ABET - Arlington Technology Association

Report
Introduction to ABET
Accreditation
Jamie Rogers, Ph.D., P.E.
2014-2015 ABET President
UT System Regents' Outstanding Teacher,
Professor & Associate Department Chair - The University of Texas @ Arlington
Industrial & Manufacturing Systems Engineering Dept.
May 7, 2014
Copyright © 2014 by ABET
2
Topics
• Who is ABET?
• Value of Accreditation
• Basics of ABET Accreditation
 Process
 Criteria
 Continuous Quality Improvement
• ABET’s Global Activities
• Becoming a Program Evaluator
Copyright © 2014 by ABET
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Who Is ABET?
Copyright © 2014 by ABET
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ABET Vision
Provide world leadership
in assuring quality and in
stimulating innovation in
• Applied Science
• Computing
• Engineering, and
• Engineering Technology
Education
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ABET Mission
(slide 1)
ABET serves the public globally through the
promotion and advancement of education in
applied science, computing, engineering,
and engineering technology.
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ABET Mission
(slide 2)
• Accredits educational programs
• Promotes quality and innovation in education
 Communicates and collaborates with its constituents and the public
• Assists in the development and advancement of
education worldwide
• Anticipates and prepares for the changing educational
environment and the future needs of its constituents
• Manages its operations and resources in an effective
and fiscally responsible manner
Copyright © 2014 by ABET
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What Does ABET Accredit?
• An academic program leading to a specific
degree in a specific discipline
• Misconceptions clarified:
 Not institutions
 Not schools, colleges, or departments
 Not facilities, courses, or faculty
 Not graduates
 Not degrees
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Accreditation in the U.S.
• Non-governmental
• Voluntary
• Peer review
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Who Recognizes ABET?
In the U.S.
• 33 Member and Associate Member Societies of ABET
• Council for Higher Education Accreditation (CHEA)
• State Boards for Engineering & Surveying Licensure &
Registration (over 55 jurisdictions)
• U.S. Patent Office
• U.S. Reserve Officers Training Corps
• Council of Engineering Specialty Boards (CESB)
• Board of Certified Safety Professionals (BCSP)
• Accreditors in other disciplines
• U.S. Trade Office
• U.S. State Department
• Employers (position announcements)
Copyright © 2014 by ABET
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Brief ABET History
1932
Engineers’ Council for Professional Development (ECPD) established
1936
ECPD first evaluated engineering degree programs
1980
Name changed to “Accreditation Board for Engineering and Technology”
(ABET)
1980
Mutual Recognition Agreement (MRA) signed with Canada (1st international
agreement)
1989
Washington Accord Agreement signed with Canada, UK, Ireland,
Australia, and New Zealand
1994
Policies and Procedures for Substantial Equivalency evaluations (evaluations
outside the U.S.) approved
1995-2000
Major criteria reform (Engineering Criteria 2000)
2005
Name changed to “ABET” solely, no longer spelling out the former name
2006
Substantial Equivalency discontinued
2007
Accreditation of programs outside the U.S. began
2011
IFEES, GEDC Membership
Copyright © 2014 by ABET
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ABET Organizational Design
• ABET is a federation of 33 professional and
technical societies.
• Neither institutions nor individuals are
members of ABET.
• ABET relies on the services of almost
2,200 volunteers supported by 33 full-time
and seven part-time staff.
