Visiting Programs Transitioning - PowerPoint Presentation

Visiting Programs Transitioning to C3 & C5Abridged Patsy Brackin Rose-Hulman Institute of Technology, EAC Criteria Committee Past ChairBopaya Bidanda University of Pittsburgh Chair, EAC Training Committee

We want to discuss your questions! Help us to communicate with YOU.Please send your Ed 1 any questions you may have.FAQs are posted on the ABET website: https://www.abet.org/wp-content/uploads/2019/04/FAQs-for-EAC-C3-C5-4-8-2019.pdf

Why did the EAC change the criteria?

ABET EAC defines certain terms that are used in the criteria for EAC programs. DefinitionsThe Engineering Accreditation Commission of ABET recognizes that its constituents may consider certain terms to have certain meanings; however, it is necessary for the Engineering Accreditation Commission to have consistent terminology. Thus, the Engineering Accreditation Commission will use the following definitions in applying the criteria:

Computer science is not considered a basic science. Basic Science – Basic sciences are disciplines focused on knowledge or understanding of the fundamental aspects of natural phenomena. Basic sciences consist of chemistry and physics and other natural sciences including life, earth, and space sciences.

Pre-calculus and remedial math are not considered college-level math. College-Level Mathematics – College-level mathematics consists of mathematics that requires a degree of mathematical sophistication at least equivalent to that of introductory calculus. For illustrative purposes, some examples of college-level mathematics include calculus, differential equations, probability, statistics, linear algebra, and discrete mathematics.

Problem solving must address complex problems (SO#1) Complex Engineering Problems – Complex engineering problems include one or more of the following characteristics: involving wide-ranging or conflicting technical issues, having no obvious solution, addressing problems not encompassed by current standards and codes, involving diverse groups of stakeholders, including many component parts or sub-problems, involving multiple disciplines, or having significant consequences in a range of contexts. Only one of the above characteristics is needed. Programs have freedom to choose where they assess and evaluate complex problems.

Considering risk has been added to the description of design. Engineering Design – Engineering design is a process of devising a system, component, or process to meet desired needs and specifications within constraints. It is an iterative, creative, decision-making process in which the basic sciences, mathematics, and engineering sciences are applied to convert resources into solutions. Engineering design involves identifying opportunities, developing requirements, performing analysis and synthesis, generating multiple solutions, evaluating solutions against requirements, considering risks, and making trade-offs, for the purpose of obtaining a high-quality solution under the given circumstances.

The phrase “for illustrative purposes only” lists examples. For illustrative purposes only, examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability Examples are not mandatory Examples are not comprehensive

The definition of Engineering Science is essentially unchanged. Engineering Science – Engineering sciences are based on mathematics and basic sciences but carry knowledge further toward creative application needed to solve engineering problems. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other.

Diversity in team definition should be understood in the context of SO#5. Team – A team consists of more than one person working toward a common goal and should include individuals of diverse backgrounds, skills, or perspectives.Indicates the importance of considering the team background, skills and perspectives. C4 assessment and evaluation should address teams

SO#1 requires complex problems.1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics Programs may not notice the addition of complex Programs do not need to include all elements of the definition of complex problems – 1 is sufficient

SO#2 All factors must be considered.2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors List of factors that must be considered – even if all factors do not influence the specific designIt is expected that at some point in the curriculum the phases of the design process will be incorporated.All phases do NOT have to be present in the major design experience.

SO#3 Programs have the freedom to determine the range of audiences.3. an ability to communicate effectively with a range of audiences Should have a minimum of 2 audiences in their rangeThere are many possible audiences-Writing an article for a professional journal External clients (industry sponsors, doctors, nurses, venture capitalists) End users Faculty K-12 STEM Outreach Lay person (non-technical) ABET is not prescriptive

SO#4 Consideration of impacts is the key.4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts It is not necessary for every engineering situation to require that global, economic, environmental, and societal contexts be major considerations.Consideration of the impact as the judgment is made is key. Document the consideration

SO#5 Teams consider function, environment, and project management.5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives Shared leadershipTools and techniques (schedules, scrum, goal setting, decision matrices)Inclusiveness and collaboration can be characterized in various ways

Possible techniques for assessing collaborative and inclusive teams include: Videotaping a team meeting and evaluating the team performance using a rubric.Students write descriptions of their contributions and their team members' contributions indicating how they collaborated and were inclusive. A rubric is often used to evaluate the description. External clients meet with students over a period of time and evaluate their contributions and inclusiveness. Use of web-based peer evaluations such as CATME.org or TEAMMATES. The peer evaluations include specific questions about collaboration and inclusiveness. Verbal feedback from course TAs or instructors about a team's collaboration and inclusiveness. Students take notes and give evidence to support or refute the feedback.

