To meet the needs of the engineering profession, U.S. institutions offer programs that prepare students for different roles in engineering including professional practice, graduate study or research work. This is one reason for the large selection of engineering programs across the country.
In the U.S., engineering education is provided through successive educational programs at the baccalaureate, master and doctorate degree levels. As students earn a degree, they choose which level they will advance to based on the requirements for their role in the profession.
Once a student has chosen to pursue a career in engineering, he or she faces the difficult task of choosing an engineering program at a particular institution.
The
Role of Accreditation in US Engineering Education
A
decision about which program to choose can involve issues of educational
quality, institutional size, program mission, faculty, placement services
and educational costs. Students often need help in making important educational
decisions. Accreditation can help students choose an education that meets
minimum standards for quality. Accreditation, in the U.S., is a non-governmental
process of peer review that educational institutions or programs voluntarily
undertake. There are two forms of accreditation: institutional and specialized.
Institutional accreditation looks at the quality of the overall educational
components of an institution. However, specialized accreditation evaluates
only a single program at a particular level. This type of accreditation
indicates that a program prepares students for entry into the profession.
In the United States, the Accreditation Board for Engineering and Technology (ABET) is responsible for accrediting over 2300 engineering, engineering technology and engineering-related programs at some 500 institutions. Engineering programs accredited by ABET prepare students for a profession in which a knowledge of mathematical and natural sciences gained by study and practice is applied to the materials and forces of nature to benefit mankind. Engineering technology programs prepare students for a technologist or technician position that requires the application of scientific and engineering knowledge combined with technical skills that support engineering activities. It is important to note that baccalaureate programs entitled "engineering technology" are not viewed as comparable to engineering programs at the baccalaureate level.
The
Accreditation Process
The
ABET accreditation process begins when an institution requests evaluation
of its program(s) and completes an internal review of each one. This review,
or self-study, examines the program's students, curriculum, faculty, administration,
facilities and institutional support. ABET then forms an evaluation team
to visit the program on campus. During the visit, the program is evaluated
against a set of criteria for that discipline. ABET then decides to accredit
the program or to deny accreditation.
Accreditation does not rank educational programs. ABET accreditation is granted for a maximum of six years and an institution must request another evaluation for continued accreditation. Also of importance is the fact that the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) recognize ABET for the specialized accreditation it offers. ABET seeks this recognition voluntarily, not as a requirement. The Department of Education also provides students with information on the various types of recognized accreditation and the organizations responsible for different types of accreditation. For more information, contact the Department of Education or CHEA:
U.S. Department
of Education
Council for Higher Education Accreditation (CHEA)
Tel: 1-800-USA-LEARN
Tel: (202) 955-6126
Web site: www.ed.gov
Web site: www.chea.org
The
Value of Accreditation
ABET accreditation
is a value to students in two ways. First, the accreditation criteria
are developed by engineering professionals from both industry and education.
This allows an ABET-accredited program to truly meet the demands of the
engineering profession, ultimately preparing students for greater success.
The professionals who develop the criteria represent 28 different professional engineering and technical societies in the U.S. These individuals volunteer their time to develop criteria and make accreditation decisions that reflect the needs put on today's engineer. Second, the self-study and the findings from the campus visit are used to improve a program's delivery of engineering education.
With each review, the program looks at its present state and determines if improvements need to be made. The evaluation team also recommends steps that will lead to the program's improvement. With its own internal review and feedback from ABET, the program continually undergoes change to bring quality education to its students.
Implications
for Tomorrow's Engineer
The importance
of accreditation goes far beyond the quality of a student's educational
program. In the U.S., many states require engineers to be licensed or
registered before they are able to enter professional practice. State
licensure and registration boards view graduation from an ABET-accredited
engineering program as the first step in the licensure process. In addition
to work experience, the state boards also require successful completion
of two exams on professional knowledge. Also, individuals from some countries,
who have studied in the U.S. and plan to practice in their home country,
are required to have completed an ABET-accredited program.
Summary
Accreditation
not only brings quality to educational programs, but also provides an
educational experience that is valued by the engineering profession. An
understanding of accreditation can assist students to make an informed
decision for their future.
For
a list of accredited programs contact:
Accreditation
Board for Engineering and Technology (ABET)
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
Tel: (410) 347-7700
Web site: www.abet.org
