Understanding ABET objectives and outcomes

Abstract

Despite the maturing of the implementation of the EAC Engineering Criteria (EC2000), there persists a misinterpretation and misunderstanding regarding the program educational objectives and program outcomes. Many an engineering program still heads into the accreditation process without a clear sense of the meaning and implementation of these items. This paper traces the development of the current definitions associated with ABET criteria 2 and 3 and provides insights into the resulting impact on program and curriculum development, specifically, the assessment process. A useful understanding of objectives and outcomes can be achieved with a top-down approach. The process starts with the expected niche of the engineering world in which the graduates of an engineering program expect to pursue their intended/possible careers. The descriptors of the range of career paths and accomplishments expected of the graduates form the program objectives. The academic input and contribution that would foster and enhance the abilities of the graduates to achieve the intended career paths and accomplishments are limited to the years the graduate is a student. Hence, the skills and characteristics of the student at the time of graduation form the program outcomes since they are what a university is able to influence and attempt to assure. After establishing of the objectives and outcomes, consideration is given to the entire range of academic pursuits, from curriculum development to advising to institutional support activities. All of these form the vehicle for imparting the required knowledge and for channeling the development of the needed personal characteristics. © American Society for Engineering Education, 2007.