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1 INTERNATIONAL & INDIAN ACCREDITATION: ABET & NBA – KEY ASPECTS

INTERNATIONAL & INDIAN ACCREDITATION

ABET & NBA – KEY ASPECTS

PRESENTED BY PROF R MAHADEVAN

IEEE SENIOR MEMBER & ABET IDEAL SCHOLAR

CHAIR, IEEE EDUCATION SOCIETY, INDIA COUNCIL

NATIONAL SEMINAR ON QUALITY ASSURANCE IN HEIs

K L UNIVERSITY, GUNTUR, AP, INDIA

JANUARY 27th-28th, 2017


PROF R MAHADEVAN IEEE Senior Member & ABET IDEAL Scholar, Chair-IEEE Education Society-India Council, Principal Advisor-Aassaan eduCare Foundation, Director, Kredo Systems Private Limited, Chennai.

Having 31 Years of Experience in Software Industry, Academics & HEI Quality Systems. Specializes on Accreditation & Quality Enablement since 2004. Enabled NBA Accreditation in 800+ UG/PG Programs and NAAC. Management Advisor - MVGRCE, AITAM, GEC, VBIT, SASI, CJIT, ST.PETERs etc. Trained more than 20000+ faculty members on Quality, Accreditation, OBE etc. Having distinction of 3 successive session presentation at ABET Symposium in 2014,

2015 & 2016; ABET IDEAL Scholar; Examiner Malcolm Balbridge Model. Authored Engineering Excellence Model for Indian Engg Institutions(IEEE EDUCON2013)

Kredo-VoiceOut Software for Accreditation Direct/InDirect Assessments.


At the end of this session, you will understand:

• ABET(Accreditation Board for E&T) Accreditation

Processes, APPM, Self Study, Curriculum Mapping,

Requesting for Initial Program Review, Cost of

Accreditation

• NBA Accreditation Processes, SAR Preparation.

• ABET Program Assessment – Performance

Indicators, Rubrics; NBA: CO/PO Assessments, CQI

• Integrating the National & International Accreditation

Processes

Desired Outcomes


International Accreditation-ABET

• ABET accredited programs recognized globally

• Commitment to quality education

• Outcomes based approach

• “What is learned” vs “What is taught”

• Emphasis on Continuous Quality Improvement

• Criteria/Parameters encourages innovation

• Accredits Programs in Engineering, Engineering

Technology, Computing & Applied Sciences (EAC, CAC,

ETAC & ASAC)

ABET’s 34 Member Societies • 1.5 million individual members, from Societies

• Volunteers from Professional Societies as Board

Members, Commissioners, Program Evaluators

http://www.aaees.org/


• Fair and impartial peer-review process

• Professional practitioners, educators on review teams, Volunteers from Professional Societies.

• Uniform accreditation criteria, policies and procedures used for all reviews, regardless of location

• Failure to comply with a single standard results in loss of accreditation

• Deficiency in one area CANNOT be compensated by strengths in other areas

• Accredited programs or institutions comply with the standards, but are not ranked

• Quality assurance

• Ensures quality of educational experience

• Graduates ready to enter “the profession”

Accreditation Principles


• Accredited 3,569 programs at over 714 Institutions & Universities in 30 countries, as on 2014-15 Statistics

• Non-U.S. Programs

• Accredited 475 programs at over 95 institutions in 29 countries

• Uniform accreditation criteria, policies and procedures used for all visits, regardless of location

• ABET Fee Structure

• Non-US: Readiness Review: U$ 1000; Base Fee: US$ 8000; Per Program/PEV: US $ 8000; 1 Chair, PEVs – Travel, Accommodation Etc. (3 Programs: +1000; 8000+3*8000; US$ 33000; INR 22.77Lakhs; 1 Chair+3 PEVs; 4 Persons; Travel by 1st Class(above 6 hours); 4*5000US$; INR 13.80L Plus Accommodation Expenses; Total: 40Lakhs.

• Annual Fee: US$ 1285+US$ 1285*3; US$5140; 3.5Lakhs; 6 Years.

