Vision 20/25 Engineering for the Americas

1. Vision 20/25 Engineering for the Americas 1 ASEE International Forum, Indianapoolis, Indiana, USA, 1 June 2014

2. Panelists Maria Mercedes Larrondo Petrie, PhD LACCEI Executive Director OAS Engineering for the Americas CoChair Jaime Bonilla Ríos, PhD LACCEI President Elect GEDC LatAm Chapter President Jose Carlos Quadrado, PhD IFEES President Past President of ASIBEI Renetta Garrison Tull, PhD LACCEI Women in STEM Leader Co-PI, ADVANCE Hispanic Women in STEM

3. Engineering in the Americas Maria Mercedes Larrondo Petrie, PhD LACCEI Executive Director OAS Engineering for the Americas CoChair

4. Engineering in the Americas • Key elements of international collaborations • Linkages among organizations • Evolution of collaboration among the organizations • OAS Vision 20/25 • Highlight some Initiatives • Accreditation Capacity Building • Faculty Pedagogy Capacity Building • Dean and Director Management and Leadership Capacity Building • Women and Diversity in STEM

5. LACCEI = International Collaboration

6. International Collaboration Need • Infrastructure • Linkages • Critical Mass of Stakeholders • Agreement • Scale-up, Drill-down

7. Stakeholders, Organization and Linkages • Industry • Companies and Professionals and their Organizations WFEO World Federation of Engineering Organizations UPADI Panamerican Federation of Engineering Organizations ASCE ASME IEEE … Regions

8. Stakeholders, Organization and Linkages • Government • Agencies and Organizations UN UNESCO United Nations OAS Organization of American States Ministries National Academies National Science Foundation Equivalents Accreditation Agencies

9. Stakeholders, Organization and Linkages • Universities • Engineering Education Organizations IFEES International Federation of Engineering Education Societies ASIBEI LACCEI ABENGE ASECEI ASEE ANFEI CEEA CONDEFI CONFEDI … • Stakeholders • Faculty • Dean and Directors • Students

10. Stakeholders, Organization and Linkages • Universities • Engineering Deans or Directors Councils GEDC Global Engineering Deans Council GEDC Latin America LACCEI EDDC ASEE EDC Canadian EDC Nucleo de Decanos … • Stakeholders • Faculty • Dean and Directors • Students

11. Stakeholders, Organization and Linkages • Universities • Students and their Organizations SPEED Student Platform for Engineering Education Development Tau Beta Pi Honor Society Student Chapters of Professional Organizations • Stakeholders • Faculty • Dean and Directors • Students

12. OAS Engineering for the Americas • The Ministers of the 34 countries of the OAS created “Engineering for the Americas” (EftA) • Three Focus Areas: • Engineering Education • Accreditation • Job Creation • Brought together the organizations from different sectors and industry

13. Linking across the Americas • In 2006, in the first symposium of Engineering for the Americas, an agreement to collaborate was signed by government, and academic organizations, at global, regional and national levels

14. Major outcome of EftA • Outcome of their EftA collaborative effort: Proposal for creation of Greater Caribbean Region Engineering Accreditation System (GCREAS) was funded by the InterAmerican Development Bank • Multi-national agency • Multi-lingual agency • Committed to become a signatory of the Washington Accord • Currently accrediting

15. OAS Ministers’ Vision 20/25 • Vision 20/25 in Science, Technology and Innovation for the America: Hemispheric Cooperation for Competitiveness and Prosperity in a Knowledge Economy • Working Groups formed: • Innovation • Human Resource Training and Education • National Quality Infrastructure • Technology Development

16. WG1: Innovation • Goal for 2025: To develop a culture of technology-based innovation in the Americas that fosters inclusiveness, entrepreneurship and creative thinking in academia, the private and public sectors and society in general

17. WG2: Human Resources Training and Education • Goal for 2025: To increase by at least 50% the number of female and male graduates in Science, Technology and Engineering (STE) and technical education, and to substantially improve study programs in these areas to respond to the changing needs of industry, especially Micro, Small and Medium Enterprises (MSME), and specific communities.

18. WG2: Human Resources Training and Education Targets: • 1. Increase inter-American cooperation in STE education by: promoting academy public–private partnerships; sharing best practices; exchanging faculty and students and developing programs of excellence such as dual degrees among universities; and, strengthening the OAS hemispheric initiative Engineering for the Americas (EftA)

19. WG2: Human Resources Training and Education Targets: • 2. Promote technical education to create a critical mass of qualified technicians for strategic industries by fostering the creation of technical specializations; upgrading study programs with the use of information and communication technologies (ICTs); and, promoting local and regional partnerships with universities and the public and private sectors.

20. WG2: Human Resources Training and Education Targets: • 3. Upgrade STE study programs and seek their international recognition by incorporating entrepreneurial, innovation and sustainability components; creating academia-public–private partnerships (cooperatives and internship programs); and promoting, at local and international levels, the exchange of best practices, applied research and the use of ICTs and advanced networks.

