1. The “Fundamentals” of Accreditation Quality Assurance in Educational Programs Lyle D. Feisel Chair, IEEE Com. on Global Accreditation Activities Dean Emeritus of Engineering, SUNY Binghamton ENGINEERING ACCREDITATION AROUND THE WORLD Lima, Peru 3 – 5 December, 2005

2. Outline IEEE, EAB, APC, and CGAA What is accreditation The goals of accreditation Forms of accreditation agencies Some general characteristics Factors that may be considered The big question International considerations Summary

3. The Institute of Electrical and Electronics Engineers Formed in 1963 from two predecessor organizations About 350,000 members US in origin, now global in scope About 1/3 of members are non-US

4. From the IEEE Constitution Sec. 2. Its purposes are: (a) scientific and educational, directed toward the advancement of the theory and practice of electrical engineering, electronics, radio and the allied branches of engineering and the related arts and sciences... … (b) professional, directed toward the advancement of the standing of the members of the professions it serves

5. Structure of IEEE IEEE Board of Directors Technical Activities Board Regional Activities Board Educational Activities Board Publications Services & Products Board IEEE Standards Association

6. Structure of IEEE IEEE Board of Directors Technical Activities Board Regional Activities Board Educational Activities Board Publications Services & Products Board IEEE Standards Association

7. Structure of EAB IEEE Educational Activities Board Awards & Recognition Continuing Professional Education Pre-college Education Public Awareness Accreditation Policy Council

8. Structure of EAB IEEE Educational Activities Board Awards & Recognition Continuing Professional Education Pre-college Education Public Awareness Accreditation Policy Council

9. Structure of APC EAB Accreditation Policy Council Engineering Accreditation Activities (US) Technology accreditation Activities (US) Global Accreditation Activities Computer Accreditation Liaison (US)

10. Structure of APC EAB Accreditation Policy Council Engineering Accreditation Activities (US) Technology accreditation Activities (US) Global Accreditation Activities Computer Accreditation Liaison (US)

11. Mission of CGAA The Committee on Global Accreditation Activities coordinates IEEE activities related to education program accreditation in Regions 8, 9, and 10. The Committee is responsible for planning, developing and conducting activities to advance the IEEE-related professions through accreditation of educational programs in those regions.

12. The “Fundamentals” of Accreditation

13. First, what IS accreditation? External recognition of quality Varies from country to country Of value to: Prospective students Graduates Prospective employers Graduate schools Licensing agencies Governments

14. The Goal of Program Accreditation  To assure that graduates are qualified to practice engineering

15. Some Unfortunate Misuses of Accreditation To control the universities To serve the faculty To limit enrollments To control competition

16. “Accreditation” is sometimes called… Certification Registration Approval Or …..?

17. Accreditation can be… Voluntary Required Coerced

18. Characteristics of Accreditation External Agency Standards (criteria) Evaluation Recognition Maintenance Generally Go or No Go Generally within borders

19. Kinds of Accreditation Agencies Government Peer (other colleges) Professional A combination Private agency

20. Factors that may be considered Curriculum Faculty Students Facilities Administration External constituencies Success of graduates Faculty salaries Staff support Faculty workload Demand for graduates Quality improvement Meets objectives

21. An Important Question Level of specificity What level of detail should be included in the accreditation criteria?

22. Levels of Curricular Specificity Educational goal Abilities of graduates Overall curriculum Courses Course content An Example

23. Levels of Curricular Specificity Educational goal Very general Abilities of graduates Overall curriculum Courses Course content Very specific An Example

24. Levels of Curricular Specificity Educational goal Abilities of graduates Overall curriculum Courses Course content

25. Specified Educational Goal The program must provide an educational experience that prepares its graduates to enter the practice of engineering An Example

26. Levels of Curricular Specificity Educational goal Abilities of graduates Overall curriculum Courses Course content

27. Specified Abilities of Graduates At the completion of the educational program, the graduate must be able to: –Define and solve engineering problems –Analyze the effects of their solutions on the environment and society –Use computers and other modern tools –Defend the practices of the government –Etc., etc., etc. An Example

28. Levels of Curricular Specificity Educational goal Abilities of graduates Overall curriculum Courses Course content

29. Specified Overall Curriculum The program must provide instruction in the following areas: –One semester - mathematics –One semester – basic science –Two semesters – engineering science –One semester – engineering design –One semester – humanities and social sciences –One semester – industrial experience –One semester – religion An Example

30. Levels of Curricular Specificity Educational goal Abilities of graduates Overall curriculum Courses Course content

31. Specified Courses The mathematics portion of the curriculum must include the following: –One course in analytic geometry –Two courses in calculus –One course in vector calculus –One course in ordinary differential equations –One course in partial differential equations –One course in probability and statistics An Example

32. Levels of Curricular Specificity Educational goal Abilities of graduates Overall curriculum Courses Course content

33. Specified Course Content The first course in electric circuits shall cover the following topics: –2 lectures – Ohm’s Law –1 lecture – matrix mathematics –3 lectures – loop equations –3 lectures – node equations –Etc., etc., etc. An Example

34. Factors that may be considered Curriculum Faculty Students Facilities Administration External constituencies Success of graduates Faculty salaries Staff support Faculty workload Demand for graduates Quality improvement Meets objectives

35. The Big Question If a program is judged to be doing well in all or most of these factors, therefore we may conclude that its graduates are qualified to practice engineering. Is this true?

36. International Considerations Global community has led to increased mobility of engineers and students How can credentials and quality of education be assessed and certified?

37. Different Approaches to International Recognition Accredit programs in other countries –IEE (NOT IEEE) yes, ABET no Certify “Substantial Equivalency” –ABET yes, others ??? Agree to mutual recognition –Washington Accord –Western Hemisphere Initiative –EUR-ACE

38. *Provisional status Australia re-elected chair United States re-elected secretariat AUSTRALIA CANADA IRELAND NEW ZEALAND UNITED KINGDOM UNITED STATES HONG KONG SOUTH AFRICA JAPAN SINGAPORE* MALAYSIA* GERMANY* CHINESE TAIPEI* KOREA* Washington Accord Signatory Countries (2003-2005) Copyright © 2005 by ABET, Inc.

39. Verification required at regular intervals (no more than 6 years) Bilateral agreements by individual signatories not Recognized by other signatories Only addresses program accreditation or recognition, not licensure or registration Signatories may exchange observers to annual meetings or accreditation visits The Washington Accord Copyright © 2005 by ABET, Inc.

40. Ultimate goal is Mutual Recognition Agreements among engineering education quality assurance organizations in the Western Hemisphere. Initial members include ABET, CHEA, CCPE, and CACEI. Western Hemisphere Initiative Copyright © 2005 by ABET, Inc.

41. Summary Voluntary, required or coerced Government, peer, professional or combination Criteria - general to specific May serve –Government –University –Faculty –Students –Profession International considerations

42. The “Fundamentals” of Accreditation Quality Assurance in Educational Programs Lyle D. Feisel Chair, IEEE Com. on Global Accreditation Activities ENGINEERING ACCREDITATION AROUND THE WORLD Lima, Peru 3 – 5 December, 2005 L.Feisel@ieee.org