SO#6 We removed the term “Design of Experiments”6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions Design of Experiments is a term of art in some areas – ABET never intended to require a specific techniqueMust show judgment in drawing conclusions

SO#7 Feedback from ABET’s IAC guided our changes.7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies. Students take initiative for their learningAppropriate learning strategies can include courses, research, interviewing experts – whatever is appropriate for the taskMeant to be broad – this can be approached in many ways

Should we use Student Outcomes 1-7 verbatim? In the event that a program has not stated any student outcome verbatim as cited in the Engineering Accreditation Criteria, all elements required by that outcome must be retained.  Further, the program must not alter the intent or otherwise diminish the meaning of that outcome.Programs may add additional Student Outcomes.Programs must publish all Student Outcomes in a consistent manner regardless of the media in which they appear.  These Student Outcomes must be identical to the ones presented to ABET in the program’s Self-Study Report. All Student Outcomes adopted by the program must be assessed, evaluated, and used as input to the program’s continuous improvement process. Each program must independently assess all Student Outcomes; when programs share courses, assessment data must be disaggregated by program in order to ensure the individual program’s outcomes are being independently assessed.

C5 clarifies the minimum number of semester credit hours. a minimum of 30 semester credit hours (or equivalent) of a combination of college-level mathematics and basic sciences with experimental experience appropriate to the program.All programs now have the same minimum credit hour requirements for math-science topics.

C5 clarifies engineering topics. (b) a minimum of 45 semester credit hours (or equivalent) of engineering topics appropriate to the program, consisting of engineering and computer sciences and engineering design, and utilizing modern engineering tools.Indicates that computer sciences are considered engineering topics – does NOT require a course. Programs must indicate their use of modern engineering tools. All programs now have the same minimum credit hour requirements for engineering topics.

A semester credit hour is defined by 34 CFR Part 600.2 Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than—(1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a differentamount of time; or (2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica , studio work, and other academic work leading to the award of credit hours.

C5 also clarified the culminating major design experience includes 1 and 2 below. (d) a culminating major engineering design experience that 1) incorporates appropriate engineering standards and multiple constraints, and 2) is based on the knowledge and skills acquired in earlier course work.

When should a program transition? All general reviews conducted in the 2019 – 2020 accreditation cycle and beyond will be evaluated using the revisions each commission has made to its accreditation criteria.  ABET understands it may take a few years to fully implement the transition of internal processes to reflect these new criteria. In these cases, it is important programs develop a transition plan and be able to provide evidence the plan is being followed at the time of their next general review. NOW!

Please be patient with ABET in this transition. For the 2019-20 and 2020-21 accreditation cycles, it should be clear ABET does not expect a program’s transition to be fully implemented. Please communicate this to your Program Evaluators preparing for site visits in the Fall of 2019.  Materials that will highlight transition issues, and the necessary and appropriate judgment for their evaluation, are being prepared for team refresher training .

What if a program has an IR or IV that was received before 2019-20? Programs with an IR or an IV typically use the criteria in effect when they received the IR or IV, but at the choice of the institution, the IR or IV self-study reports may transition to the new criteria.Suppose your program wants to use the new criteria C5 credit-hour requirement for math and basic science. This would require all affected programs at your Institution switching to ALL of the new criteria. Which could require another program at your institution with a C4 weakness to use the new C3 Student Outcomes. All programs at an institution that are responding to an IR or IV action must use the same set of ABET criteria.

How do these changes affect the Master’s programs? For students who have graduated from a baccalaureate program accredited by EAC of ABET, we presume that they have completed a curriculum that supported the attainment of the then-current Criterion 3 student outcomes, whether those outcomes were (a)-(k) or (1)-(7).For students who are not graduates from a baccalaureate program accredited by EAC of ABET, the master’s program must ensure that each student has completed the experiences required by the criteria (http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs- 2018-2019/#2):

The master's program must have and enforce procedures for verifying that each student has completed a set of post-secondary educational and professional experiences that:(a) Supports the attainment of student outcomes of Criterion 3 of the general criteria for baccalaureate level engineering programs, and(b) Includes at least one year of math and basic science (basic science includes the biological, chemical, and physical sciences), as well as at least one-and-one-half years of engineering topics and a major design experience that meets the requirements of Criterion 5 of the general criteria for baccalaureate level engineering programs.The student outcomes referenced in (a) and the curriculum requirements referenced in (b) are those in effect at the time of the review; thus, outcomes (1)-(7) are required for reviews in the 2019-20 review cycle and beyond.

Questions from the audience