June 18, 2006
June 18, 2006
June 21, 2006
11.786.1 - 11.786.7
Integrating Internal and External Stakeholders into a Successful ABET Accreditation Team Abstract
In early October, a four-person accreditation team, representing the Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET), visited the new Industrial Engineering Program at Texas A&M University-Commerce (TAMUC). The purpose of their visit was to conduct a first-time program accreditation assessment for the IE Program at TAMUC. In preparation for this significant event in our program’s history, the faculty worked diligently to create and document processes that will continue to serve and enhance the educational requirements and professional skill levels of our Industrial Engineering (IE) students for years to come. In this context, internal stakeholders included: IE program faculty members, faculty members from external academic programs, students, librarians, administrators, clerical personnel, and technical support personnel. External stakeholders included: Members of the IE Program Industrial Advisory Board (IAB), area employers who hire students to facilitate completion of their IE Program internships, employers who hire TAMUC students upon graduation, members of the Dallas IIE Chapter 10 (the IIE Senior Chapter for TAMUC), and members from the community and industry as a whole. This paper describes the role and collaboration of various internal and external stakeholders as they prepared for the ABET Accreditation process. A lessons learned document is also being compiled to assist future engineering program teams as they prepare for future EAC of ABET assessment visits.
In order to begin a discussion regarding the completion of a successful ABET Accreditation Visit, it is necessary to address the role of stakeholders and the relationships they serve with respect to a modern engineering educational program. Internal stakeholders include: students who are majoring in the discipline, university administrators, faculty members, staff members, and other non-major students who attend class at the university. External stakeholders include: employers, industry leaders, professional associations, accrediting bodies, legislators, parents of students enrolled in the university, and society as a whole. It is not necessary or even feasible to integrate each potential stakeholder group into a given academic program; however, specific stakeholder groups must be included in any dialogue that involves expectations for students to meet Program Educational Objectives. This paper will introduce and describe the stakeholder model used to address specific program objectives during a recent ABET assessment site visit.
Role of the Industry Advisory Board in Improving IE Program
During the preparation of our self-study document leading up to a site visit during October 2005, the faculty accreditation committee was convened to address the ABET assessment process. This committee faced a variety of issues related to assessing the effectiveness of the new Industrial Engineering Program at TAMUC. This new IE program was established by the Texas Legislature in 2002 and the first 70 students to enroll in the program
Jackson, A., & Johnson, M., & Horton, E. D. (2006, June), Integrating Internal And External Stakeholders Into A Successful Abet Accreditation Team Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1300
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