21. WG2: Human Resources Training and Education Targets: • 4. Provide opportunities for faculty to continue professional development such as and post-doctoral degrees, and sabbaticals. • 5. Attract the best students towards STE careers, especially women and minority groups, by increasing awareness on the importance of STE, establishing scholarship funds, and, making loans and other financial assistance options available to them. • 6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.

22. WG2: Human Resources Training and Education Targets: • 6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.

23. WG2: Human Resources Training and Education Targets: • 6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.

24. WG3: National Quality Infrastructure Goal for 2025: • To ensure that all OAS member states have access to internationally recognized quality infrastructure services to foster competitiveness, innovation, trade and consumer safety

25. WG4: Technology Development Goal for 2025: • To strengthen Inter-American cooperation in science, technology and innovation in selected priority areas to achieve more effective and faster technological development in the region.

26. Major Outcomes in WG2 Goal for 2025: • 600 graduate scholarships given by Mexico for non-Mexican faculty and students to study MS or PhD in STE in the Monterrey Tec campuses in Mexico • Mobility program will be announced July 21, 2014 • Surveys completed in student perception of STE and industry needs • Delphi surveys being completed by traditional engineering program disciplines (Industrial, Chemical, Civil, Mechanical and Electrical.

27. National and Region Indicators have been proposed • Human Resource Training and Education Indicators: • University students by scientific fields • Univgraduates, master’s graduates and doctorates by scientific field • Researchers per thousand labor force S&T personnel (technicians, R&D scholars/doctorates, researchers, S&T services personnel, technicians and equivalent staff) • Researchers by sector of employment (higher education, enterprises, government, non profit/private organizations) • Researchers by scientific field (agricultural science, engineering and technology, medical sciences, natural and exact sciences) • Researchers by graduation level (doctorates, basic university degree, master and other post-secondary diploma)

28. ACCREDITATIONIn the AMERICAS

29. Mutual recognition of accreditation accords International Engineering Alliance • Washington Accord– 1989 for engineering (~4 years duration) • Sydney Accord– 2001 for engineering technology (~3 yr,) • Dublin Accord– 2001 for technician engineering (~2 yrs) In the Americas, only the US and Canada have signed.

30. To obtain international recognition, programs are accredited by other signatory agencies

31. What is being done to increase the numbers of accredited Engineering programs in Latin America and the Caribbean?

32. #1: New Accrediting Agencies have been created with the commitment of signing the Washington Accord • Inter American Development Bank funded creation of: • ACAAI: Central American Accrediting Agency for Architecture and Engineering Programs • based on Engineers Canada • GCREAS: Greater Caribbean Region Engineering Accreditation Systems • Based on ABET • IEEE and University of the West Indies created • CACET: Caribbean Accreditation Council for Engineering and Technology • based on Engineering Council of the UK

33. #2: A regional accord has been signed to move toward mutual recognition and mobility within the LAC region • In 2010, the ALAI Latin American Engineering Accreditation Accord was signed by national and regional accrediting agencies and engineering education associations: • Argentina (CONFEDI) • Bolivia (CEUB) • Brasil (ABENGE and CONFEA) • Central America (ACAAI) • Chile (Acredita and CONFEDI) • Colombia (ACOFI) • Mexico (CACEI) • Paraguay (CPI)

34. #3: Professional societies are assisting accreditation agencies to align their process to comply with Washington Accord • IEEE (Institute of Electrical and Electronic Engineers) • is working with the Peruvian accrediting agency (ICACIT, founded in 2001) • translated the ABET materials into Spanish • trained evaluators • Assisted in ICACIT-ABET simultaneous accreditation visits since 2007, and ICACIT accreditation visits starting in 2009

35. #4: Bridging the knowledge and experience gap through capacity building • The Ministers of Science and Technology of the 34 countries in the Organization of American States (OAS) launched Engineering for the Americas initiative and cited engineering program accreditation as one of the 3 priority focus areas. • LACCEI has been working with the OAS since 2006 on strategies to advance accreditation

36. #4: Bridging the knowledge and experience gap through capacity building • LACCEI developed a model to provide a systematic approach for universities to attain an accreditable or substantially equivalent engineering program • LACCEI developed the Par Amigo “Friendly Peer” or “Peer Mentor” Accreditation Training Program • Generic + agency-specific workshops to build capacity and expertise in the accreditation process • Database of Par Amigos experts • Workshop materials in English and Spanish • LACCEI sponsors the OASForum for Accrediting Agencies at their annual conference

37. Par Amigo initiative objectives: assisting engineering programs with the selection of accrediting method and agency assisting engineering programs through the accreditation process and the preparation of the self-study serving as a multilingual and multicultural resource of information, practical assistance and mentors for engineering programs considering or seeking accreditation developing faculty leaders in program accreditation and evaluation for accrediting agencies in the Americas certifying and maintaining a Par Amigo registry who are familiar with and current in accreditation processes and provide cost effective assistance to engineering programs seeking accreditation. (Require each Par Amigo donate one week a year of free training/consulting/advice.)