Copyright © 2014 by ABET
ABET’s 33 Member
Societies
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Member Societies
• Represent “the profession”
 Over 1.5 million individual members
• Develop program criteria
• Appoint Board representatives
• Nominate commissioners
• Recruit and assign program evaluators
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Organizational Structure
Volunteer-Driven: 2,200+ Volunteers
Board of Directors
4 Commissions
• 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
Program Evaluators
• Visit campuses
• Evaluate individual
programs
• Make initial
accreditation
recommendations
• “Face of ABET”
100% of accreditation decisions are made by volunteers
ABET Headquarters (Baltimore): ~40 full, part time staff
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ABET Organizational Structure
Committees
Board of Directors
Accreditation
Council
Industry Advisory
Council
Academic
Advisory
Council
Applied
Computing
Engineering
Engineering
Science
Accreditation
Accreditation
Technology
Accreditation
Commission
Commission
Accreditation
2,285
Commission
Commission
Global
Council
ABET
Headquarters
73 accredited
405 accredited
accredited
620 accredited
programs at 55
programs at 310
programs at
programs at
institutions
institutions
468 institutions
212 institutions
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ABET Board of Directors
• 5 Officers
 President, President-Elect, Past President, Secretary, Treasurer
• 1-year terms, except for Treasurer who serves for 2 years
• 39 Directors
 1-3 Directors from each member society
 3-year term, renewable for additional term
• 5 Public Directors
 Right to vote; no affiliation with member societies
 3-year term, renewable for additional term
• 2 Associate Member Representatives
 Privilege of the floor, but no vote
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Sources of ABET Funding
• ABET Member Societies
 Costs associated with governance
• Institutions
 Costs associated with accreditation
• Users (individuals, institutions, and
societies) of professional services
 Costs associated with workshops, symposia
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85,000 students graduate from
ABET-accredited programs each year!
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Topics
• Who is ABET?
• Value of Accreditation
• Basics of ABET Accreditation
 Process
 Criteria
 Continuous Quality Improvement
• ABET’s Global Activities
• Becoming a Program Evaluator
Copyright © 2014 by ABET
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Value of ABET
Accreditation
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Value of ABET Accreditation
• ABET-accredited programs recognized globally
 Commitment to quality education
• Outcomes-based approach
 “What is learned” vs. “what is taught”
• Emphasis on continuous quality improvement
• Criteria encourages innovation
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ABET Value
Students and Parents
• Helps students select quality programs
• Shows institution is committed to improving
the educational experience
• Helps students prepare
to enter “the profession”
• Enhances employment
opportunities
• Establishes eligibility for
financial aid and scholarships
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ABET Value
Institutions
• “Third-party” confirmation
of quality of programs
• Prestige, recognition by
“the profession”
• Attract the strongest students
• Acceptability of transfer credits
• Some external funding depends on
accreditation status
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ABET Value
Faculty
• Encourages “best practices”
in education
• Structured mechanisms
for self-improvement
• Institution is serious and
committed to improving
quality
 Facilities, financial resources,
training, etc.
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ABET Value
Industry
• Ensures educational
requirements to enter
“the profession” are met
• Aids industry in recruiting
 Ensures “baseline” of
educational experience
• Enhances mobility
• Opportunity to help guide
the educational process
 Program’s industrial advisory groups
 Professional, technical societies
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ABET Value
Society
• Helps ensure public safety
 Supports professional licensure, certification
 Graduates are ready for the profession
• Engages multiple constituents
 Academe, industry, public
• Identifies programs for investment of public
and private funds
• Some assurance to taxpayers
 Funds for higher education are appropriately spent
Copyright © 2014 by ABET
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Topics
• Who is ABET?
• Value of Accreditation
• Basics of ABET Accreditation
 Process
 Criteria
 Continuous Quality Improvement
• ABET’s Global Activities
• Becoming a Program Evaluator
Copyright © 2014 by ABET
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Basics of ABET
Accreditation
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Generally Accepted
Accreditation Principles
•
•
•
•
Accreditation is voluntary
Non-governmental organization
Fair and impartial peer review process
Requires self-assessment by the
program/school
• Continuous process (reviewed every n years)
• Failure of single criterion results in loss of
accreditation
 Deficiencies in one area CANNOT be compensated
by strengths in other areas.
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What Programs Do ABET
Accredit?
• Academic program leading to a specific degree
in a specific discipline
 Assigned commission depends on program name
• Applied Science (ASAC): AS, BS, MS
 Examples: Health Physics, Industrial Hygiene,
Industrial & Quality Management, Safety Sciences,
Surveying & Mapping
• Computing (CAC): BS
 Computer Science, Info Systems, Info Technology
• Engineering (EAC): BS, MS
• Engineering Technology (ETAC): AS, BS
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ABET Accreditation Process
What Does It Involve?