• NBA Fee Structure

• Registration: INR 1.15L; 3 Programs: 5+2+2+ST; 10.35L; Total: 11.50Lakhs

ABET Accreditation


• Bahrain

• Chile

• China

• Colombia

• Ecuador

• Egypt

• Germany

• India (VIT, SRM,

Thapar)

• Indonesia

• Jordan

• Kazakhstan

• Kuwait

• Lebanon

• Mexico

• Morocco

• Oman

• Palestine

• Peru

• Philippines

• Qatar

• Russian Federation

• Saudi Arabia

• Singapore

• South Africa

• Spain

• Turkey

• United Arab

Emirates

• USA

ABET Accredited Programs


• ABET: U.S. (1989)

• EAust: Australia (1989)

• CEAB: Canada (1989)

• EI: Ireland (1989)

• IPENZ: New Zealand (1989)

• EngC: UK (1989)

• HKIE: Hong Kong (1995)

• ECSA: South Africa (1999)

• JABEE: Japan (2005)

• IES: Singapore (2006)

• IEET: Chinese Taipei (2007)

• ABEEK: South Korea (2007)

• BEM: Malaysia (2009)

• MUDEK: Turkey (2011)

• AEER: Russia (2012)

• NBA: India (2014)

• IESL: Sri Lanka (2014)

Washington Accord Engineering


• Philosophical Shift

• “Inputs/Outputs-based” to “Outcomes-based”

• Outcomes-based

• Institutions and programs define mission & program educational

objectives to meet needs of their constituents/stake-holders

• Provides for program differentiation

• Outcomes: preparation for professional practice with skills,

knowledge & behaviors.

• Programs demonstrate how criteria and outcomes are being met.

Outcome Based Accreditation


• Have graduates (at least 1); NBA: 2 Batches

• Be offered by institutions with appropriate accreditation or

governmental approval.

• Outside the USA

• Appropriate entity that authorizes/approves the offering of

educational programs

• Programs must be in compliance with the criteria and ABET’s

policies and procedures

• NBA: AICTE Compliance, Zero Deficiency for 3 Yrs;

Maximum 1:20 F:S Ratio; 10% or 20% (TierII/TierI) faculty

with PhD; 50%/60% Admissions; 40% Placements &

Higher Studies.

Programs Must:


• The process of accreditation is evidence-based and

should drive decision-making to ensure excellence and

enhance innovation in technical education.

• Evaluation centers on the evidence provided that

supports achievement of each of the criterion

• Majority of evidence collected through assessment of

student learning

Underlying Principle


Underlying Principle


Program educational objectives are broad

statements that describe what graduates

are expected to attain within a few years of

graduation.

Program educational objectives are based

on the needs of the program’s constituents

(stake-holders).

Program Educational Objectives


Sample - PEOs

1) Discovery - Professional Practice 1) R&D to advance technology, foster innovation; 2) Embracing Leadership

2) Learning – Professional Development 1) Participate in Professional Development Opportunities 2) Update Knowledge & Skills

3) Engagement – Professional Outreach 1) Inspiring others to develop a passion for Engineering 2) Advancing Entrepreneurial Ventures

Acknowledged: School of Mechanical Engineering, Purdue University


Student outcomes describe what students are

expected to know and be able to do by the time

of graduation.

These relate to the skills, knowledge, and

behaviors that students acquire as they progress

through the program.

Student Outcomes(Program Outcomes)


a) an ability to apply knowledge of mathematics, science, and engineering

b) an ability to design and conduct experiments, as well as to analyze and

interpret data

c) an ability to design a system, component, or process to meet desired needs

within realistic constraints such as economic, environmental, social,

political, ethical, health and safety, manufacturability, and sustainability

d) an ability to function on multidisciplinary teams

e) an ability to identify, formulate, and solve engineering problems

f) an understanding of professional and ethical responsibility

g) an ability to communicate effectively

h) the broad education necessary to understand the impact of engineering

solutions in a global, economic, environmental, and societal context

i) a recognition of the need for, and an ability to engage in life-long learning

j) a knowledge of contemporary issues

k) an ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.

Have the flexibility of defining your own SOs(POs) in ABET;

then map onto ABET’s SOs!!


ABET: Have the flexibility of defining your own Students’ Outcomes!


… NBA Program Outcomes(Engineering)…


• Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes.

• Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured

• Methods for gathering data include

• Direct / Indirect

• Formative / Summative

• Objective / Subjective

• Embedded / Add-on

• Quantitative / Qualitative

Assessment


• Specific measurable statements.

• Identifying the performance required to meet

the Student Outcomes.

• Confirmable through Evidence.

Rubrics • Articulate the level of Students’ Performance

• Provides a description of what is expected at

each level of performance.

Performance Indicators


Performance Indicators & Rubrics SO:anabilitytoidentify,formulate,andsolveengineeringproblemsP1.Abletounderstandanddescribetheproblemsposed.P2.Strategizeproblemsolvingbybreakingcomplexonesintoasetsmallerones.

P3.Formulatesolutionsforsmallerones,thusbuildingsolutionsforthecomplexproblem.P4.Analyzeandunderstandproblemconstraints,ifany.


