Adjusting to the New ABET Criteria 3 and 5: It’s Really Not Very Hard

Estes, Allen C.; Brady, Pamalee A.; Laursen, Peter

doi:10.18260/1-2--29756

Cited by 7 publications

(5 citation statements)

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“…Si bien ellos se basan en el Informe de Autoestudio, también se deben presentar evidencias (documentos, fotografías, videos, etc.) que demuestren lo indicado en el Informe de Autoestudio, incluso en algunos casos conviene crear nuevos documentos con ciertas partes del informe para facilitarles la evaluación [16], [17].…”

Section: Table 51 Curriculum (Tabla 51 Plan De Estudios)unclassified

Experience in the Presentation of ABET Criterion 5 on Curriculum in the Accreditation Process of an Engineering Professional School

Aedo-Lopez,

Juarez-Bueno,

Castro-Gutierrez

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Section: Table 51 Curriculum (Tabla 51 Plan De Estudios)unclassified

Experience in the Presentation of ABET Criterion 5 on Curriculum in the Accreditation Process of an Engineering Professional School

Aedo-Lopez,

Juarez-Bueno,

Castro-Gutierrez

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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“…The need for engineering students to be trained and proficient in skills outside of the traditional engineering degree is a well-discussed idea in engineering education. Students wishing to specialize within their desired field, and employers needing specialized workers, often look for certifications that put emphasis on in-demand knowledge, skills, and abilities [7]. The Accreditation Board for Engineering and Technology (ABET) and other agencies have provided guidelines for educational institutions [8], through accreditation processes, to provide students with the professional and technical skills they need, but programs then need to have an explicit plan for implementation [9].…”

Section: Background Literaturementioning

confidence: 99%

Board 68: WIP: Development of a Certification Framework for a Microelectronics Workforce Development Program

Linvill,

Holloway,

Haluschak

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Her research examines organizational communication, particularly in the contexts of destructive workplace behaviors, leadership, teams, and workforce development. Notably, Dr. Linvill is a Co-Principal Investigator on the SCalable Asymmetric Lifestyle Engagement (SCALE) production proposal, funded by the Department of Defense, with colleagues in Purdue's College of Engineering. The project focuses on developing a scalable and sustainable workforce development program for microelectronics that will serve as a model for other workforce development efforts (i.e., artificial intelligence, hypersonics). In this role, she examines organizational and leadership issues that span across an ecosystem of partners within the following areas: defense, government, industry, community colleges, and universities. Dr. Linvill's research is strategically designed to address organizational challenges and create novel solutions to those challenges. Her work has been presented at national and international conferences and has been published in The Routledge Handbook of Communication and Bullying and in Communication, relationships, and practices in virtual work (IGI Global). Dr. Linvill applies an organizational communication lens to her classes on Business Principles, Ethics, Negotiation and Decision Making, Organizational Behavior, and Organizational Leadership, and to Awareness Trainings related to destructive workplace behaviors presented at local high schools. Dr. Linvill is a Member of the Advisory Committee on Equity for the Office of the Vice President for Ethics and Compliance at Purdue University. She has also served as a Mentor for the USAID Liberia Strategic Analysis Program, mentoring an early-career Liberian woman on leadership and communication skills, professional development, and networking.

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“…The first papers addressing the new criteria began to appear in early 2016, before the changes had been approved, such as [22] written by some of the architects of the changes and [23] written by the author from the perspective of a very experienced program evaluator. As the implementation of the changes grew closer, more papers began to appear discussing transitioning from the older versions of Criteria 3 and 5 and the new, such as [24][25][26].…”

Section: Introductionmentioning

confidence: 99%

Can ABET Assessment Really Be This Simple?

McCullough

2020 ASEE Virtual Annual Conference Content Access Proceedings

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and is responsible for program and curriculum development. Dr. McCullough has over 30 years' experience in engineering practice and education, including industrial experience at the Tennessee Valley Authority and the US Army Space and Missile Defense Command. Her research interests include Engineering Ethics, Image and Data Fusion, Automatic Target Recognition, Bioinformatics and issues of under-representation in STEM fields. She is a former member of the ABET Engineering Accreditation Commission, and is on the board of the ASEE Ethics Division and the Women in Engineering Division.

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Adjusting to the New ABET Criteria 3 and 5: It’s Really Not Very Hard

Abstract: Obispo (Cal Poly) where he teaches courses on the analysis and design of structural systems including laboratory courses.

Cited by 7 publications

References 0 publications

Experience in the Presentation of ABET Criterion 5 on Curriculum in the Accreditation Process of an Engineering Professional School

Experience in the Presentation of ABET Criterion 5 on Curriculum in the Accreditation Process of an Engineering Professional School

Board 68: WIP: Development of a Certification Framework for a Microelectronics Workforce Development Program

Can ABET Assessment Really Be This Simple?

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