ABET

Pre-Visit Preparation Module 2: Recent and Upcoming Changes

PRE-VISIT PREPARATION

 Module 2: Recent and Upcoming Changes

This module provides information on recent and upcoming changes relevant for ABET accreditation teams in the current cycle. Changes in criteria, or policies and procedures that recently went into effect are summarized for those who did not participate in an accreditation review last year.

A. Travel Policy and Procedures

If you did not participate in an accreditation review in the last several years, there have been several changes in policies and procedures related to travel. Log in to access the current Travel Policy and Procedures Manual.

  • Login to MyABET and click on Travel & Reimbursements for instructions on how to access the American Express Travel website.
  • Login to MyABET and click on Concur access to the expense reporting system. For instructions and contact information if you need assistance go to Submit Expense Reports.

B. Criteria Changes

A complete summary of changes in policies or criteria can be found in Keep up with Accreditation Changes.

Those who have not recently participated in a program review should review these changes.

Note there are no changes or revisions that have been made in the past year.

C. Accreditation Policy and Procedure Changes

A complete summary of changes in policies or criteria can be found in Keep up with Accreditation Changes.

Those who have not recently participated in a program review should review these changes.

Note there are no changes or revisions that have been made in the past year

 

D. Forms Revision

As noted above, the criteria and APPM undergo changes, and forms used for program reviews are revised both for harmonization and to reflect the revised criteria. It is especially important that team members download and use the most recent versions of criteria and the APPM, and all forms needed for the visit for a comprehensive review. Team members for interim visits, including SC visits, will obtain instructions on the criteria and forms to be used from the team chair.

Download the current criteria, APPM, and on-site review documents.

Note also that the self-studies for all commissions changed in 2011. As is the case for other forms and documents, the self-study changes are due to a combination of criteria revisions and efforts to harmonize the form and content of the four commission’s self-study templates. The revised self-studies have attempted to eliminate all requested information not relevant to accreditation criteria.

E. Criteria 2, 3 and 4

Criteria 2, 3, and 4 continue to be the most frequently cited criteria in shortcoming statements. The recent revisions in these three criteria and the definitions may help alleviate some of the difficulties for programs in understanding the intent of the criteria requirements. However, additional requirements, such as the requirement in Criterion 2 for a documented process for the periodic review and updating of program educational objectives (new for CAC and EAC), may introduce additional shortcomings that would not have existed previously.

Recertification Training Module 4 provides an excellent review of important points relative to the assessment of student outcomes. It is recommended all PEVs review this module prior to an on-site visit. Some important points from the module, addressing issues that have resulted in confusion or potential inconsistencies are:

  • Program educational objectives stated as student outcomes (according to the definitions in the criteria) represent a shortcoming relative to Criterion 2.
  • Collecting more data relative to the attainment of student outcomes does not necessarily improve the reliability of evaluating the extent of outcomes attainment, and depending on how the data are used, may actually decrease the reliability of the evaluation. It is important to recognize that an evaluation of outcomes attainment should evaluate the extent to which graduates (collectively) have attained each outcome by the time of graduation.
  • It is not necessary to assess the level of attainment of an outcome for every graduate. Similarly, it is not necessary to assess the level of attainment for an outcome every year. Appropriate statistical sampling procedures may be used in the assessment of outcomes.
  • Constituencies need not be involved in the establishment and updating of student outcomes. The establishment and maintenance of outcomes may involve only the faculty of a program.