• Criteria developed by member societies,
practitioners, and educators
• Self-Study Report by the institution and program
• On-site evaluation by peers
 From education, government, and industry
• Publication of lists of accredited programs
• Periodic re-evaluation (maximum 6 years)
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ABET Accreditation Process
Objectives
• Assure that graduates of an accredited program
are adequately prepared to enter and continue
the practice of applied science, computing,
engineering, and engineering technology
• Stimulate the improvement of technical
education
• Encourage new and innovative approaches to
technical education and its assessment
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Basic Requirements
• Programs must have graduates
 Institution must assess entire program
• Appropriate institutional accreditation or
governmental approval
 U.S. Department of Education, or
 Regional accreditation agency, or
 National accreditation agency, or
 State authority
 Outside the U.S.
• Appropriate entity that authorizes/approves the offering
of educational programs
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ABET Accreditation Process
• Programs prepare Self-Study Report for evaluation
team
 Documents how the program meets criteria
• Program review conducted by team of peer
colleagues
 Faculty, industry and government professionals, and
administrators in the profession
 Review the Self-Study Report, conduct the review visit
• ABET Program Evaluators (PEVs)
 2,200+ volunteers from academe, industry, and government
(individual members of ABET Member Societies)
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Peer Review
• Evaluation conducted by team of peer
colleagues:
 Faculty, industry and government professionals,
and administrators in the profession
 Review the Self-Study Report and conduct
review visits
• ABET resource pool of visitors consists of
approximately 2,200 faculty, industry, and
government representatives
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Review Team
Membership
• One Team Chair
 For large teams: Team Chair and Co-Chair
• Typically one program evaluator for each
program being evaluated
 Minimum of 2 for a single program
• Possibly one or more observers
 International partners, U.S. state licensing boards,
new program evaluators, ABET staff
• Team members are volunteers and not
compensated for their work
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On-Site Visit
• Direct observations
 Program facilities
 Student work, materials
 Interview faculty, students, administrators,
and other professional supporting personnel
• Complements the Self-Study Report
 Provides direct, observable evidence that
cannot be obtained from the Self-Study
Report
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Accreditation Timeline
18-Month Process
January
Institution requests
accreditation for
programs
March - June
Team members
assigned, dates
set, Self-Study
Report submitted
May - June
Necessary changes
to statement,
December - February
August
if any, are made
Draft statements edited
Institutions notified
and sent to institutions
of final action
Year 1
February - May
Institution prepares
self-evaluation
(Program Self-Study
Report)
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September - December
Visits take place, draft
statements written and
finalized following
7-day response period
Year 2
February - April
Institutions respond
to draft statement
and return to ABET
July
Commission meets
to take final action
October
Accreditation status
publically released
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Governing Documents
Accreditation Process
• ABET Criteria for Accrediting Programs in [ASAC, CAC,
EAC, ETAC]




•
Program Management
Assessment
Curriculum
Resources and Support
ABET Accreditation Policy and Procedure Manual [APPM]




Eligibility for Accreditation
Conduct of Evaluations
Public Release of Information
Appeals
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Self-Study Basics and Context
• Institutions and programs prepare the Self•
•
•
Study Report documenting how they comply
with ABET policy and criteria
Presents the program to the evaluation team
Affords team its first impression of the extent to
which the program meets the criteria
Gives an impression of the institution’s
preparation for the upcoming visit
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Criteria
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The Guiding
Principles of
Accreditation
Decisions
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Overview of Criteria
Goals
• Ensure the quality of educational
programs
• Foster the systematic pursuit of quality
improvement in educational programs
• Develop educational programs that
satisfy the needs of constituents in a
dynamic and competitive environment
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Engineering Criteria 2000
“EC 2000”
• Philosophy: “Outcomes-Based”
 Institutions and programs define mission and objectives
to meet their constituents’ needs
 Outcomes: preparation for professional practice
 Demonstrate how criteria are being met
 Wide national and international acceptance
• Commitment to Continuous Improvement
 Process focus: outcomes and assessment linked to
objectives; input from constituencies
• Student, faculty, facilities, institutional support, and
financial resources linked to program objectives
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Program Names
• Determines:
 Which ABET Accreditation Commission is
responsible
• ASAC, CAC, EAC, ETAC
 Which professional society is responsible
• Appropriate program evaluators
 Which criteria are applicable
• “General Criteria” for all programs
• “Program Criteria” for certain disciplines
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Baccalaureate Level Programs
Criteria
1) Students
2) Program Educational Objectives
3) Student Outcomes
4) Continuous Improvement
5) Curriculum
6) Faculty
7) Facilities
8) Institutional Support
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Program Criteria
• Each program must satisfy applicable
program criteria that may, depending
upon the commission, amplify:
 Objectives
 Outcomes
 Curricular topics
 Faculty qualifications
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Master’s Level Programs
Criteria
• Fulfillment of baccalaureate-level general criteria
• One academic year of study beyond the
baccalaureate level
• Ability to apply master’s level knowledge in a
specialized area related to program area
• Fulfillment of program criteria appropriate to
master’s specialization area
• Develop, publish, and periodically review
educational objectives and student outcomes
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Continuous
Quality
Improvement
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Continuous Quality
Improvement (CQI)
• ABET criteria have been developed on the
principles of continuous quality improvement.