38. Engineering Education Capability Maturity Model Engineering Education Capability Maturity Model • Extension of an integrated process improvement model, the Capability Maturity Model (CMM) • Goal: To increase capability of an institution’s educational processes. • Process capability - the inherent ability of a process to produce planned results.

39. Based on the Capability Maturity Model Level 5: Optimizing Continuously improving process Change management Level 4: Managed Predictable process Quantitative management Level 3: Defined Standard, consistent process Develop your process Engineering management Level 2: Repeatable Disciplined process Follow management principles Project management Level 1: Initial

40. EE-CMM Level 1 - Initial • Few processes are defined. • Processes are adhoc and mostly reactive. • Productivity and quality vary. • Success depends on individual effort. • Current levels of quality and productivity of peer programs/institutions are not known. To advance to the next level– Level 2: • identify and analyze peer programs, • define its mission, goals, and objectives, • impose more structure and control on educational process to enable more meaningful measurement.

41. EE-CMM Level 2 - Repeatable • Have policies for managing educational programs and procedures to implement these policies. • Have established disciplined processes to identify • inputs and outputs of the process, • constraints and resources used to produce the final product. • Basic project management practices are used to track cost, retention and productivity and compare them with peer institutions. • Faculty document course syllabi, goals, objectives, learning outcomes, results and feedback, so successful course delivery can be repeated. • A strong curriculum for each degree program includes engineering sciences, humanities, social sciences, communication skills & an appropriate professional component. To advance to Level 2from Level 1: • Use policies to guide degree programs in establishing management processes. • Stabilized program planning and tracking produce repeatable earlier successes. • Effectively control process using a program management system, following realistic plans based on performance in previous terms.

42. EE-CMM Level 3 - Defined • Educational process for management & educational activities is documented, standardized, and integrated into a standard process for the institution. • Mission, goals & objectives are published in the catalog and posted. • All programs use approved, tailored version of institution’s standard process for developing and maintaining degree programs/courses. • This level includes all in Level 2. To advance to Level 3from Level 2: • Publish learning outcomes in syllabi • Document strategies to achieve outcomes • Publish University & College mission statements • Publish educational objectives for each program in the catalog • Involve constituencies in reviewing and updating educational objectives • Peer review proposed programs & courses • Integrated program management • Faculty development program

43. EE-CMM Level 4 – Managed • Collect/use detailed measures of educational program/courses to quantitatively understand & control both the process & the programs. • This level includes all in Level 3. To advance to Level 4 from Level 3: • Document & implement feedback & assessment processes to determine if intended outcomes are being achieved • Quality management • Quantitative process management • Comparison with peer institutions • Document sufficient staff allocation and compensation • Document good facilities and strong institutional support • Involve constituencies in evaluating program outcomes

44. EE-CMM Level 5 - Optimizing • Continuous process improvement thru quantitative feedback from process and from testing innovative ideas & technologies. • This level includes all in Level 4. To advance to Level 5 from Level 4: • Manage changes in the educational process • Manage changes in technology • Manage student retention and rate of graduation • Involvement by all faculty • Feedback results in changes in educational program

45. Accreditation Team • Z.O. Gephardt, USA • M.A. McPherson, PA • A. Camacho, CO • Lead the successful accreditation of UNINORTE’s 6 Engineering programs by ABET • Par Amigo Workshops will be presented at the next LACCEI conference 22-24 July 2014 in Guayaquil, Ecuador (for more information: www.LACCEI.org

46. CAPACITY BUILDING THROUGH INTERNATIONAL RECOGNIZED CERTIFICATIONS

47. Prof. Development of Engineering Faculty, Deans, and Students • For Faculty: • COPEC and LACCEI, in partnership with IGIP are offering courses towards the ING PAED (Engineering Pedagogist) certification • LACCEI offers Research and English improvement stays at its Florida Headquarters • For Faculty and Program Directors: LACCEI is offering Par Amigo certification • ABCs of Accreditation • Translated workshops and materials on advanced topics given by ABET and CEAB

48. Prof. Development of Engineering Faculty, Deans, and Students • For Students: LACCEI in partnership with SPEED offer FLEI workshops on leadership, globalization and soft-skills LACCEI in partnership with SPEED sponsors national, hemispheric and global student research/project competitions.

49. Prof. Development of Engineering Faculty, Deans, and Students • For Deans: GEDC Latin America is providing professional development for deans • For Deans and Program Directors: LACCEI in partnership with IGLU (in English: Institute for University Management and Leadership will be announcing IGLU-Ingenieria certification courses that are customized for Engineering Deans and Engineering Program Directors

50. Jaime Bonilla Ríos, PhD LACCEI President Elect GEDC LatAm Chapter President GEDC LaTAM