ABET, Global Competencies in STEM Education, and Future Challenges
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1 ABET, Global Competencies in STEM Education, and Future Challenges Michael K. J. Milligan, PhD, PE, CAE ABET Executive Director May 2014
2 2 Topics Who is ABET? ABET s Global Engagement Competencies for Global Technical Professionals How we Influence Programs Examples Future Challenges
3 3 Who is ABET? ABET Essentials
4 4 ABET is a Program Accreditor Also called Specialized Accreditor Not-for-profit organization Evaluates academic programs Not Institutions, degrees, or courses AS, BS, MS levels Programs are relevant, technically strong Technical and professional skills Peer review process Evaluators from ABET s technical societies Quality assurance Inspires confidence that graduates are prepared to enter the profession
5 5 ABET Mission ABET serves the public globally through the promotion and advancement of education in applied science, computing, engineering, and engineering technology
6 6 ABET Vision Provide world leadership in assuring quality and stimulating innovation in Applied Science Computing Engineering, and Engineering Technology Education
7 ABET s 34 Member Societies 1.5 million individual members Represent the profession
8 8 ABET Program Evaluators Academe, Industry, Government
9 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 o International engagement: prepare students for globalization through international exchanges, study abroad, foreign work experience, etc. o Entrepreneur skills, enhanced liberal arts education Continuous Quality Improvement Formal assessment processes 18-month Evaluation Process Self-Study, Campus Visit, Decision Meeting
10 10 Global Quality Assurance ABET s Global Engagement
11 11 Why a Global Focus for ABET? Global Education International Students Global Institutions Growth of (global) Distance Learning Global Business Global technical professionals Developing Nations & Economies Rapid growth in technical capacity building Global Challenges
12 12 Global Challenges Environment World Population Clean Water Conflict Aging Population Energy
13 13 ABET s Global Engagement Consistent with ABET s Mission & Vision Overarching goals Assist in the development & advancement of technical education worldwide Promote quality and innovation Accredit Programs outside the U.S. 324 programs in 23 countries Partnerships Memoranda of Understanding (MOUs) Mutual Recognition Agreements (MRAs) Membership in Global Organizations IFEES, GEDC
14 14 International Partnerships Mutual Recognition Agreements (MRAs) International agreements Between bodies responsible for accrediting engineering degree programs Recognizes substantial equivalency of accrediting systems Graduates of accredited programs are prepared to practice engineering at the entry level to the profession
15 15 International Engineering Alliance (IEA) Washington Accord* Engineering Sydney Accord* Engineering Technology Dublin Accord* Engineering Technician APEC Engineer Agreement Asia Pacific Economic Cooperation Engineers Mobility Forum Professional Engineers Register Engineering Technologist Forum * ABET is Full Signatory
16 16 Washington Accord Engineering ABET: U.S. (1989) IEAust: Australia (1989) CEAB: Canada (1989) IEI: Ireland (1989) IPENZ: New Zealand (1989) EngC: UK (1989) HKIE: Hong Kong (1995) ECSA: South Africa (1999) JABEE: Japan (2005) IES: Singapore (2006) IEET: Chinese Taipei (2007) ABEEK: South Korea (2007) BEM: Malaysia (2009) MUDEK: Turkey (2011) AEER: Russia (2012)
17 17 Mutual Recognition Agreements Seoul Accord Founded in 2007 Computing Programs Computer Science Information Technology (IT) Information Systems (IS) Signatories ABEEK (S. Korea), ABET (USA), ACS (Australia), BCS (UK), CIPS (Canada), HKIE (Hong Kong), IEET (Chinese Taipei), JABEE (Japan)
18 18 Competencies for Global Technical Professionals
19 Professions of the Future Immense challenges Large scale, complex systems Multidisciplinary systems approach Strong interaction with non-technical experts and the general public Globalization Technology will solve our problems
20 20 Global Technical Professionals Requires unique attributes and skills Work anywhere, with anyone Appreciation for and ability to function in multicultural environment
21 21 Global Professional Skill Set Requires unique attributes and skills Language, history, cultural sensitivity, and curiosity Understand impact of solutions in global context Ability to reinvent oneself multiple times over a lifetime in response to changing technology and situations
