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 2
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 3
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 4
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Basics of Accreditation 6
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 7
Generally Accepted Accreditation Principles 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 8
Value of Accreditation 9
Value of ABET Accreditation ABET accredited programs recognized globally 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 10
ABET s Global Activities 11
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) 12
13 How we influence global programs 13
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. 14
ABET Criteria 1) Students 2) Program Educational Objectives 3) Student Outcomes 4) Continuous Improvement 5) Curriculum 6) Faculty 7) Facilities 8) Institutional Support 9) Program Criteria 15
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. 16
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. 17
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 18
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. 19
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 20
Innovation Developing Global Professionals 21
22 Global Technical Professionals Requires unique attributes and skills Work anywhere, with anyone Appreciation for and ability to function in multicultural environment 22
US Institutions, Foreign Campuses Pittsburgh, PA Computing Doha, Qatar College Station, TX Engineering and Engineering Technology Doha, Qatar 23
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 24
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 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 25
Peace Corps International Programs 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 26
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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 28
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 29
Thank You! 30