ABET Expert Michael K Milligan

Transcription

1 Michael K. J. Milligan, Ph.D., P.E. Executive Director, ABET April 27, 2012 IIE Workshop

2 Topics Who is ABET? ABET s Global Engagement The Global Professional Future Challenges 2

3 Who is ABET? ABET Essentials

4 ABET s ABET s Vision Provide world leadership p in assuring quality and in stimulating innovation in ¾ Applied Science ¾ Computing ¾ Engineering, and ¾ Engineering g g Technology gy Education

5 Program Accreditor Also called Specialized Accreditor Evaluate programs Not degrees, courses, or institutions Relevant, technically strong Professional skills Graduates ready to enter the profession Peer review process

6 ABET s 31 Societies Represent the profession Develop program criteria Provide 2,000+ volunteers Board Reps, Commissioners Program Evaluators

7 ABET is Volunteer-Driven 2,000+ Volunteers develop ABET Policy, Pli Criteria, and make Accreditation Decisions Board of Directors 4 Commissions Program Evaluators Nominated by member societies Provide strategic direction and plans Decide policy and procedures Approve criteria ASAC, CAC, EAC, ETAC Make decisions on accreditation status Implement accreditation policies Propose changes to criteria Visit campuses Evaluate individual programs Make initial accreditation recommendations Face of ABET Approve criteria criteria Face of ABET 100% of accreditation decisions are made by volunteers

8 Components of ABET Accreditation Outcomes-based Criteria ( EC2000 ) What is learned vs. what is taught Focus on constituent needs Prepare graduates to enter the profession (AS, BS, MS) Encourages program innovation, uniqueness, Examples: International engagement: prepare students for globalization through international exchanges, study abroad, foreign work experience, etc. Entrepreneur skills, enhanced liberal arts education Continuous Quality Improvement Formal assessment processes 18-month Evaluation Process Self-Study, Campus Visit, Decision Meeting

9 Global l Engagement

10 ABET s International Activities Globally ll Engaged and Committed 286 accredited programs in 22 countries outside U.S. MOUs with 15 national agencies Mutual Recognition Agreements Engineers Canada Washington Accord (Engineering), 14 nations Sydney Accord(Engr Tech, 4 year), 8 nations Seoul Accord (Computing), 8 nations Membership in Global Organizations Global Engineering Deans Council (GEDC) Intl Federation of Engr Education Societies (IFEES)

11 Washington Accord Global l Graduate Attributes t Engineering Knowledge Environment and Problem Analysis Sustainability Design/Development of Ethics Solutions Individual and Investigation & Experimentation ti Teamwork Communication Modern Tool Usage Project Management The Engineer and and Finance Society Lifelong Learning

12 The Global Professional

13 Why a Global Focus? Business U.S. Corporations ~ 50% profits outside U.S. (2009) Global technical professionals Work anywhere, with anyone Appreciation for, and ability to function in, a multicultural environment

14 Why A Global Focus? Global Grand Challenges Environment World Population Clean Water Conflict Aging Population Energy

15 Why a Global Focus? Education International Students in US US Students Study Abroad International Institutions ABET-accreditation (U.S. foreign campuses, non-us) Distance Learning Explosive Growth Transcends geographical Transcends geographical borders

16 Future Challenges

17 Education is Changing Non-traditional students Diversity of student population Globalization of the workforce Density of academic programs Students are changing: g Gen X, Gen Y, Gen Z Explosion of distance learning: online education The Internet: a tool for learning

18 Students are Changing Digital Natives (Gen Z) Born between mid-1990s and end of 2000s Lifelong users of Internet Instant messaging and text messaging MP3 players Cell phones YouTube, Facebook, etc. Educational experience: what is their expectation?

19 Students are Global and Mobile! Studying and Working Abroad Learning Online International Experiences

20

21 Other Challenges Curriculum Inflexibility of engineering i curriculum Perceived and real Density: enhanced liberal l arts content t Languages, culture, history Advance business skills, entrepreneurship Faculty buy-in Potential or perceived impact on: Accreditation status? Assessment?

22 Other Challenges ABET Evolution of criteria: include international experience? Commitment of ABET s professional societies

23 Other Organizations ABET Engagement Global E3 University of Rhode Island Colloquium IES Study Aboard ASEE Engineering Deans Council Engineers Without Borders

24 85,000 students graduate from ABET accredited programs each year!

25 Questions?

26 Thank You! Michael K. J. Milligan, Ph.D., P.E. ABET Executive Director t t

27 Michael K J Milligan, PhD, PE Dr. Michael Milligan is Executive Director of ABET, the worldwide leader in assuring quality and stimulating innovation in applied science, computing, engineering, and engineering technology education. Prior to joining ABET, Dr. Milligan worked in environmental satellite program development at the Aerospace Corporation and also served 24 years as a career U.S. Air Force officer where he managed international research portfolios in Europe, the former Soviet Union, the Middle East, and Africa visiting universities and research institutes in more than 30 countries. Dr. Milligan also served six years as an associate professor, and deputy department head, in the Department of Electrical and Computer Engineering at the U.S. Air Force Academy. He earned a Ph.D. from the University of Texas at Austin, an MSE M.S.E. from the University i of fmassachusetts at Lowell, and a B.S. from Michigan State University - all in electrical engineering. He also earned an M.B.A. from Western New England College, Springfield, Massachusetts.