Information about ABET and accreditation: American Society for Engineering Education
ABET accreditation is voluntary; the request for accreditation is initiated by the institution seeking accreditation. months after the visit. During the Day Due Process period your institution responds to any shortcomings identified in the Draft Statement. With ABET accreditation, students, employers and the society we serve can be ABET's voluntary peer-review process is highly respected because it adds critical is underpinned by our unique heritage and the longevity of our relationships.
The current criteria and the self-study questionnaire for each Commission are posted on the ABET website at http: The proposed harmonization document for all four commissions: If approved, it will be in effect for the cycle. For more information see http: In this new definition of Criterion 7, educational units specifically are requested to supply documentation of library services that support the programs at their respective institutions.
When preparing the self-study documentation, the Self-Study Questionnaires for each Commission provide instructions, suggestions, and a template to the educational units. Following the campus visit, the institution has 7 days in which to correct perceived errors of fact communicated during the exit interview. On receipt of the draft statement, the institution has 30 days to respond to issues identified in the evaluation.
The final statement and recommended accreditation action is reviewed by the large annual meeting of all ABET commission members in July after the campus visit. Based on the findings, the commission members vote on the final accreditation action, and the school is notified of the decision in August. Accreditation is granted for a maximum of six years, after which the institution must request another evaluation.
For instance, ABET requires that all engineering graduates of a baccalaureate program receive at least one year of study in the natural or physical sciences and mathematics, and requires some study within general education. Through intentional educational design, the Olin community supports the development of graduates who: Think Critically Students engage in analyzing, evaluating, synthesizing, and applying diverse information and experiences to support decision-making, attitude formation, action, and expression.
Develop and Apply Creativity Students generate novel ideas and approaches, taking into account authentic constraints, that lead to innovative outcomes. Prioritize Doing Good in the World Students use a holistic approach that integrates diverse backgrounds, perspectives, ethics, beliefs, and values, and considers the individual, social, and environmental impacts of their decisions to produce positive transformations while minimizing unintended consequences.
ELD Guide to ABET Accreditation
Develop and Apply Self-Directed Learning Abilities Students diagnose learning needs, set learning goals, identify learning resources, select and implement learning strategies, and self-evaluate and reflect on learning outcomes.
Collaborate Successfully Students create and maintain successful working relationships, maintain accountability for contributions, and identify and resolve interpersonal teaming conflicts to achieve a common goal.
Design and Implement Processes to Achieve Desired Outcomes Students scope, plan, and implement projects, continuously evaluate progress, navigate uncertainty and adversity, and iterate as needed. Communicate Effectively Students express meaning successfully through oral, written, and visual media and listen actively to comprehend the meaning of others.
Develop Personal and Professional Identity Students actively reflect on their backgrounds and experiences and integrate them into their evolving sense of self.