• On-going process at institution to improve
quality of student’s educational experience
 Systematic process: documented, repeatable
 Assess performance against criteria
 Take actions to improve program
• Accreditation is a part of CQI.
 Verification that program meets certain level of
quality, and CQI is part of the quality process.
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Continuous Quality
Improvement (CQI Process)
• CQI process includes a clear understanding of:








Mission (your purpose)
Constituents (your customers)
Objectives (what one is trying to achieve)
Outcomes (learning that takes place to meet objectives)
Processes (internal practices to achieve the outcome)
Facts (data collection)
Evaluation (interpretation of facts)
Action (change, improvement)
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Assessment
How Well Are We Doing?
Student advising
Institutional support
Faculty
Program goals
How students learn
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Use Results for
Decision
Making
Establish
Purpose and
Set Goals
Evaluate
Assessment
Findings
Define/Refine
Objectives and
Outcomes
Design and
Conduct
Assessments
Curriculum
Customers
What students learn
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Assessment
Common Issues (slide 1)
• Faculty and/or staff fail to put adequate
attention to what data need to be
gathered to assess and evaluate,
especially for student outcomes.
 Common mistake: gathering much
more data than needed
 Failure to logically evaluate data
prevents reasonable conclusion that an
objective or outcome is being attained
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Assessment
Common Issues (slide 2)
• Many large programs hand off all
assessment activities to a staff person
(some qualified, some not).
 Program evaluators look for faculty
knowledge of processes and results.
 Experience shows that most (preferably all)
faculty members must be involved for the
requirements of Criterion 4 (Continuous
Improvement) to be fully met.
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Resources
Institute for the Development of Excellence
in Assessment Leadership (IDEAL)
Program Assessment Workshops
Intensive, Interactive Daylong Workshops
ABET Symposium
• April of each year
• Over 70 sessions
• Various topics
• Multiple offerings
• No cost
• Four educational tracks
 Accreditation track
• Self-Study Reports
Copyright © 2014 by ABET
Website: www.abet.org
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Topics
• Who is ABET?
• Value of Accreditation
• Basics of ABET Accreditation
 Process
 Criteria
 Continuous Quality Improvement
• ABET’s Global Activities
• Becoming a Program Evaluator
Copyright © 2014 by ABET
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Global
Engagement
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ABET’s Global Activities
Consistent with ABET’s Constituents
•
•
•
•
Students/Young Professionals: Increasingly
multicultural and mobile
ABET Member Societies: Nearly all have
international membership/chapters
Higher Education: Trend toward establishing
international campuses, distance learning
Employers: U.S. industry increasing its global
presence
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ABET IS Engaged Globally
Consistent with ABET’s Mission and Vision
• Accredits programs outside the U.S.
