Understanding ABET Student Outcomes: A Comprehensive Guide

Accreditation by ABET (Accreditation Board for Engineering and Technology) is a crucial indicator of quality in post-secondary education programs in applied and natural science, computing, engineering, and engineering technology. The true benefits of accreditation lie in the ongoing process of assessment that lays the foundation for programmatic success. Integral to the accreditation process is conducting an internal evaluation and completing a self-study report, which are meant to demonstrate how well the program meets the accreditation criteria. Among the key criteria for ABET accreditation are student outcomes, which define what students should know and be able to do by the time they graduate. This guide provides a comprehensive overview of ABET student outcomes, their significance, and how they are assessed.

The Foundation: Mission, Objectives, and Outcomes

Assessment planning begins with the institutional mission statement, which describes the communities that are served and the institutional purposes and other characteristics that define your institution. The framework for assessment involves a clear understanding of the relationships between the institutional mission, program educational objectives, and student outcomes.

Program Educational Objectives: These are broad statements that describe what graduates are expected to attain within a few years after graduation. They reflect the aspirations and expectations of the program's various constituencies.
Student Outcomes: These describe what students are expected to know and be able to do by the time of graduation. Student outcomes relate to the knowledge, skills and behaviors that students acquire as they progress through the program.

While ABET recognizes and supports the prerogative of institutions to adopt and use the terminology of their choice, it is necessary for ABET volunteers and staff to have a consistent understanding of terminology.

Assessment and Evaluation: Measuring Success

Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes and program educational objectives. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures appropriate to the outcome or objective being measured. Efficient and effective assessment strategies require an understanding of the alignment between educational practices and strategies. This can be accomplished by mapping educational strategies (which could include co-curricular activities) to learning outcomes.

Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes and program educational objectives are being attained.

The Importance of Feedback

Assessment provides a framework for a meaningful feedback process, which is critical to strategic decision-making. By analyzing assessment data, programs can identify areas of strength and weakness, and then implement changes to improve student learning. Student progress must be monitored to foster success in attaining student outcomes, thereby enabling graduates to attain program educational objectives.

General Criteria for ABET Accreditation

General Criteria apply to all programs accredited by an ABET commission. The Program Criteria provide discipline-specific accreditation criteria. Programs must show that they satisfy all of the specific Program Criteria implied by the program title. ABET's accreditation process is guided by a set of general criteria that apply to all programs, as well as program-specific criteria that address the unique aspects of each discipline. These criteria cover various aspects of the program, including students, program educational objectives, student outcomes, assessment and evaluation, curriculum, faculty, facilities, and institutional support.

Key Criteria Explained

The following is an overview of the key criteria that relate to student outcomes:

Criterion 1: Students: Student performance must be evaluated. The program must have and enforce policies for accepting both new and transfer students, awarding appropriate academic credit for courses taken at other institutions, and awarding appropriate academic credit for work in lieu of courses taken at the institution.
Criterion 2: Program Educational Objectives: The program must have published program educational objectives that are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria.

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Criterion 3: Student Outcomes: The program must have documented and publicly stated student outcomes that include (1) through (5) below and any outcomes required by applicable Program Criteria. For purposes of this section, well-defined activities or problems are practical, narrow in scope, use conventional processes and materials in traditional ways, and require knowledge of standard operating processes.
Criterion 4: Assessment and Evaluation: The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the program’s continuous improvement actions.
Criterion 5: Curriculum: The program’s requirements must be consistent with its program educational objectives and designed in such a way that each of the student outcomes can be attained. The curriculum requirements specify topics, but do not prescribe specific courses. The curriculum must combine technical, professional and general education components in support of student outcomes. To differentiate the discipline, Program Criteria may add specificity for program curricula.
Criterion 6: Faculty: Each faculty member teaching in the program must have competency and currency within the program’s discipline consistent with the contributions to the program expected from the faculty member. The competency of faculty members must be demonstrated by such factors as education, professional credentials and certifications, professional experience, ongoing professional development, contributions to the discipline, teaching effectiveness, and communication skills. Collectively, the faculty must have the breadth and depth to cover all curricular areas of the program. The faculty serving in the program must be of sufficient number to maintain continuity, stability, oversight, student interaction, and advising. The faculty must have sufficient responsibility and authority to improve the program through definition and revision of program educational objectives and student outcomes as well as through the implementation of a program of study that fosters the attainment of student outcomes. The program must demonstrate that the faculty members are of sufficient number and they have the competencies to cover all of the curricular areas of the program. The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program.
Criterion 7: Facilities: Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. Modern tools, equipment, computing resources, and laboratories appropriate to the program must be available and systematically maintained and upgraded to enable students to attain the student outcomes and to support program needs.

