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ABET Accreditation: Best Practices for A Systematic Coordinated Multi-Program Approach

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Curricular Advancements in ECE

Tagged Division

Electrical and Computer

Tagged Topic


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Paper Authors


Petronella A. James-Okeke Morgan State University

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Dr. Petronella James-Okeke serves as the Accreditation Coordinator for the School of Engineering, at Morgan State University (MSU), where she leads the 2019 multi-program accreditation process. Dr. James-Okeke previously served as the Assessments and Online Program, Faculty coordinator for the Department of Electrical and Computer Engineering. She teaches at the graduate and undergraduate level, using both face-to-face and blended online learning instruction. She is an Adjunct Faculty for the Transportation Systems and, the City & Regional Planning programs at MSU.

Her research interests include engineering education, student success, online engineering pedagogy and program assessment solutions, transportation planning, transportation impact on quality of life issues, bicycle access, and ethics in engineering. She has several published works in engineering education and online learning. Dr. Petronella James earned her Doctor of Engineering (Transportation) and Masters of City & Regional Planning at Morgan State University (MSU), Baltimore, Maryland. She completed a B.S. Management Studies, at the University of the West Indies (Mona), Jamaica.

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Jumoke Oluwakemi Ladeji-Osias Morgan State University Orcid 16x16

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Dr. J. ’Kemi Ladeji-Osias is Associate Professor and Associate Chair for Graduate Studies in the Department of Electrical and Computer Engineering at Morgan State University in Baltimore. She teaches undergraduate and graduate courses in computer engineering. Dr. Ladeji-Osias earned a B.S. in electrical engineering from the University of Maryland, College Park and a Ph.D. in biomedical engineering from Rutgers University. She is the Principal Investigator for Doctoral Scholars in Engineering.

Dr. Ladeji-Osias’ involvement in engineering curricular innovations includes outcomes-based articulation and online delivery of undergraduate engineering degrees. In addition to conducting research on color image fusion and real-time implementation of algorithms, she is the immediate past chair of the Middle Atlantic Section of the American Society for Engineering Education and a member of the Institute of Electrical and Electronics Engineers. She enjoys observing the intellectual and professional growth in students as they prepare for engineering careers.

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Craig J. Scott Morgan State University

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Dr. Craig Scott received his Ph.D. and B.S. in Electrical Engineering from Howard University and a M.S. in Electrical Engineering from Cornell University. Dr. Scott currently serves as Professor and Chairperson for the Electrical and Computer Engineering Department at the Clarence Mitchell Jr. School of Engineering at Morgan State University, Baltimore, Maryland. His educational scholarly endeavors include conducting pedagogical studies on learning technologies and remedial math preparation for engineering students. He instructs courses in computer vision, computer graphics, computational electrical engineering, electromagnetics and characterization of semiconductor materials.

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The School has four engineering programs that are currently preparing for reaccreditation. Three of the four programs are to be reviewed under the engineering accreditation commission (EAC) and one program under the applied and natural science accreditation commission (ANSAC). All four programs were successfully accredited in the 2013 ABET accreditation visit. Near the mid-term of the current accreditation period, the School made a strategic decision to begin collaborative efforts across programs in preparation for the fall 2019 visit. Although accreditation is program specific, it was reasoned that a school-wide multi-coordinated effort could leverage resources, facilitate documentation, standardize templates and assessment software, address similar challenges and shortcomings in a coordinated and holistic manner, and facilitate the sharing of ideas and best practices. The momentum of the effort has been remarkable. The outcome of the school-wide collaboration for accreditation, is that each program is now better prepared for the documentation of the final self-study report and the fall 2019 ABET visit. This paper will document a multi-pronged approach used to support this strategic direction of coordination at the school and program level. The paper discusses the planning and coordination process, document standardizations, the draft self-study report process and the mock site visits, along with accrued benefits and recommendations. The paper will be useful for other engineering schools preparing for future accreditation visits, as best practices and lessons learned from the multi-program coordinated approach will be presented. [234 words]

James-Okeke, P. A., & Ladeji-Osias, J. O., & Scott, C. J. (2019, June), ABET Accreditation: Best Practices for A Systematic Coordinated Multi-Program Approach Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32021

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015