By
Salih Duffuaa: Professor of Industrial & Systems
Engineering
February 28th, 2011.
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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
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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 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.
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There are several type of accreditation. Institution ,
program.
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Meets the criteria set by accrediting body.
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Quality assurance
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Yard stick for improvement.
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Accreditation is a non-governmental, peerreview 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.
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Accreditation gives colleges and universities a
structured mechanism to assess, evaluate, and
improve the quality of their programs.
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Accreditation helps students and their parents
choose quality college programs.
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Accreditation enables employers to recruit
graduates they know are well-prepared.
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Accreditation is used by registration, licensure, and
certification boards to screen applicants.
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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.
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Accredited programs must request re-evaluation
every six years to retain accreditation;.
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If the accreditation criteria are not satisfied,
additional evaluations may be required within the
six-year interval.
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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.
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Applied Science Accreditation Commission
(ASAC) .
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Computing Accreditation Commission (CAC) .
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Engineering Accreditation Commission (EAC) .
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Technology Accreditation Commission (TAC)
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“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.”
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2. Learning
1. Teaching
3. Assessing
4. Improvement
“The ultimate goal of outcomes assessment is the
improvement of teaching and learning”
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Criterion
Criterion
Criterion
Criterion
Criterion
Criterion
Criterion
Criterion
Criterion
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students
Program Educational Objectives
Program Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Support
Program Criteria
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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
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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
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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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 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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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.
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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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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.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
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
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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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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
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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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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
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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
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Each program must satisfy applicable
Program Criteria
 Curricular topics
 Faculty qualifications
 Current Program Criteria are on the ABET
server (www.abet.org)
 Must satisfy all Program Criteria implied
by title of program
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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.
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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.
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1.
2.
3.
4.
5.
6.
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
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 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
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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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(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.
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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
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Program outcomes must foster attainment of program
educational objectives
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Link outcomes with PEO
All Learning Outcomes may or may not link to all/any PEO
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Program Learning Outcomes
PEO
(a)
1
X
2
(b)
(c)
(d)
X
X
X
3
(e)
(f)
(g)
X
X
X
4
5
X
X
X
(h)
(i)
X
X
(j)
(k)
X
X
X
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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
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Get Approval
 Final form of the Program Educational
Objectives and Learning Outcomes should be
approved by the Department Council
 Keep record in “ABET File”
Keep minutes of meeting
Publish at:
 Department Websiteof constituent’s
involvement and Council
 General Catalog
 Bulletin Boards etc approval as evidence in
record.
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Outcome (a): Ability to apply knowledge of
mathematics………
1.
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.
2.
3.
4.
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Performance
Criteria
Unsatisfactory
1
Developing
2
Satisfactory
3
Exemplary
4
Collects some basic
information –
most relates to
the topic
Collects a great deal
of information
– all relates to
the topic
Perform nearly all
duties.
Perform all duties of
assigned team
role.
Score
Contribute
Research &
gather
informati
on.
Does not collect any
information
that relates to
the topic.
Collects very little
information –
some relates to
the topic.
Take Responsibility
Fulfill team
role’s
duties.
Shear equally
Does not perform
any duties of
assigned team
role.
Always relies on
others to do the
work.
Perform very little
duties.
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
teammate
s.
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
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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)
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Selection of Courses
Data Collection Cycle
Identify Data To be Collected
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Course
Number
Program Outcome
Course Title
EE 200
EE 201
EE 203
EE 205
EE 207
EE 303
Digital Logic Circuit Design
Electrical Circuits I
Electronics I
Electrical Circuits II
Signals & Systems
Electronics II
Probabilistic Methods in
EE 315 Electrical Eng.
EE 340 Electromagnetics
EE 360 Electric Energy Engineering
EE 370
EE 380
EE 390
EE 399
EE 411
Communication Engineering I
Control Engineerng1
Digital System Engineering
Summer Training Program
Senior Design Project
a
P
P
P
P
P
P
P
P
P
P
P
P
P
b
P
P
P
P
P
P
P
P
P
P
c
P
P
P
P
P
P
d
P
P
P
P
P
P
P
P
P
e
P
P
P
P
P
P
P
P
P
P
P
P
P
P
f
P
P
g
P
P
h
i
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
j
k
P
P
P
P
l
m
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
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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
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Evaluation centers on the evidence provided that
supports achievement of each of the criterion
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◦
Self-Study
Transcripts
Display materials
Facility tour
Interviews
Additional materials provided by program
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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
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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
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