Applications and outcomes of continuous improvement protocols in civil engineering programs: a perspective of the processes, practices, and pitfalls

In 2000, the Accreditation Board for Engineering and Technology (ABET) instituted a set of accreditation standards known as Engineering Criteria 2000 (EC2000). Embedded in this set of criteria was the mandate that engineering institutions implement continuous improvement protocols in planning and curriculum development. The directive required educators to employ student learning data as a primary means of improving student learning outcomes. In the years since ABET adopted EC2000, little has appeared in the literature regarding the value and utility of the assessment-based program-improvement process from the perspective of engineering educators. This study surveys the views and observations of 21 civil engineering program leaders concerning the assessment-based program-improvement practices of their home institutions. Respondents address the mechanics of the ABET process, its utility and value as a driver of program improvement, and specific applications and

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