22 22 Washington Accord Global Graduate Attributes Engineering Knowledge Problem Analysis Design/Development of Solutions Investigation & Experimentation Modern Tool Usage The Engineer and Society Environment and Sustainability Ethics Individual and Teamwork Communication Project Management and Finance Lifelong Learning
23 How we Influence Programs
24 ABET Criteria Engineering Accreditation Commission 1. Students 2. Program Educational Objectives 3. Student Outcomes 4. Continuous Improvement 5. Curriculum 6. Faculty 7. Facilities 8. Support + Program Specific Criteria (if applicable)
25 Criterion 2: Program Educational Objectives The program must have published program educational objectives that are consistent with the mission of the institution, the needs of the program s various constituencies, and these criteria. There must be a documented, systematically utilized and effective process, involving program constituencies, for the periodic review of these program educational objectives that ensures they remain consistent with the institutional mission, the program s constituents needs, and these criteria
26 26 Criterion 3: Student Outcomes Engineering Accreditation Commission The program must demonstrate that their students attain the following 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
27 27 Criterion 3: Student Outcomes Engineering Accreditation Commission 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
28 28 Criterion 3: Student Outcomes Engineering Accreditation Commission 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
29 29 Criterion 3: Student Outcomes Engineering Accreditation Commission 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
30 30 Criterion 3: Student Outcomes Engineering Accreditation Commission 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 Plus any outcomes specific to field of study ( Program Criteria )
31 31 Internationalize STEM Education: Examples
32 Computer Science Exchange Seaton Hall Johannes Kepler University Linz (Linz, Austria) Math, computer science, German courses Spring/summer semester, junior year Univ of Washington KTH Royal Institute of Technology, Stockholm ETH Zurich, Switzerland Math, computer science, language courses Year-long programs
33 Dual Degree International 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 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
34 Peace Corps International Programs Master s in Civil & Environmental Engineering MS + Peace Corps Service Enhance quality of life, enhance sustainable development Program Skills 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
35 International Education Programs Multiple Formats* 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 * Alan Parkinson
36 Organizations International Engineering Education Focus Global Engineering Education Exchange (GE3 of IIE) University of Rhode Island Colloquium IES Study Aboard ASEE Engineering Deans Council Global Engineering Deans Council (GEDC) International Federation of Engineering Education Societies (IFEES) Academic Institutions Engineers Without Borders (EWB)
37 37 Future Challenges Education, Students & ABET
38 38 Education is CHANGING Non-traditional students Diversity of student population Globalization of the workforce Density of academic programs Students are changing: Gen X, Gen Y, Gen Z Explosion of distance learning: online education The Internet: a tool for learning
39 Distance Learning Revolutionary change to education 6.7 million students online Why Online? Improves access, degree completion Attracts students outside traditional service area Inside Higher Ed: 8 Jan 13
40 40 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/smart phones Electronic tablets YouTube, Facebook, Twitter, etc. Educational experience: What is their expectation?
41 Challenges to Incorporating more International Content Challenges to Changing Curriculum Inflexibility of STEM curricula: Perceived and real How to incorporate international experience without study abroad Density: increased technical content + enhanced liberal arts o Languages, culture, history o Advance business skills, entrepreneurship Faculty buy-in ABET Potential or perceived impact on accreditation status Evolution of criteria: include international experience Commitment of ABET s professional societies
42 42 Way Forward Technical Education is evolving Globalization Demands from Students Demands from Industry Global Challenges ABET encourages Innovation International experiences Challenges Ahead
43 85,000 students graduate from ABET accredited programs each year!
44 44 Questions?
45 45 Thank You! Michael K. J. Milligan, PhD, PE, CAE ABET Executive Director
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