc.
Others:
Administration
Alumni
Other Graduate Schools
Recruiters
Employers

37. TASK 5: Get Approval & Publish
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TASK 5: Get Approval & Publish
Get Approval
Final form of the Program Educational Objectives and Learning Outcomes should be approved by the Department Council
Keep record in “ABET File”
Publish at:
Department Website
General Catalog
Bulletin Boards etc
Keep minutes of meeting of constituent’s involvement and Council approval as evidence in record.

38. Mapping: Core Courses & Program Outcomes
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Mapping: Core Courses & Program Outcomes

39. Examples of Performance Indicators
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Examples of Performance Indicators
Outcome (a): Ability to apply knowledge of mathematics………
Applies mathematics principles to obtain solutions.
Uses principles of sciences and engineering in solving engineering problems.
Combines scientific and engineering principles to formulate models of processes and systems.
Combines mathematics principles to formulate models of processes and systems.

40. Example of Rubric on Teamwork
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Example of Rubric on Teamwork
Performance Criteria
Unsatisfactory 1
Developing 2
Satisfactory 3
Exemplary 4
Score
Contribute
Research & gather information.
Does not collect any information that relates to the topic.
Collects very little information – some relates to the topic.
Collects some basic information – most relates to the topic
Collects a great deal of information – all relates to the topic
Take Responsibility
Fulfill team role’s duties.
Does not perform any duties of assigned team role.
Perform very little duties.
Perform nearly all duties.
Perform all duties of assigned team role.
Shear equally
Always relies on others to do the work.
Rarely does the assigned work – often needs reminding.
Usually does the assigned work – rarely needs reminding.
Always does the assigned work – without having to be reminded.
Value Other’s Viewpoints
Listen to other teammates.
Is always talking – never allows anyone else to speak.
Usually doing most of the talking – rarely allows others to speak.
Listens, but sometimes talk too much.
Listen and speaks a fair amount
Average

41. Questionnaires and written surveys (Alumni and employer surveys)
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Task 8: Identify Assessment Tools (cont.) Examples of Indirect measures
Questionnaires and written surveys (Alumni and employer surveys)
Senior exit surveys and interviews
Student course evaluations
Grades **
Focus groups conducted by trained moderator
Students internship evaluations (if based on opinion)

42. TASK 9: Development Assessment Plan
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TASK 9: Development Assessment Plan
Selection of Courses
Data Collection Cycle
Identify Data To be Collected

43. Mapping: Core Courses & Program Outcomes
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Mapping: Core Courses & Program Outcomes

44. Selection of Courses for Outcome Assessment
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Selection of Courses for Outcome Assessment

45. Data to be collected For Program Learning Outcomes
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Data to be collected
For Program Learning Outcomes
Students Course Evaluation using rubric
Student Course Portfolios
Grades
Performance Appraisal
Senior exit surveys and interviews
Locally developed exams
For Program Educational Objectives
Alumni Survey
Employers Survey
Industrial Advisory Board’s Feedback
Placement Data

46. TASK 10: Collection of Data & Evaluation
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TASK 10: Collection of Data & Evaluation

47. Activities During ABET Visit
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Activities During ABET Visit

48. Context for Evaluation
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Context for Evaluation
Evaluation centers on the evidence provided that supports achievement of each of the criterion
Self-Study
Transcripts
Display materials
Facility tour
Interviews
Additional materials provided by program

49. Activities During ABET Visit
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Activities During ABET Visit
Examine course materials
Examine assessment materials
Interview program head, faculty members, staff, and students
Tour facilities
Visit supporting areas
Verify/clarify/remove strengths and shortcomings from initial evaluation
Identify additional strengths and shortcomings
Work with Team to finalize evaluation and recommend preliminary accreditation action

50. Strengths and Shortcomings
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Strengths and Shortcomings
Strength – stands above the norm
Concern – program currently satisfies criterion, policy, or procedure, however potential exists for the situation to change such that the criterion, policy, procedure may not be satisfied
Weakness – program lacks strength of compliance with criterion, policy, or procedure
Deficiency – program does not satisfy criterion, policy, or procedure

51. THANK YOU Any Questions
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THANK YOU Any Questions