COMPARISON OF ABET OUTCOME REQUIREMENTS AND WASHINGTON ACCORD ATTRIBUTES

Transcription

1 COMPARISON OF ABET OUTCOME REQUIREMENTS AND WASHINGTON ACCORD ATTRIBUTES Muhammad H., Ph.D., Fellow IEE (UK), Life Fellow IEEE (USA) Professor of Electrical & Computer Engineering University of West Florida Pensacola, Florida , USA Dr. is a Distinguished Lecturer for the IEEE Education Society and a Regional Speaker (previously Distinguished Lecture) for the IEEE Industrial Applications Society. 1

2 Address Two Myths Accreditation is not relevant to the Global economy or international education. Criteria changes are arbitrary, and are not tied to industry s needs. 2

3 Terminology of Program Outcomes ABET uses the terminology: 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 A program as program outcomes (POs) or student learning outcomes (SLOs) 3

4 Terminology of Program Objectives Program educational objectives (PEOs) are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program s constituencies. The educational objectives must be consistent with the mission of the institution, and the needs of the program s various constituencies. For Example: Continue professional growth through post-graduate education, continuing education, or professional activity. Doe it mean attainment? 4

5 Why Accreditation? The accrediting agency establishes the criteria and ensures program quality. Program are accredited not degrees, courses or institutions. The emphasis is on: What is learned vs. what is taught? These criteria are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education that satisfies the needs of constituencies in a dynamic and competitive environment. 5

6 ABET 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, 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. Calls for Revision of the EAC Criteria 6

7 ABET Curricular Requirements (a) one year* of a combination of college level mathematics and basic sciences (b) one and one-half years of engineering topics. What constitutes an engineering topic? (a) a general education component * One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total credits required for graduation. 7

8 ABET Design Requirements According to ABET, students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs. Student Outcome : 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. 8

9 Engineering Standards What are engineering standards? The key is the word 'appropriate. Generally students should be aware of engineering standards from professional societies: IEEE, ANSI, ASTM, SAE, etc. It is not necessary that the projects meet the standards. 9

10 International Engineering Alliance In order to ensure quality assurance worldwide, an International Engineering Alliance has been formed: Mission - working together to advance and benchmarking and mobility in the engineering profession. There are three agreements known as Washington, Dublin and Sidney Accords covering mutual recognition in respect of tertiary-level qualifications in engineering. The Washington Accord signed in 1989 was the first it recognizes substantial equivalence in the accreditation of qualifications in professional engineering, normally of four years. The Sydney Accord which commenced in 2001 recognizes substantial equivalence in the accreditation of qualifications in engineering technology, normally of three years. The Dublin Accord is an agreement for substantial equivalence in the accreditation of tertiary qualifications in technician engineering, normally of two years. It commenced in

11 Washington Accord The Washington Accord, signed in 1989, is an international agreement among bodies responsible for accrediting engineering degree programs. It recognizes the substantial equivalency of programs accredited by those bodies and recommends that graduates of programs accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry to the practice of engineering 11

12 Washington Accord Graduate Attributes Graduate Attributes # Knowledge 1. Engineering Knowledge 2. Problem Analysis 3. Design/ development of solutions 4. Investigation 5. Modern Tool Usage 6. The Engineer and Society 7. Environment and Sustainability 8. Ethics 9. Individual and Team work 10. Communication 11. Project Management and Finance 12. Lifelong learning 12

13 ABET OUTCOME REQUIREMENTS AND WASHIUNGTON ACCORD ATTRIBUTES ABET Criteria versus Graduate Attributes 13

14 Complex Engineering Problems Complex Engineering Problems 14

15 Draft of the Proposed ABET Student Outcomes Criterion 3 Student Outcomes The program must have documented student outcomes that prepare graduates to enter the engineering profession. Student outcomes are outcomes (1) through (6) plus any additional outcomes that may be articulated by the program. 1. An ability to use the principles of science and mathematics to identify, formulate and solve engineering problems. 2. An ability to apply both analysis and synthesis in the engineering design process, resulting in designs that meet constraints and specifications. Constraints and specifications include societal, economic, environmental, and other factors as appropriate to the design. 3. An ability to develop and conduct appropriate experimentation and testing procedures, and to analyze and draw conclusions from data. 4. An ability to communicate effectively with a range of audiences through various media. 5. An ability to demonstrate ethical principles in an engineering context. 6. An ability to establish goals, plan tasks, meet deadlines, manage risk and uncertainty, and function effectively on teams. 15

16 Questions Does an international experience aid in achieving the ABET outcomes/washington Accord attributes. - yes and whey? And what does ABET equivalent mean in an international context? Not equivalent, once accredited by ABET, it is identical to a US program. Are engineering programs at international institutions subject to accreditation? Yes and why? Study abroad or some other international experience (off campus) hurts the program s accreditation status - No and why? Criteria changes are arbitrary, and are not tied to industry s needs No and why 16

17 This image cannot currently be displayed. OBE Book M. H, The Process of Outcome-Based Education Implementation, Assessment and Evaluation. UiTM Press,

18 THANK YOU 18