June 22, 2003
June 22, 2003
June 25, 2003
8.532.1 - 8.532.10
ESTABLISHING AND ASSESSING EDUCATIONAL OBJECTIVES FOR ENGINEERING PROGRAMS
Nashwan Younis Associate Professor of Mechanical Engineering Department of Engineering Indiana University-Purdue University Fort Wayne Fort Wayne, IN 46805-1499
Changes are often very difficult. The Accreditation Board for Engineering and Technology (ABET) has changed the criteria for accrediting engineering programs. This paper describes the process for developing and assessing an engineering program educational objectives. In particular it discusses the educational objectives attributes that an acceptable program should have in view of the requirements of criterion 2 of Engineering Criteria (EC2000). Examples of using surveys results are included. Finally, the interaction between the assessment coordination and curriculum committee is discussed.
The engineering practice continues to evolve, but engineering education has not changed at the same rate. The need to change engineering education has led industry and constituents to question the relevancy of engineering programs. Therefore, ABET initiated the formation process for an ABET Industry Advisory Council (IAC). ABET needed more proactive involvement of industry leaders. Industry expectations of new engineers resulted in ABET to lessen its preoccupation with quantitative criteria and to respond to the challenges facing engineering education in the twenty-first century. Thus, the ABET Board of Directors approved the Engineering Criteria 2000 on November 2, 19961, a radically new set of criteria for accrediting engineering programs. At the same time, ABET authorized a two-year pilot study and three-year phased implementation period, making the new criteria effective for all engineering programs beginning in fall 2001. A survey of fifteen companies conducted by the Industry-Government Roundtable for Enhancing Engineering Education ranked in importance knowledge elements, skills, and experiences that can be expected by engineering managers and engineers for BS entry- level engineers2.
During the eighties and nineties accreditation visits, ABET program evaluators focused on resources heavily3. These resources included faculty member’s qualifications, curriculum details, and the adequacy of laboratory facilities. However, EC2000 takes a broader approach by focusing on both resources and processes. The goal is to provide engineering programs with flexibility and to encourage innovation in designing the curriculum. ABET used to require
Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education
Younis, N. (2003, June), Establishing And Assessing Educational Objectives For Engineering Programs Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12409
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