Synergies of converging ABET, ATMAE and institutional accreditation processes

Abstract

The challenges of achieving and maintaining accreditation for undergraduate programs in engineering technology disciplines such as those served by the Accreditation Board for Engineering and Technology (ABET) and the Association of Technology Management and Applied Engineering (ATMAE) are well known, and are often perceived to be made more complex when complicated by additional requirements for accreditation standards for the Higher Learning Commission (HLC). The challenges are to some degree multiplied when a department is accredited by all three - particularly when these occur within a short time window of two years. Purdue University's Department of Technology Leadership and Innovation formerly named Industrial Technology Department, in the College of Technology faced this challenge and met it successfully during the 2008-2010 time frame. During the accreditation assessment, self-study and documentation phases some opportunities for synergism were found to have resulted in increased efficiencies in pursuing the differing accreditation requirements. The purpose of this paper is to share how the use of shared learning outcomes and technology created some advantages for the accreditation process. Also discussed are the challenges and disadvantages of pursuing multiple accreditation processes. © 2012 American Society for Engineering Education.