“The use of EBI assessment results has served well the engineering school at Northwestern in many ways. One is: We had a soft spot in our picture that we had always rationalized away as not being there, only to discover in the benchmarked EBI results how crystal clear it was that we had some work to do. Another way is: There was a segment of the faculty who were skeptical that a curricular change had been worth the effort, until they saw the significantly higher scores our students registered on attributes they acquired from these courses. A third way is that the EBI assessments made it relatively easy for faculty, as they became serious about using such data to comply with ABET Criterion 3, to gain experience with the process.”

Stephen H. Carr, Assoc. Dean for Undergraduate Engineering - McCormick School of Engineering and Applied Science, Northwestern University. (Participant since 2002)

“One of the most valuable aspects of the EBI survey are the comparisons of our students' responses against student responses at several different kinds (large, small; private, public) of similar institutions. The "select six" group is especially helpful in telling us how our students feel about programs here as contrasted with students at other highly-selective schools. And in engineering, the EBI is so widely used that during an accreditation revisit (coming up for us next year), keeping good data on how we use the EBI to guide our continuous program improvement is something our visitors will expect to see as part of the portfolio of learning outcomes we prepare. The EBI is valuable for telling the administration where programs are working well and where they are not, and thus affecting year-to-year and longer-range budget planning accordingly.”

Lance Schachterle, Associate Provost – Worcester Polytechnic Institute (Participant since 2000)