UGSC: Undergraduate Studies Committee Haiyun Bian, Jay Dejongh, Travis Doom, Natsuhiko Futamura, Prabhaker Mateti *, Eric Matson, Karen Meyer, Michael Raymer, Ronald Taylor, Shaojun Wang

ABET Accreditation Board for Engineering and Technology Accreditation Board for Engineering and Technology Engineering (EAC/ABET) Engineering (EAC/ABET) Technology (TAC/ABET) Technology (TAC/ABET) Computing (CAC/ABET) Computing (CAC/ABET) Applied Science (ASAC/ABET) Applied Science (ASAC/ABET)

Ohio Accreditations: ABET EAC AkronBSCEG [2002] AkronBSCEG [2002] Case Western Reserve BSCEG [1971] Case Western Reserve BSCEG [1971] CedarvilleBSCEG [2007] CedarvilleBSCEG [2007] CincinnatiBSCEG [1987] CincinnatiBSCEG [1987] Cleveland StateBSCEG [2005] Cleveland StateBSCEG [2005] DaytonBSCEG [2001] DaytonBSCEG [2001] Ohio Northern BSCPE [2001] Ohio Northern BSCPE [2001] Ohio State BSCEG [2000] Ohio State BSCEG [2000] Ohio State BSCSE [2000] Ohio State BSCSE [2000] ToledoBSCSE [1988] ToledoBSCSE [1988] Wright State BSCEG [1984] Wright State BSCEG [1984]

Ohio Accreditations: ABET CAC Case Western BSCS [2001] Case Western BSCS [2001] Cedarville BSCS [2007] Cedarville BSCS [2007] CincinnatiBSCS [2005] CincinnatiBSCS [2005] MiamiBSCS [2005] MiamiBSCS [2005] Ohio State University BSCSE [2000] Ohio State University BSCSE [2000] Ohio University BSCS [2002] Ohio University BSCS [2002] Toledo BSCSE [1991] Toledo BSCSE [1991] WSU BSCS [1987] WSU BSCS [1987]

ABET Evaluation process is (supposedly) a friendly process, not adversarial Evaluation process is (supposedly) a friendly process, not adversarial Evaluation based on a Self-Study and visit Evaluation based on a Self-Study and visit Evaluators are Engineering + CS faculty and industry professionals Evaluators are Engineering + CS faculty and industry professionals Accreditation is based on outcomes assessment not bean counting Accreditation is based on outcomes assessment not bean counting

Eight Evaluation Criteria 1. Students, 2. Program educational objectives, 3. Program outcomes and assessment, 4. Professional component, 5. Faculty, 6. Facilities, 7. Institutional support and financial resources, 8. Program (CEG, CS, …) criteria

Outcomes? Objectives? “ … even the ABET Gurus are often confused.” -- often heard

Objectives and Outcomes Objectives: what we are preparing the students for. Objectives: what we are preparing the students for. Outcomes: what the students are expected to know/ be able to do. Outcomes: what the students are expected to know/ be able to do.

From ABET EAC Program Educational Objectives – Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. Program Educational Objectives – Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. Program Outcomes – Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program. Program Outcomes – Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.

From ABET CAC I-1. The program must have documented, measurable objectives. I-2. The program’s objectives must include expected outcomes for graduating students. I-3. Data relative to the objectives must be routinely collected and documented, and used in program assessments. I-4. The extent to which each program objective is being met must be periodically assessed. I-5. The results of the program’s periodic assessments must be used to help identify opportunities for program improvement. I-6. The results of the program’s assessments and the actions taken based on the results must be documented.

Outcomes (ABET Criteria 3a-k) a. An ability to apply knowledge of math, 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 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 responsibilities g. An ability to communicate effectively h. The broad education necessary to understand the impact of engineering solutions in a global 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