Kelly Aapt Winter 2009 Chicago Session Bf04

American Society for Engineering Education Developing Policy for Reforming Engineering Education: the ABET Criteria

AAPT Panel on Reforming STEM Instruction: An Examination of Four Core Change Strategies

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Chicago, IL

William E. Kelly, P.E., Ph.D

February 14, 2009

Manager of Public Affairs 02/25/09

American Society for Engineering Education The American Society for Engineering Education is committed to furthering education in engineering and engineering technology.  Founded in 1893  Intellectual leadership  13,700 individual members  317 accredited US engineering schools -- 87% of all accredited schools  122 Non-academic institutional members

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American Society for Engineering Education Goals:  excellence in instruction, research, public service, and practice  worldwide leadership  technological education of society  quality products and services to members

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American Society for Engineering Education Objectives:     

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local, national, and international communication and collaboration professional interaction and lifelong learning recognition of outstanding contributions of individuals and organizations encouraging youth to pursue studies and careers in engineering and engineering technology recruitment and retention of young faculty and underrepresented groups 02/25/09

Overview 

Short history of Engineering Accreditation

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EC2000

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Reflections on EC2000

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Initial thoughts on panel questions

(ABET, 2006) 02/25/09

Short History of Engineering Accreditation  

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Wickenden Report -1929 Founding of ECPD 1932 – First Criteria Grinter Report 1956 – Curriculum Criteria Increased “rigidization” through 1980s EC2000 1996 EC2000 mandatory all engineering programs 2000

(ABET, 2007)

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EC2000 

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EC2000 was a change in the philosophy of accreditation from an input to an output paradigm with continuous improvement 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. (ABET 2009-2010 Harmonized Criteria) 02/25/09

Criterion 3 Engineering programs 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 (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 (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

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Criterion 3 (cont’d) (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

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Reflecting on Change 

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EC2000 has improved the environment for change and innovation EC2000 has driven assessment and improvement in engineering education. EC2000 has driven improvements related to ABET outcomes (a-k). EC study only looked at changes driven by Criterion 3.

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ASEE Annual Conference Paper Titles – ABET-Change-Innovation

ABET

Innovation Change

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(ABET, 2006)

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(ABET, 2006)

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Panel Questions 

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Focus? EC2000 focus on structure but important measurable impacts on faculty culture and student learning Prescribed outcomes ((a) to (k)) have driven changes in curriculum and faculty culture (ABET, 2006)

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Impact Model

Engineering accreditation at the program level

(ABET, 2006)

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Panel Questions  

Categories Useful? -yes Other categories? Possibly. Philosophy of Criteria is not change or reform but improvement.

(ABET, 2006)

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Panel Questions – Other Aspects 

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Focus of EC2000 was on outcomes and improvement Less attention given to Criteria on faculty and curriculum – these criteria little changed since Grinter (1956) and essentially locked in.

(ABET, 2006)

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American Society for Engineering Education

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