Debunking the Myths
behind Accreditation
(in the global environment)
IIE, November 2015
Today’s Presenters
• Michael Milligan
• Executive Director & CEO, ABET Inc.
• Muhammed Rashid
• Professor of Electrical & Computer Engineering,
University of West Florida
• Michael Auer
• President, International Society for Engineering Pedagogy
• President & CEO, International Association of Online
Engineering
• Secretary General, Global Online Laboratory Consortium
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“Myths”
• Accreditation is not relevant to the Global
economy or international education
• Accreditation discourages innovation
• Study abroad or some other international
experience (off campus) hurts the program’s
accreditation status
• Criteria changes are arbitrary, and are not tied to
industry’s needs
• Professors are renowned researchers and don't
need a pedagogic qualification
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Outline for Today’s Panel Session
• Addressing the “Myths”
• ABET
• Quick overview
• ABET’s global engagement
• Comparison of ABET and Washington Accord
• Importance of attributes of the Global Engineer
• Engineering Education Pedagogy
• Certified Engineering Educators In the context of
developing the Global Engineer
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Basics of
Accreditation
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Objectives of ABET Accreditation
1) Ensure that graduates of an accredited
program are adequately prepared to enter the
(global) profession
2) Stimulate the improvement of technical
education worldwide
3) Encourage new and innovative approaches to
technical education and its assessment
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Generally Accepted
Accreditation Principles
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Non-governmental organization conducts review
Single program, unit, or institution as a whole
Accreditation is voluntary
Fair and impartial process
Requires self-assessment by the program
Continuous process (comprehensive reviews
required at some specified interval)
• Uniform criteria, policies and procedures used
for all visits, regardless of location
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Value of
Accreditation
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Value of ABET Accreditation
• ABET accredited programs recognized globally
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Commitment to quality education
Development of Global of Technical Professional
Enhances mobility
Globalized economies
• Outcomes based evaluation approach
• “What is learned” vs “What is taught”
• Holistic view
• Emphasis on Continuous Quality Improvement
• Criteria encourages innovation
• Significant industry involvement
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ABET’s Global
Activities
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ABET is Engaged Globally
• Assistance: MOUs with 16 national agencies
• Mutual Recognition Agreements
• Engineers Canada, International Engineering Alliance
(IEA), Seoul Accord: Computing
• Membership in Global Organizations
• Global Engineering Deans Council (GEDC)
• Intl Federation of Engr Education Societies (IFEES)
• Accreditation Activities (as of 1 Oct 2015)
• 3,569 programs at 714 colleges & universities in 29
countries (475 programs, 95 institutions outside US)
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How we influence
global programs
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ABET Criteria
• The criteria are intended to:
• Assure the quality of educational programs
• Foster the systematic pursuit of quality improvement
in educational programs
• Help develop educational programs that satisfy the
needs of constituencies in a dynamic and competitive
environment
• Responsibility of the institution seeking
accreditation to demonstrate clearly that the
program meets the criteria.
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ABET Criteria
1)
2)
3)
4)
5)
6)
7)
8)
9)
Students
Program Educational Objectives
Student Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support
Program Criteria
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Criterion 2: Program Educational
Objectives
• Broad statements that describe what
graduates are expected to attain within a
few years after graduation. Program
educational objectives are based on the
needs of the program’s constituencies.
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Criterion 3: Student Outcomes
• Student outcomes 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 as they
progress through the program.
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Criterion 3:
EAC Student 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 and solve engineering
problems
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Criterion 3:
EAC Student Outcomes
• (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.
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Proposed Criteria (C.3 excerpts)
• An ability to communicate effectively with a range
of audiences.
• An ability to recognize ethical and professional
responsibilities in engineering situations and
make informed judgments, which must consider
the impact of engineering solutions in global,
economic, environmental, and societal contexts.
• An ability to recognize the ongoing need for
additional knowledge and locate, evaluate,
integrate, and apply this knowledge appropriately.
• www.abet.org
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Innovation
Developing Global Professionals
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Global Technical Professionals
• Requires unique attributes and skills
• Work anywhere, with anyone
• Appreciation for and ability to function in
multicultural environment
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US Institutions, Foreign Campuses
Computing
Pittsburgh, PA
Doha, Qatar
Engineering and Engineering Technology
College Station, TX
Doha, Qatar
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Computer Science Exchange
• Seaton Hall
• Johannes Kepler University Linz (Linz, Austria)
• Math, computer science, German courses
• Spring/summer semester, junior year
• Univ of Washington
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KTH Royal Institute of Technology, Stockholm
ETH Zurich, Switzerland
Math, computer science, language courses
Year-long programs
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Dual Degree Engineering Programs
• University of Rhode Island
• BS; BA German, French, Spanish (or Chinese minor)
• Foreign language & culture each semester
• 5 Year program (year 4 abroad: school + work)
• Milwaukee School of Engineering
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Lubeck University of Appl Sci
BS from MSOE, Diplom-Ingenieur degree from Lubeck
Junior year; courses in German culture and language
Attend with German students
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Peace Corps International Programs
• MS + Peace Corps Service
– Enhance quality of life, enhance
sustainable development
• Program Skills
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Ability to work in other countries
Ability to write and orally communicate
Work in diverse teams; build coalitions and consensus
Devise strategies and long range plans
Ability to budget and manage projects
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International Education Programs
• Dual Degree
• Exchange students
• Extension of home university campus/
programs/courses
• Partner Sub-Contract
• Internship or Co-op
• Mentored Travel
• Extended Field Trip
• Project-Based Learning/Service Learning
• Research Abroad
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Challenges
• Curriculum
• “Inflexibility” of engineering curriculum
• Perceived and real
• Density: enhanced liberal arts content
• Languages, culture, history
• Advance business skills, entrepreneurship
• Faculty “buy-in”
• Perceived impact on accreditation status
• Leadership to enable international focus
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Thank You!
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