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Criterion 8: Institutional Support: Institutional support, resources, and leadership must be sufficient to: a) ensure the quality and continuity of the program; b) attract, retain, and provide for the continued professional development of a qualified faculty; c) acquire, maintain, and operate infrastructures, facilities and equipment appropriate for the program; and d) create and foster a respectful environment among the program’s students, faculty, staff, and administrators such that the student outcomes can be attained.

Program Criteria: Tailoring Outcomes to Disciplines

In addition to the general criteria, ABET also has program criteria that are specific to each discipline. These criteria provide additional requirements for curriculum and faculty, ensuring that programs cover the essential knowledge and skills for their respective fields. Each program seeking accreditation from the Engineering Technology Accreditation Commission of ABET must satisfy all applicable Program Criteria. Applicability is determined by the official program title as it appears on the most recent request for ABET evaluation. Program Criteria provide specific requirements needed for interpretation of General Criteria for a given discipline. Requirements stipulated in Program Criteria are limited to curriculum and faculty. If a program, by virtue of its program title, becomes subject to two or more sets of Program Criteria, that program must satisfy each set of Program Criteria.

Examples of Program Criteria

The following are examples of program criteria for various engineering technology disciplines:

Aeronautical Engineering Technology: The curriculum must provide associate degree graduates with instruction in the knowledge, techniques, skills, and use of modern equipment in aeronautical engineering technology. Graduates of associate degree programs typically have strengths in specifying, installing, fabricating, testing, documenting, operating, selling, or maintaining basic support and manufacturing practices for aeronautical/aerospace vehicle, ground support systems and component support.
The curriculum must provide baccalaureate degree graduates with instruction in applying the knowledge, techniques, skills, and use of modern equipment in aeronautical engineering technology to the analysis, development, implementation, or oversight of aeronautical/aerospace systems and processes. Much of aeronautical/aerospace engineering technology involves the translation of engineering ideas and concepts into functioning vehicles, engines, avionics, mission systems, payloads and components.
Air Conditioning, Heating, Refrigerating, and Ventilating Engineering Technology: The curriculum must provide associate degree graduates with instruction in the knowledge, techniques, skills, and ability to use modern equipment in air conditioning, refrigerating, heating, and ventilating engineering technology.
Baccalaureate degree graduates are well prepared for design and development of complex systems complementing and expanding on lower division work.
Architectural Engineering Technology: Graduates of associate degree programs typically enter careers in the construction, testing, operation, and maintenance of building systems; they may also produce and utilize basic construction documents and perform basic analysis and design of system components.
Baccalaureate degree graduates typically enter careers in which they will analyze and design systems, specify project methods and materials, perform cost estimates and analyses, and manage technical activities in support of architectural projects.
Automotive Engineering Technology: The term “automotive” refers to land, sea, air, or space mobility.
The curriculum must provide associate degree graduates with instruction in the knowledge of operations, maintenance, manufacturing, and use of modern equipment in automotive engineering technology. Graduates typically enter the profession as engineering technicians or are prepared for transfer to a baccalaureate degree program, as appropriate to the program’s educational objectives.
The curriculum must provide baccalaureate degree graduates with instruction in design and management in the automotive field. Baccalaureate degree graduates build on the strengths of associate degree programs by gaining the knowledge, skills and abilities for entry into careers in applied design and management.
Chemical Engineering Technology: The curriculum must provide associate degree graduates with instruction in the knowledge, techniques, skills, and use of modern equipment in chemical engineering technology. Graduates typically enter the profession as process, maintenance or laboratory/quality control technicians. Graduates of associate degree programs have strengths in the safe operation, maintenance and sampling/analysis of chemical processes.