• Assessment of COs through direct and

indirect tools

• Direct: Test/Internal Marks, University Marks;

Others-Assignments, Seminars, Projects etc.

• Indirect: Students’ feedbacks on CO/PO

Attainments

• POs Attainments through COs attained

(Direct) and Indirect Tools (Exit Survey) etc.

Assessments in NBA


Evaluation is one or more processes for

interpreting the data and evidence accumulated

through assessment processes.

Evaluation determines the extent to which

student outcomes are being attained.

Evaluation results in decisions and actions

regarding program improvement.

Evaluation


• ABET Criteria have been developed on the principles of continuous quality improvement

• On-going process to improve quality of student’s educational experience

• Systematic process: documented, repeatable

• Assess performance against criteria

• Take actions to improve program

• Accreditation is a part of CQI

• Verification that program meets certain level of quality, and CQI is part of the quality process

• In NBA, faculty members and program committee initiate quality initiatives at the Course level and at Program level (Criteria VII).

Continuous Quality Improvement (CQI)


• An educational program CQI process should involve a

clear understanding of:

• Mission

• Constituents

• Objectives (what one is trying to achieve vis a vis graduates)

• Outcomes (learning that takes place to meet objectives)

• Processes (internal practices to achieve the outcome)

• Facts (data collection)

• Evaluation (interpretation of facts)

• Action (change, improvement)

Overall Meaning


• The criteria are intended to:

• Assure the quality of educational programs

• Foster the systematic pursuit of quality improvement in

educational programs

• Help develop educational programs that satisfy the needs of

constituencies in a dynamic and competitive environment

• Responsibility of the institution seeking accreditation to

demonstrate clearly that the program meets the criteria.

ABET & NBA CRITERIONS


ABET & NBA Criteria ABET CRITERIONS NBA EQUIVALENT CRITERIONS

1 Students Criteria IV, IX: Students Performance & Students’ Support

2 Program Educational Objectives

Criteria I, Vision, Mission, PEOs

3 Student Outcomes Criteria III, Course Outcomes & Program Outcomes

4 Continuous Improvement Criteria III & VII : POs & Continuous Improvements

5 Curriculum Criteria II, IX: Curriculum & TL Processes

6 Faculty Criteria V, Faculty Information & Contribution

7 Facilities Criteria VI, Facilities & Technical Support

8 Institutional Support Criteria X, Governance & Institutional Support

9 Program Criteria


• Criteria 1, 2, 4, 7, and 8 are harmonized (Students, PEO, Continuous Improvement, Facilities & Institutional Support) • Same words used for all four Commissions.

• Same questions asked in the Self-Study

Questionnaire Template.

• Criteria 3, 5, and 6 are Commission-

specific (EAC, CAC, ETAC, ASAC) (Student

Outcomes, Curriculum , Faculty)

• Program Criteria are Commission-specific.

The Criteria


Criterion 1 Students

Student performance must be evaluated. Student progress must

be monitored to foster success in attaining student outcomes,

thereby enabling graduates to attain program educational

objectives. Students must be advised regarding curriculum and

career matters.

The program must have and enforce policies for accepting both

new and transfer students, awarding appropriate academic credit

for courses taken at other institutions, and awarding appropriate

academic credit for work in lieu of courses taken at the institution.

The program must have and enforce procedures to ensure and

document that students who graduate meet all graduation

requirements.

2016-2017 Criteria for Accrediting Engineering Programs


1) Evaluate student performance

2) Monitor student progress

3) Advise students regarding curricular and career matters

4) Have and enforce policies for accepting both new and

transfer students

5) Have and enforce policies for awarding academic credit for

courses taken at other institutions

6) Have and enforce policies for awarding academic credit for

work in lieu of courses taken at the institution

7) Have and enforce procedures to ensure and document that

students who graduate meet all graduation requirements

Criterion 1 Students

PROGRAM EVALUATOR WORKSHEET – MARK C/W/D


Criterion 2 Program Educational

Objectives


The program must have published program educational

objectives that are consistent with the mission of the

institution, the needs of the program’s various

constituencies, and these criteria. There must be a

documented, systematically utilized, and effective

process, involving program constituencies, for the

periodic review of these program educational objectives

that ensures they remain consistent with the

institutional mission, the program’s constituents’ needs,

and these criteria.


