Supporting ABET Assessment and Continuous Improvement for Engineering

Supporting ABET Assessment and Continuous Improvement for Engineering Programs William E. Kelly Professor of Civil Engineering The Catholic University of America

What is ABET? • Primary organization responsible for monitoring, evaluating, and certifying the quality of engineering, engineering technology, and applied science, and computer science education in the United States • Federation of 31 technical and professional societies representing over 1. 8 million practicing professionals

Objectives of ABET Accreditation (1) Assure that graduates of an accredited program are adequately prepared to enter and continue the practice of engineering, technology, applied science and computer science (2) Stimulate the improvement of E&T-AS&CS (3) Encourage new and innovative approaches to E&T-AS&CS education and its assessment (4) Identify accredited programs to the public

ABET Evolution • Late 80’s university frustration with “bean counting” approach • Same time period industry felt graduates were not “fully” prepared • Workshops early-mid nineties • “ABET 2000” blank-slate approach • Pilot visits • Faculty workshops

Philosophy • Institutions and Programs define mission and objectives to meet the needs of their constituents -- enable program differentiation • Emphasis on outcomes -- preparation for professional practice • Programs demonstrate how criteria and educational objectives are being met

ABET Criteria • • • Consensus criteria Other models? Common threads? Criteria for physics programs? Expected outcomes?

Key Criteria • Criterion 2: Program Educational Objectives • Criterion 3: Program Outcomes and Assessment • Criterion 4: Professional Component

Program Educational Objectives Criterion 2 • Detailed Educational Objectives that are consistent with the mission and the criteria • A Process, based on needs of constituencies, in which objectives are determined and evaluated • A Curriculum and Process that ensures 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 program

Program Outcomes and Assessment Criterion 3 • Demonstrate that graduates have achieved desired outcomes • Measure outcomes important to mission and objectives • Apply results to further development and continuous improvement of program

Program Outcomes • Engineering programs must demonstrate that their graduates have: a. An ability to apply knowledge of mathematics, science and engineering appropriate to the discipline b. An ability to design and conduct experiments, analyze and interpret data c. An ability to design a system, component, or process to meet desired needs

Program Outcomes (continued) 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

Program Outcomes (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

Professional Component Criterion 4 • Faculty must ensure that the curriculum devotes adequate attention and time to each component, consistent with objectives of the program and institution • Preparation for engineering practice – Major design experience • Subject areas appropriate to engineering

Professional Component Subject Areas • One year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline • One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study • A General Education component that complements the technical content of the curriculum and is consistent with the program and institution objectives

Assessment and Improvement of Physics and Mathematics Components • Need for ABET programs to interact with rest of campus • Opportunity to work together • Service departments can help and strengthen engineering programs by becoming actively involved in assessment • Regional accreditation expectations • •

Some Possible Questions for Discussion • Assessment of outcomes (a) and (b)

Formative Assessment • Formative assessment demonstrating that students have: a. An ability to apply knowledge of mathematics, science and engineering appropriate to the discipline a. End of course test developed in conjunction with engineering program b. Entry test for follow-on engineering course c. Results used to demonstrate improvement of physics component

Program Outcomes • Engineering programs must demonstrate that their students have: b. An ability to design and conduct experiments, analyze and interpret data a. Evaluate experimental work a. Lab test a. Specific skills and experiences tied to followon engineering courses b. Support engineering? c. Basic science skills applied in design

Summary • Curriculum requirements Criterion 4 – opportunity to work with engineering programs to ensure appropriate to discipline • Outcomes assessment – Formative assessment – Program improvement