The curriculum must provide baccalaureate degree graduates with instruction in the knowledge, techniques, skills, and use of modern equipment in chemical engineering technology. Graduates of baccalaureate degree programs build on the strengths of associate degree programs by gaining the knowledge, skills and abilities for careers in process design and management.
Civil Engineering Technology: Graduates of associate degree programs typically enter careers in construction testing, operation, and maintenance of buildings and infrastructure and may produce and utilize basic construction documents and perform basic analysis and design of system components.
Graduates of baccalaureate degree programs typically analyze and design systems, specify project methods and materials, perform cost estimates and analyses, and manage technical activities in support of civil engineering projects.
Computer Engineering Technology: The curriculum must enable the program to provide graduates with instruction in the knowledge, techniques, skills, and use of modern tools in computer engineering technology. Graduates of associate degree programs have strengths in the building, testing, operation, and maintenance of computer systems and their associated software systems.
The curriculum must provide graduates with instruction in the knowledge, techniques, skills, and use of modern tools in computer engineering technology. Graduates of baccalaureate degree graduates are well prepared for development and implementation of computer systems. Given the breadth of technical expertise involved with computer systems, and the unique objectives of individual programs, some baccalaureate programs may focus on in-depth but narrow fields of instruction, while other programs may choose to provide instruction in a broad spectrum of the field.
Construction Engineering Technology: Graduates of associate degree programs typically enter careers in the construction, testing, operation, and maintenance of buildings and infrastructure; they may also utilize basic construction documents to participate in construction activities.
Graduates of baccalaureate degree programs typically specify project methods and materials, perform cost estimates and analyses, and manage construction activities.
Construction Management Technology: The curriculum must prepare associate degree graduates with skills necessary to apply their knowledge to support the delivery of construction projects with respect to scope, schedule, cost, quality, and safety.
The curriculum must prepare baccalaureate degree graduates with skills necessary to enter careers in the construction management industry. Through the inclusion of specialized curricula, graduates of baccalaureate degree programs are prepared to apply their knowledge in the delivery of construction projects with respect to scope, schedule, budget, quality, safety, and sustainability. The depth and breadth of expertise demonstrated by baccalaureate graduates must be appropriate to support the educational objectives of the program.
Electrical/Electronic(s) Engineering Technology: The curriculum must provide associate degree graduates with instruction in the knowledge, techniques, skills and use of modern tools necessary to enter careers in the application, installation, manufacturing, operation and/or maintenance of electrical/electronic(s) systems.
The curriculum must provide baccalaureate degree graduates with instruction in the knowledge, techniques, skills and use of modern tools necessary to enter careers in the design, application, installation, manufacturing, operation and/or maintenance of electrical/electronic(s) systems. Graduates of baccalaureate degree programs are well prepared for development and implementation of electrical/electronic(s) systems. Given the breadth of technical expertise involved with electrical systems, and the unique objectives of individual programs, some baccalaureate programs may focus on preparing graduates with in-depth but narrow expertise, while other programs may choose to prepare graduates with expertise in a broad spectrum of the field.
Electromechanical Engineering Technology: The curriculum must provide associate degree graduates with instruction in the knowledge, techniques, skills and use of modern tools necessary to enter careers in the building, installation, application, and operation and/or maintenance of electromechanical hardware and software systems.
The curriculum must provide baccalaureate degree graduates with instruction in the knowledge, techniques, skills and use of modern tools necessary to enter careers in the design, building, installation, application, and operation and/or maintenance of electromechanical hardware and software systems. Graduates of baccalaureate degree programs are well prepared for applied design, development, and management of electromechanical systems. Given the breadth of technical expertise involved with electromechanical systems, and the unique objectives of individual programs, some baccalaureate programs may focus on providing in-depth but narrow instruction, while other programs may choose to provide instruction in a broad spectrum of the field.

