Abstract:

As engineering education shifts toward learner-centered models, Competency-Based Learning (CBL) has emerged as a robust alternative to traditional time-based instruction. However, maintaining the rigorous accreditation standards required by the Accreditation Board for Engineering and Technology (ABET) remains a challenge for institutions adopting CBL frameworks.

This paper proposes a systematic approach to mapping granular CBL competencies to the broader ABET Student Outcomes (1 through 5). The goal is to ensure that while students progress at their own pace based on mastery, the institutional assessment data remains robust, transparent, and compliant with external accreditation requirements.

The study utilizes a crosswalk analysis to identify overlaps between specific technical competencies and ABET’s professional requirements (e.g., ethics, teamwork, and complex problem-solving). We introduce a "Competency-to-Outcome" matrix that allows for real-time tracking of student progress toward graduation requirements. This framework was piloted within an Engineering Technology department to evaluate its efficacy in generating assessment reports.

Preliminary findings suggest that CBL provides more detailed diagnostic data for continuous improvement (Criterion 4) than traditional grading. By breaking down ABET outcomes into discrete, measurable competencies, faculty can identify specific "learning gaps" that are often obscured by aggregate course grades.

Aligning CBL with ABET objectives does not merely satisfy compliance; it enhances the quality of engineering education by ensuring every graduate has demonstrated mastery in the essential skills required for professional practice. This paper provides a scalable roadmap for programs seeking to modernize their curricula without compromising accreditation status.

Keywords:

Competency-Based Learning, ABET Accreditation, Student Outcomes, Engineering Technology, Assessment and Evaluation.