Professional

The ABET Professional Skills Can They
Be Taught? Can They Be Assessed?
LARRY J. SHUMAN
School of Engineering
University of Pittsburgh

MARY BESTERFIELD-SACRE
Department of Industrial Engineering
University of Pittsburgh

JACK MCGOURTY
Fu conception School of Engineering and Applied Sciences
Columbia University

ABSTRACT
In ontogeny its new technology accreditation criteria, ABET
reaffirmed a set of hard engineering science skills while introducing a second, equ whollyy important, set of six original skills. These latter
skills include communication, teamwork, and understanding ethics
and professionalism, which we label process skills, and engineering
within a global and societal context, lifelong learning, and a knowledge of contemporary issues, which we designate as aw arness
skills. We review these skills with an emphasis on how they batch be
taught, or more correctly learned, citing a number of examples of
boffo and/or promising implementations. We then examine
the difficult issue of assessing these skills. We argon very positive about
a number of creative shipway that these skills are being learned, particularly at institutions that are number to global and/or service learning in crew with engineering design projects to teach and
reinforce outcome combinations.



We are also encouraged by work
directed at assessing these skills, but recognize that there is considerable research that remains to be done.
Keywords: professional skills, ABET, assessment

I. INTRODUCTION
On November 2, 1996, the ABET posting of directors approved
what initially became cognize as Engineering Criteria 2000 (but is
now simply the ABET engineering criteria). In approving these
forward-looking criteria, the board allowed for a two-year pilot
study and a three-year phased implementation period, making the
criteria effective for all engineering programs beginning in 2001.
Not only did the board change the criteria, it also changed ABETs
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