Examples of Student Outcomes

ABET has defined a set of student outcomes that accredited programs must demonstrate their graduates have attained. These outcomes cover a range of skills and abilities that are essential for success in engineering and technology professions. Here are some examples:

An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
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.
An ability to communicate effectively with a range of audiences.
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.
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.
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Assessing Student Outcome Attainment: A Data-Driven Approach

ABET requires programs to regularly assess and evaluate the extent to which their student outcomes are being attained. This involves collecting and analyzing data from a variety of sources, such as course assignments, exams, projects, and surveys. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may be used as part of an assessment process.

Course Direct Measures (CDMs)

One common method for assessing student outcomes is through Course Direct Measures (CDMs). This involves evaluating student work in specific courses to determine their level of competency in relation to the desired outcomes. For example, a department might set a goal for at least 80% of students to attain competency levels 3, 4, or 5 on a 5-point scale for each outcome.

Data from CDMs can provide valuable insights into the effectiveness of the program's curriculum and teaching methods. For instance, if the data shows that students are consistently struggling with a particular outcome, the program can then increase its emphasis on communication skills in upper-division courses to shore this skill up. Overall, the SES data shows that almost all graduating CS students are happy with the CS curriculum and confident that they will function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.

Senior Exit Surveys (SES)

Another valuable source of data is Senior Exit Surveys (SES), which gather feedback from graduating students about their perceptions of their own competency in relation to the student outcomes. The data shows that the satisfactory attainment level for each of six SOs self-reported by graduating seniors is high with all the percentages being above 90%. In particular, attainment levels for SOs 1, 2, 3, and 5 are all above 96% for the duration of this measurement window. Their self-ranking on mastering at least two programming languages and mastering the core curriculum with regards to principles and practices for problem/solution analysis and design exhibits an increasing trend at the highest competency level in the past four years.

Industrial Advisory Committee (IAC) Feedback

Feedback from industry professionals is another important component of the assessment process. The Industrial Advisory Committee (IAC) report each year has been generally positive. Since it only provides qualitative feedback, we cannot provide data analysis results here. It should be noted that all the IAC members mentioned that they are always pleased with the caliber from USU’s CS program and would love to recruit USU undergraduate and graduate students to be interns at their companies and then offer the full-time positions to them if there are openings. In each of the past three academic years, around 70 undergraduate students participated in the internship co-op program. Most of them work in companies around the Salt Lake City area. Ninety-five percent of their employers are pleased with the performance of their interns and communicated with the internship coordinator about their interest to continue hiring the students for a full-time job.

Continuous Improvement: Using Assessment Results to Enhance Programs

The ultimate goal of assessment is to drive continuous improvement in the program. The results of these evaluations must be systematically utilized as input for the program’s continuous improvement actions. By analyzing assessment data and gathering feedback from students, faculty, and industry, programs can identify areas where they can improve their curriculum, teaching methods, and student support services.

Recent Changes to ABET Criterion 3

Discussion about potential changes to the familiar (a)-(k) outcomes started in 2009 when ABET set out to harmonize the criteria across its own four commissions. Starting with the 2019-2020 academic school year, accredited programs are required to use the revised Criterion 3, which now includes seven outcomes. In addition to redefining some of the old outcomes, several others have been consolidated to form a single new outcome, hence reducing the overall number of outcomes from 11 to 7. For example, outcomes (a) and (e) have been combined into the new outcome 1, and outcomes (f), (h), and (j) have combined into the new outcome 4.

One strategy to port outcome (k) to the new outcomes would be to first determine the purpose for using the software tool. For example, if the purpose was to solve a mathematical problem using MATLAB or software-generated graphs to explain the results of a mathematical problem, they could be mapped to outcome 1 as shown in Table 3.

Proposed Changes to ABET Criteria

The following section presents proposed changes to these criteria as approved by the ABET Engineering Area Delegation on October 25, 2024 for a 180-day review and comment period. Comments will be considered until June 15, 2025. The ABET Engineering Area Delegation will determine, based on the comments received and on the advice of the EAC, the content of the adopted criteria.

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