1) Published and consistent with institution’s mission,

the needs of the program’s constituencies, and

these criteria

2) Documented, systematically utilized, and effective

process, involving program constituencies, for the

periodic review of the program educational

objectives

Criterion 2 Program Educational

Objectives



Criterion 3 Student Outcomes


The program must have documented student outcomes that prepare graduates to attain the program educational objectives. Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program.

an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments, as well as to analyze and interpret data an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability an ability to function on multidisciplinary teams an ability to identify, formulate, and solve engineering problems an understanding of professional and ethical responsibility an ability to communicate effectively the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context a recognition of the need for, and an ability to engage in life-long learning a knowledge of contemporary issues

an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.


Program has documented student outcomes that prepare graduates to attain the program

educational objectives

(a) ability to apply knowledge of mathematics, science, and engineering

(b) ability to design and conduct experiments, as well as to analyze and interpret data

(c) ability to design system, component, or process to meet needs within realistic constraints

(d) ability to function on multidisciplinary teams

(e) ability to identify, formulate, and solve engineering problems

(f) understanding of professional and ethical responsibility

(g) ability to communicate effectively

(h) broad education necessary to understand the impact of engineering solutions

(i) recognition of the need for, and an ability to engage in life-long learning

(j) knowledge of contemporary issues

(k) ability to use techniques, skills, and modern engineering tools necessary for engineering

practice

Additional outcomes articulated by the program

Criterion 3 Student Outcomes



Criterion 4 Continuous Improvement


The program must regularly use appropriate,

documented processes for assessing and

evaluating the extent to which the student

outcomes are being attained. The results of

these evaluations must be systematically utilized

as input for the continuous improvement of the

program. Other available information may also

be used to assist in the continuous improvement

of the program.


Criterion 4 Continuous Improvement

1) Regular use of appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained

2) Results of evaluations systematically utilized as input for the continuous improvement of the program

3) Other information, if available, used to assist in continuous improvement



Criterion 5 Curriculum

The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include: a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences.



b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs. C) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total credits required for graduation.



1) Devotes adequate attention and time to each component,

consistent with the outcomes and objectives of the program and

institution

2) One year of college level mathematics and basic (biological,

chemical, and physical sciences; some with experimental

experience) sciences

3) One and one-half years of engineering topics appropriate to the

field of study (see criterion statement)

4) General education component that complements the technical

content and is consistent with program and institution objectives

5) Culminates in a major design experience based on knowledge and

skills acquired in earlier course work and incorporating appropriate

engineering standards and multiple realistic constraints


Criterion 5 Curriculum


Criterion 6 Faculty


The program must demonstrate that the faculty members are of sufficient number and they have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students.


Criterion 6 Faculty


The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers.


1) Sufficient number and competencies to cover all curricular

areas

2) Adequate levels of student-faculty interaction

3) Adequate levels of student advising and counseling

4) Adequate levels of university service activities

5) Adequate levels of professional development

6) Adequate levels of interaction with practitioners and employers

7) Appropriate qualifications

8) Sufficient authority for program guidance and implementation

of processes for evaluation, assessment, and continuous

improvement

9) Overall competence

Criterion 6 Faculty



Criterion 7 FACILITIES


Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. Modern tools, equipment, computing resources, and laboratories appropriate to the program must be available, accessible, and systematically maintained and upgraded to enable students to attain the student outcomes and to support program needs. Students must be provided appropriate guidance regarding the use of the tools, equipment, computing resources, and laboratories available to the program. The library services and the computing and information infrastructure must be adequate to support the scholarly and professional activities of the students and faculty.


1) Adequate to support attainment of student outcomes and

provide an atmosphere conducive to learning: classrooms,

offices, laboratories, associated equipment

2) Modern tools, equipment , computing resources, and

laboratories are available, accessible, and systematically

maintained and upgraded

3) Students provided appropriate guidance regarding the use of

the tools, equipment, computing resources, and laboratories

4) Adequate library services and computing and information

infrastructure

Criterion 7 FACILITIES



Criterion 8 INSTITUTIONAL SUPPORT


Institutional support and leadership must be adequate to

ensure the quality and continuity of the program.

Resources including institutional services, financial support,

and staff (both administrative and technical) provided to the

program must be adequate to meet program needs. The

resources available to the program must be sufficient to

attract, retain, and provide for the continued professional

development of a qualified faculty. The resources available to

the program must be sufficient to acquire, maintain, and

operate infrastructures, facilities, and equipment appropriate

for the program, and to provide an environment in which

student outcomes can be attained.


Criterion 8 INSTITUTIONAL SUPPORT

1) Institutional support and leadership adequate to ensure the quality and continuity of the program

2) Institutional services, financial support, and staff adequate to meet program needs

3) Sufficient to attract and retain, and provide for the continued professional development of a qualified faculty

4) Sufficient to acquire, maintain, and operate infrastructure, facilities, and equipment

5) Sufficient to provide an environment to attain student outcomes



• Complement/Enhance elements of the general

criteria

• Each program must satisfy applicable Program

Criteria (if any).

