Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. ABET and ENGAGE Bob Gustafson, ASABE EAC-PEV Teri Reed-Rhoads, ASEE EAC-PEV Sheryl Sorby, ASEE EAC-PEV (previous ASCE)

2 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. ABET Criteria Criterion 1. Students Criterion 2. Program Educational Objectives Criterion 3. Student Outcomes Criterion 4. Continuous Improvement Criterion 5. Curriculum Criterion 6. Faculty Criterion 7. Facilities Criterion 8. Support Criterion 9. Program Criteria

3 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Everyday Applications (Criterion 3) (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 (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

4 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Improve Spatial Skills (Criterion 3) (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 (g) an ability to communicate effectively (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

5 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Improve Faculty-Student Interactions (Criterion 3) (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (i)a recognition of the need for, and an ability to engage in life-long learning

6 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Additional Criteria Criterion 1. Students Advising Criterion 4. Continuous Improvement Participation in efforts such as ENGAGE Criterion 7. Facilities New teaching facilities Criterion 9. Program Criteria

7 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Discussion Who here has accreditation oversight responsibilities within your institution/program currently? What ABET criteria do you have challenges with that might be well served with the ENGAGE effort? How will you communicate these connections to your ABET process? Can this effort help address Criterion 4, Continuous Improvement? What are the other viable connections within your programs?

8 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Extra Slides

9 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. ABET Definitions* Program Educational Objectives – Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. Program Outcomes – Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program. Assessment – Assessment is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes and program educational objectives. Evaluation – Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes or program educational objectives are being achieved and results in decisions and actions to improve the program. *