• Assistance: MOUs with 15 national
agencies
• Mutual Recognition Agreements
 Engineers Canada
 International Engineering Alliance (IEA)
 Seoul Accord
• Membership in Global Organizations
 Global Engineering Deans Council (GEDC)
 Intl Federation of Engineering Education Societies (IFEES)
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Global Accreditation Activities
As of 1 October 2013
• Accredited 3,367 programs at 684
colleges and universities in 24 countries
• Non-U.S. Programs
 Accredited 365 programs at 72 institutions in
23 countries
 Uniform accreditation criteria, policies and
procedures used for all visits, regardless of
location
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Mutual Recognition Agreements
• International agreement
 Among bodies responsible for accrediting
technical degree programs
• Recognizes “substantial equivalency”
 Of accrediting systems
• Graduates of accredited programs are
prepared to practice engineering at the
entry level of the profession.
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International Engineering
Alliance
• Washington Accord*
 Engineering
• Sydney Accord*
 Engineering Technology
• Dublin Accord*
* ABET is a signatory.
 Engineering Technician
• APEC Engineer Agreement
 Asia Pacific Economic Cooperation
• Engineers Mobility Forum
 Professional Engineers Register
• Engineering Technologist Forum
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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)
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Mutual Recognition Agreements
• Periodic review of assessment processes
 For every member organization
 Every 6th year
 Self-Study Report + observer teams
• Campus evaluations, decision meetings
• Signatories’ website lists recognized
programs
• Graduate attributes
 Exemplars for graduates of accredited programs
(next slide)
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Mutual Recognition Agreements
Sydney Accord (Engineering Technologist)
• Sydney Accord

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
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
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
Australia – IEAust
Canada – CEAB
Hong Kong China – HKIE
Ireland – IEI
New Zealand – IPENZ
South Africa – ECSA
United Kingdom – EngC
United States – ABET
Copyright © 2014 by ABET
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Topics
• Who is ABET?
• Value of Accreditation
• Basics of ABET Accreditation
 Process
 Criteria
 Continuous Quality Improvement
• ABET’s Global Activities
• Becoming a Program Evaluator
Copyright © 2014 by ABET
67
Becoming a
Program Evaluator
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The Big Picture
• ABET accredits 3,367 programs at 684
institutions in 24 nations
• At present, more than ABET 2,200 volunteers
 From academia, industry, government, and
the profession
 Volunteers serve many roles in ABET
• Quality and consistency of the accreditation
process is derived from strength of the PEV
pool.
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69
A Growing Need for PEVs
• Projected need for up to
2,500 volunteers within
five years
• Major ABET priorities:
 Work with societies to
recruit PEV volunteers
 Refine/improve training
 Retain new PEVs
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70
Why Become an ABET
Volunteer?
• Ensure global program quality
• Contribute to technical
education program delivery
• Individual professional
development
• Gain best practice experience from programs
other than one’s own
• Influence academic conversation and
relationship with industry
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71
Program Evaluator (PEV)
Competency Model
• Program evaluators are the “face of ABET”
and need to:
 Uphold the highest quality
 Improve consistency
 “Walk the talk” of continuous improvement
• Approved by Board and implemented in
2005
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What Is a Competency Model?
• A set of behaviors
that encompass the
knowledge, skills,
and abilities of highly
successful program
evaluators
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PEV Competencies
•
•
•
•
•
•
Technically Current
Effective Communicators
Professional
Interpersonally Skilled
Team-Oriented
Organized
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How is the ABET PEV
Competency Model Used?
•
Recruiting
 Informs nominators and candidates of expectations
•
Selection
 Allows assessment of candidates against minimum criteria and
competencies
•
Training
 Focuses on the competencies needed for PEV success
•
Performance Appraisal
 Provides standards that enable continuous improvement
Competency models are standard practice in the
industries served by ABET programs.
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What’s in It for You?
• Help ensure the quality of higher education
• Unique professional development opportunity
 Use your specialized knowledge to improve educational
experience for thousands of students.
• Network with other professionals
 A great source of experience-based knowledge
• Keep up to date and have input on the criteria
• Service to the community of people who are trying to
help maintain quality education
• Serve your profession, “give back”
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What’s in It for You?
For Those from Academe
•
Help other institutions/programs
improve
• Helps you prepare for an ABET visit
• See accreditation from the “other side”
 What happens to your Self-Study Report after it leaves your
institution?
