EC 2000: The Georgia Tech experience

Journal of Engineering Education, Jul 1999 by Lohmann, Jack R

ABSTRACT

Engineering Criteria 2000 (EC 2000) is changing dramatically the manner in which engineering programs assess their curricula, interact with their constituents, and seek ABET accreditation. The College of Engineering at Georgia Tech served as a pilot program for the new engineering accreditation criteria. This paper shares some of Georgia Tech's experiences in preparing for EC 2000, some observations about the accreditation process, and offers seven suggestions for those preparing for an EC 2000 visit.

I. INTRODUCTION

There was a time when many of us would have to stop and think for a moment if asked when our next ABET visit was due. Now everyone seems to know without hesitation, and it is all because of EC 2000.1 Georgia Tech was one of five engineering colleges to have the opportunity to pilot the EC 2000. This paper shares some of Georgia Tech's experiences in preparing for EC 2000, provides some observations about the process, and offers seven suggestions for those preparing for an EC 2000 visit. It is hoped that other engineering programs in the future will also share their experiences for the benefit of improving not only the EC 2000 process, but more importantly, engineering education.2,3

This paper is divided into three parts. First, a brief historical summary of the Institute and College efforts in the areas of continuous improvement and outcomes assessment that preceded EC 2000 is presented. These efforts provided a base of experience and information that greatly facilitated preparing for EC 2000. Second, the College experience in preparing for EC 2000, and some observations about the process, are then discussed. The discussion is focused principally on outcomes assessment, one of the more challenging new aspects of the ABET accreditation process. Third, and finally, seven suggestions are offered for those preparing for an EC 2000 visit. These suggestions are based on the lessons learned from the EC 2000 pilot experience; however, they have been recently reinforced and re-applied at Georgia Tech in its preparation for an assessment-based accreditation visit by its regional accrediting agency, the Southern Association of Colleges and Schools (SACS).

II. A BRIEF HISTORY OF CONTINUOUS IMPROVEMENT AND OUTCOMES ASSESSMENT AT GEORGIA TECH

Among the first College and Institute efforts in the area of continuous improvement and outcomes assessment occurred in the early 1990s. In 1992, following the appointment of a new Dean of Engineering, a College Strategic Plan was developed in conjunction with the development or updating of the strategic plans for each School within the College. As a part of the strategic planning process, the College and each School identified a set of programs at peer institutions from which to benchmark. A significant amount of data across a broad array of issues was gathered during the academic year 1992-93. This initial data set continues to be updated periodically. Two other events also occurred that same year, one focused on continuous improvement and the other focused on student outcomes assessment. First, the Institute was the beneficiary of a grant from IBM whose purpose was to facilitate the implementation of Total Quality practices across Georgia Tech. While the grant affected the administrative processes of Georgia Tech more than it did the academic processes, it nonetheless helped to continue to move the Institute down the path toward better continuous improvement processes. Second, the Board of Regents, the governing body of the thirty-four academic institutions that comprise the University System of Georgia, mandated that all undergraduate programs within the university system would develop and implement outcomes assessment programs over a three year period. In the mid- to late 1990s, several activities continued to build off these efforts and to bring a sharper focus. The College formed an Ad Hoc Engineering Curriculum Assessment Committee comprised of selected industry partners whose companies were known for excellence in continuous quality improvement. The companies included: BellSouth, Procter & Gamble, Law Companies, Eastman Chemical, Milliken, Texas Instruments, and Georgia Power. Also included on the committee were faculty, staff, and students from the Institute. The purpose the committee was to learn and adapt from industry those continuous improvement practices that might be applicable to academe. Following the arrival of a new President in 1994, a major update of the Institute Strategic Plan was performed in 1995, and in 1996, the College of Engineering developed its own Self-Assessment Criteria for all its operations, not just the undergraduate programs. At about the same time, the Board of Regents mandated the conversion of the University System from the quarter system to a semester system by the Fall of 1998 (although Georgia Tech was given an extension until the Fall of 1999 because of the disruptions associated with its hosting the 1996 Olympic Village). Needless-to-say, much of the previous strategic planning, benchmarking, and efforts in continuous improvement and outcomes assessment were helpful in planning and designing the new curricula. Finally, the Institute recently formalized outcomes assessment programs for all its graduate degrees as part of its regional re-accreditation by the Commission on Colleges of the Southern Association for Colleges and Schools (SACS). As a consequence of either the Board of Regents policy, EC 2000 criteria, or SACS criteria, every undergraduate and graduate degree program at Georgia Tech is now required to have an outcomes assessment program and continuous improvement process.