Module 3: ANSAC

A. ANSAC Leadership

Adjunct Accreditation Director

  • Amanda Reid

Executive Committee

  • Chair – Hamid Fonooni
  • Past Chair – Neil Hutzler
  • Chair-Elect – Bob Soule
  • Vice-Chair, Operations – Torey Nalbone
  • Public Member – Amy O’Leary

Three Members-at-Large

  • Alice Greife
  • Randal Keller
  • Jason Racette

B. ANSAC Updates and Reminders

A complete summary of changes in criteria and in policies and procedures since 2011 – 2012 can be found in Keep up with Accreditation Changes. Those who have not recently participated in a program review should review these changes.

  1. ANSAC Draft Statement/Exit Meeting Format.  The Team Chair will compose the institutional overview as well as the summary section, while the program sections will be taken from the Program Evaluator (PEV) exit meeting statements.  The Team Chair will merge the exit statement sections composed by the PEV’s.  The Draft Statement findings must be identical to the exit meeting statement and the Program Audit Form (PAF).
  2. Application and Interpretation of new ANSAC Criteria definitions and/or wording changes.

Note the usage as follows:

Use of attain rather than achieve.

Use of Program Educational Objectives rather than Objectives.

Use of Student Outcomes rather than Program Outcomes.

Use of review rather than evaluation.

Use of on-site rather than visiting. 

For Construction Management reviews: Use of program specific criteria and areas of emphasis covered in programs.

3. Criterion 3.  If you identify a shortcoming in Criterion 3, then your written description of the finding should make it clear whether any of the program attributes are part of the shortcoming and how it would fall short in preparing the student at graduation from meeting the PEOs. This clarification will be of benefit to the readers and editors of the statement.   N.B. – Criterion 3 enables students to achieve certain characteristics; it does not explicitly state that all students will have achieved them.

4. Criterion 4. The criterion requires assessment of the extent to which student outcomes are being attained. Effective assessment may be: Measures based on actual student performance goals, but not necessarily quantitative.

5. Policy Issues.  Issues based on the ABET Accreditation Policy and Procedure Manual (APPM) can be easily overlooked during an on-site visit. Note some of the common issues below in 9.

6. Name of the Program – should be exactly as it appears on the RFE and used on all institution documents, transcripts, etc.

7. Modes and Locations – all sites for a program must be reviewed.

8. Alternate Paths to a Degree – all options, paths, specialties, etc. must be evaluated and they must meet criteria for accreditation.

9. Remember to download the new criteria, APPM, and forms for a comprehensive visit including the ASAC PEV Workbook.  Do not use forms from a previous cycle! Specifically be sure that the following APPM items are verified.

  • I.A. Public Release of Accreditation Information By the Institution
  • I.A.4. Institutions are required to represent the accreditation status of each program accurately and without ambiguity. Programs are either accredited or not accredited. ABET does not rank programs.
  • I.A.6. Each accredited program must be specifically identified as “accredited by the _________ Accreditation Commission of ABET,”
  • I.A.6.a. Each ABET-accredited program must publicly state the program’s educational objectives (PEOs) and student outcomes (SOs). N.B. – This does not apply to initial accreditation visits as a shortcoming.
  • I.A.6.b Each ABET-accredited program must publicly post annual student enrollment and graduation data specific to the program. N.B. This does not apply to initial accreditation visits as a shortcoming.

C. ANSAC Exit Statement Format

The exit statement for each program must follow a specified format. For example statements, see R401 Model Visit Statement or R421 Model IR Statement in the PEV Workbook. The order of the parts of the statements is:

  • Program Introduction – Useful program statistics
  • Information about the program’s administrative location at the institution
  • Information on the launch date of the program
  • The date of its initial graduates
  • Enrollment and faculty size
  • Number of recent graduates
  • Program Strengths
    Special, unique, or particularly conspicuous above the norm, usually only one or two strengths per program, if no strengths are identified then leave the section off the statement.  Do not include items that any Accredited program would be EXPECTED to do or have by being an ABET recognized program.
  • Program Deficiencies
    In order by criterion, if no deficiencies state: No deficiencies were identified
  • Program Weaknesses
    In order by criterion, if no weaknesses state: No weaknesses were identified
  • Program Concerns
    In order by criterion, if no concerns state: No concerns were identified
  • Program Observations
    Observations may be either commendation or cautionary but do not relate to criteria – keep to a minimum, skip if no observations

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