 What kind of issues may be raised?
 How you can make the PEV’s job easier (and in the process
make your visit go more smoothly)?
 How can you reduce unnecessary anxiety about visits?
 How are other schools handling some of the issues you find to
be difficult?
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PEV Pre-Visit Effort
• Pre-Visit (10-28 hours)




Training updates (1-2 hours)
Reviewing the Self-Study Report (4-8 hours)
Completing required forms (2-6 hours)
Participating in team conference calls (2-4
hours)
 Communicating with the program and team
chair prior to the visit (1-8 hours)
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78
PEV Visit and Post-Visit
• Campus Visit: Sunday through Tuesday
 Travel Saturday, Tuesday evening
 Review materials
• Based on your assessment of Self-Study Report
 Tour facilities
 Meet and interview faculty, students, and others
 Participate in team meetings
• Extensive discussions – team-based decisions
 Write short report of findings
• Post Visit (1-2 hours)
 As requested by the team chair
 No direct contact with school after visit
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PEV Annual Cycle Experience
• 360° review of each visit
 PEVs evaluated by program chair and team chair
 PEVs evaluate other PEVs and team chair
 Results provided to PEV after completion of review cycle
• Update status each spring
 Code of conduct agreement
 Availability for visits
 New conflicts of interest
• Training
 Refresher training
 Just-in-time training prior to each visit
 ABET Workshops and Symposia (complimentary registration for PEVs)
• Repeat as desired
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80
Potential ABET Career
•
•
•
•
Trainee
Observer
Program Evaluator
Accreditation Commission
Member
 (i.e., team leader)
• Accreditation Commission Executive Committee
Member
• Board of Directors Member
• Board of Directors Officer
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Initial Training
Three Separate Steps
1) Online learning experience
2) Face-to-face facilitated instruction
3) Society-specific training (if applicable)
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Online Training
• Online portion of PEV
Candidate Training
typically takes 20-25
hours
• Requires written work
and the completion of
three end-of-module
quizzes
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Face-to-Face Training
• Pre-Work (4-8 hours)
 Review of process and requirements
 Evaluation of partial Self-Study Report
 Mentor support/feedback
• Face-to-Face Training
(~2 days with travel)
 Full-day Saturday, half-day Sunday
 Teams of 5-6 PEV candidates with Support Facilitator
 Variety of activities
•
•
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Copyright © 2014 by ABET
Presentation of information
Team activities
Play-acting demonstrations
Individual statement writing exercise
84
Personal Travel Expenses
• ABET pays all reasonable and
appropriate travel expenses
 Face-to-Face
Training
 Campus visits
Copyright © 2014 by ABET
85
Training Period
• The entire PEV
candidate training
process begins in
March and ends in
June.
• The online training must
be completed at least
three weeks before the
Face-to-Face Training.
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86
Additional Training Notes
• New PEVs are assigned a mentor who provides
feedback throughout training.
• Support Facilitator at the Face-to-Face Training
also provides feedback.
• Some societies require an observer visit before a
PEV serves on an actual visit.
• PEVs do online just-in-time training prior to visits
each year as a reminder about tasks and changes.
• Professional Development Hours (PDHs) can be
awarded for participation.
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87
Start With Online Application
www.abet.org
• When you apply, you must select the appropriate
commission.
 Applied Science Accreditation Commission (ASAC)
 Computing Accreditation Commission (CAC)
 Engineering Accreditation Commission (EAC)
 Engineering Technology Accreditation Commission (ETAC)
• Your member society will review your application
and contact you if you are selected for training.
 Each society has different selection cycle and may take
several months.
Copyright © 2014 by ABET
ABET’s 33 Member
Societies
Copyright © 2014 by ABET
89
Nomination by Your
Professional / Technical Society
• PEV candidates who successfully complete
both the online training and the Face-to-Face
Training may be nominated by his or her
member society to serve as a program
evaluator.
• Some societies require additional specialized
training and conduct that separately, often
online.
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90
Link to Application
http://www.abet.org/program-evaluators/
Copyright © 2014 by ABET

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