• Requirements stipulated in the Program Criteria are

limited to the areas of curricular topics and faculty

qualifications.

• If a program, by virtue of its title, becomes subject to

two or more sets of Program Criteria, then that

program must satisfy each set of Program Criteria.

Program Criteria


PROGRAM CRITERIA FOR MECHANICAL AND

SIMILARLY NAMED ENGINEERING PROGRAMS

Lead Society: American Society of Mechanical

Engineers

• These program criteria apply to engineering programs

that include “mechanical” or similar modifiers in their

titles.

Program Criteria - Example


1. Curriculum

The curriculum must require students to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations), to model, analyze, design and realize physical systems, components, or processes, and prepare students to work professionally in either thermal or mechanical systems, while requiring topics in each area.

2. Faculty

The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area.

Program Criteria - Example


• Apply for ABET program review

• Coordinated with national authority/accrediting agency

• Programs prepare Self-Study

• Documents how the program meets criteria

• Prepared for Program Evaluator and Team Chair

• Program review conducted by team of peer colleagues

• Review the Self-Study and conduct the site visit

• Follow-on activities

• Respond to findings, if necessary

ABET Accreditation Process What does it involve?


• Accreditation Timeline 18-21* month process

January Institution requests

review of programs

February - May

Institution prepares

self-evaluation

(Program Self-Study)

March - June

Team members

assigned, dates

set, Self-Study

submitted

September - December

Visits take place, draft

statements written and

finalized following

7-day response period

December - February

Draft statements edited

and sent to institutions

February - April

Institutions respond

to draft statement

and return to ABET

May - June

Necessary changes

to statement,

if any, are made

July

Commission meets

to take final action

August

Institutions notified

of final action

Year 1 Year 2

October Accreditation status

publically released

November* Readiness Review

(if required)

NBA: 1) Registration 5) Results 2) Pre-Qualifier 3) eNBA 9-12 Months 4) Visit


• Direct observations by Program Evaluators

• Tour program facilities

• Review student work, materials

• Interview faculty, students, administrators, and other

professional supporting personnel

• Complements the Self-Study Report

• Provides direct, observable evidence that cannot be

obtained from the Self-Study Report

On-Site Visit

55


EDITORS

ABET

(Executive

Committee)

Team

Leader

(Commissioners)

Program

Evaluator

(PEV CE)

Program

Evaluator

(PEV ChE)

Program

Evaluator

(PEV ME)

Team

Leader

(Commissioners)

Program

Evaluator

Program

Evaluator

ABET

Commission

An Accreditation Team


• The review is focused on programs, so the

applicable terms are applied in the context of

programs

• There are four keywords:

• Deficiency

• Weakness

• Concern

• Observation – “friendly advice”

Keywords of Importance

Terms Indicating Shortcomings


• Deficiency – A criterion, policy, or procedure is NOT

satisfied. Therefore, the program is not in

compliance with the criterion, policy, or procedure.

• Weakness – A program lacks the strength of

compliance with a criterion, policy, or procedure to

ensure that the quality of the program will not be

compromised. Therefore, remedial action is required

to strengthen compliance with the criterion, policy, or

procedure prior to the next evaluation.

Definitions:

Levels of Compliance


• Concern – A program currently satisfies a criterion,

policy, or procedure; however, the potential exists

for the situation to change such that the criterion,

policy, or procedure may not be satisfied.

• Observation – A comment or suggestion which

does not relate directly to the accreditation action

but is offered to assist the institution in its

continuing efforts to improve its programs.

Definitions (cont.)


NGR Next General Review (Accredited, 6 Yrs)

IR Interim Report

IV Interim Visit

SCV Show Cause – Visit

SCR Show Cause – Report

RE Report Extended

VE Visit Extended

SE Show Cause Extended

NA Not to Accredit

Accreditation Actions

Interim

evaluation

only


Duration of Accreditation Actions

Weakness? Deficiency? Action Duration

(in years)

No No NGR Next General Review 6

Yes No IR Interim Report 2

Yes No IV Interim Visit 2

— Yes SC Show Cause 2

NBA Accreditation:

1) 600 Plus (out of 1000) – 3 Years Provisional Accreditation

(Better 630 Plus)

2) 750 Plus (Out of 1000) – 6 Years Permanent Accreditation

(Better 770 Plus); No Deficiency.


ABET STATISTICS

ALL THE BEST


Thank you for your patience!

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