Transcript Assessments, Whose Needs?

Accreditation Workshop
Mechanical Engineering Preparation for
The Accreditation Process
Dr. Taj Mohieldin
Visiting Professor of Thermal Sciences
College of Engineering
University of Bahrain
Fulbright Scholar
Old Dominion University
Norfolk, VA, USA
Developing Assessment Plans that Work
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Quality Assessment Program
Program Assessment and Evaluation Matrix
What we need to Accomplish?
ABET, What we have do First?
What is Urgent Now?
Whose responsibility?
Program Workshops to help your faculty use
assessment to improve teaching and learning
 September 2005
o WEB PAGE
o Self-study report
ABET: Quality Assessment Program
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What are we trying to do?
o Review/Develop
o Assess/Evaluate
o Document/use results
o Improve
o Satisfy customers
o Satisfy ABET
o Continue/Stop
How well can we do it?
o Good Assessment Plan
o Faculty ownership and
responsibility
o institution-wide support
How can we improve what
we are doing?
o Believe in it
o Do yours
o Cooperate
o Help other
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Successful assessment
Flows from the institution's
mission and educational
purposes.
Emerges from a conceptual
framework.
Is marked by faculty ownership
and responsibility.
Has institution-wide support.
Relies on multiple measures.
Provides feedback to students
and the institution.
Is cost-effective.
Does not restrict or inhibit
goals of access, equity, and
diversity established by the
institution.
Leads to improvement.
Includes a process for
evaluating the assessment
program.
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UOB Mission & Goals
Electronic Assessment
Database
Concept
College of Engineering
Mission & Goals
2
Program’s
Mission
Assessment Plan
3
Curricular Issues
PEO’s & PO’s
Database
Implementation
Constituency
Feedback
Constituency
Feedback
4
Interpretation of Effectiveness &
Improvements
Program Assessment and Evaluation Matrix
Goals:
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What are the overall goals of the
program?
How do they complement institutional
and accreditation expectations?
Program Objectives:
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What are the program objectives?
What should your students know and
be able to do?
Evaluation Methods:
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Logistics:
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Performance Criteria:
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How will you know the objectives have
been met?
What level of performance meets each
objective?
Implementation Strategy:
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How will the objectives be met?
What program activities (curricular
and co-curricular) help you meet each
objective?
What assessment methods will
you use to collect data?
How will you interpret and
evaluate the data?
When will you measure?
How often? Who will collect
and interpret the data and
report the results?
Feedback:
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Who needs to know the
results?
How can you convince them
the objectives were met?
How can you improve your
program and your assessment
process?
Mechanical Engineering ABET Criteria
3. Program Outcomes and Assessment
1. Students
Admit
Advise
Evaluate
Monitor
2. Program Educational
Objective
Published and Consistent
with Mission and These
Criteria
Process in Place to
Determine and
Periodically Evaluate
Based on of
Constituencies
Curriculum and
processes to ensure
achievement
Evaluation to Determine
Achievement
Results Used to Improve
Effectiveness of the
Program
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a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Assessment Process with Documented
Results to Measure Outcomes
Results Applied to Improvement of the
Program
Demonstration (incl. Process &
Measurements) that Graduates have:
ability to apply knowledge of math,
engineering, and science
ability to design and conduct
experiments as well as to analyze and
interpret data
ability to design system, component or
process to meet needs
ability to function on multi-disciplinary
teams
ability to identify, formulate, and solve
engineering problem
understanding of professional and
ethical responsibility
ability to communicate effectively
Broad education
recognition of need and ability to
engage in life-long learning
knowledge of contemporary issues
ability to use techniques, skills, and
tools in engineering practice
Mechanical Engineering ABET Criteria
4. Professional Component
Major Design Experience
One year of Mathematics and
Basic Science
One and one-half Years on
Engineering Topics
General Education Component,
Consistent with Program
Objectives
5. Faculty
Sufficient Number and Competencies
to Cover All Curricular Areas (FTE)
Levels of Student- Faculty Interaction
Advise and Counsel students
Actively involve in service (College &
University)
Interact with Practitioners and
Employers
Professional development
Monitor and evaluate effectively
6. Facilities
Classrooms
Laboratories
Equipment and Tools
Computing and Information
Infrastructure
Certified Technicians and qualified
operators
7. Institutional Support &
Financial Resources
Sufficient to Assure Quality
and Continuity of the Program
Sufficient to Attract and Retain
a Well-Qualified Faculty
Sufficient to Acquire, Maintain,
and Operate Facilities and
Equipment
8. Program Criteria
Curricular Topics
Faculty Qualifications
Other
What We Have To Do First?
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Departmental Accreditation Committee (DAC)
Program’s Mission
Program Constituencies
Program Educational Objectives (PEO’s)
Program Outcomes (PO’s)
Program Industrial Advisory Committee (PIAC).
Program ABET Web Page.
Electronic Assessment Database.
Plan of Improvement & Assessment (PIA)
Develop performance criteria for each
objective/outcome.
Conduct Assessments and Write Up Results
Document Use of Results for Program Improvement
Program’s Mission
Example Mission
Mechanical Engineering
The mission of the Department of Mechanical Engineering is to:
Provide high quality education in mechanical engineering
for undergraduate students
Provide support for faculty to conduct high quality research
and ensure high quality education
Increase the program’s national and international
reputation
Enhance the community through civic responsibility and the
promotion of economic development
Provide technical expertise and training to industry on
advanced technologies
Program’s
Mission
Program’s
Mission
Example mission
Mechanical Engineering
The undergraduate program in Mechanical Engineering has
the following educational objectives:
To graduate students who
Can effectively use science, mathematics, and engineering
concepts necessary for successful mechanical engineering
careers.
Can communicate effectively, work in teams, and provide
leadership.
Can adapt to and influence the future technological environment in
response to industrial and global changes.
Are aware of the ethical, social, and environmental impact of their
professional actions.
Can succeed in advanced study including graduate school, selfstudy, and industrial short courses.
Program Constituencies
Constituencies
Current Students
Faculty
Potential employers of
program graduates
Former graduates and Alumni
Industrial advisory committee
Student Advisory committee
Means of
Interaction and Feedback
 Course outcome surveys
 Student satisfaction survey
 Senior students exit survey
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Feedback on course outcomes surveys
Department Accreditation committee
Department meetings
Employers survey
 Alumni survey
 Committee meetings
 Committee meetings
Program Educational Objectives (PEO’s)
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PEO’s are consistent with the mission
Ensure that PEO’s are well-stated and
measurable.
PEO’s can be linked with the curriculum for
the Program
Involve constituencies
Program Educational Objectives (PEO’s)
Example PEO’s
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Create well-rounded engineers who possess theoretical and
practical skills, and understand the significance of humanities
and social sciences.
Produce graduates who have the necessary teamwork and
leadership skills to excel in multidisciplinary team
environments.
Develop innovative and creative thinking with an understanding
of entrepreneurship.
Develop science, mathematics, analytical, computational, and
experimental, skills, and apply them to formulate and solve
engineering problems.
Instill in students an appreciation of the impact of engineering
solutions in a global and societal context, including the broad
implications of professional ethics.
Instill in students the flexibility to adapt to changing technology
and an understanding of the need for continuous improvement
and lifelong learning.
Program Educational Objectives (PEO’s)
The Department Mechanical Engineering
1.
To provide the skills and instill the values necessary for success in
the engineering profession and/or graduate-level study through
rigorous instruction in fundamentals and engineering practice.
2.
To acquire the technological skills to practice modern mechanical
engineering in today's global marketplace, and to provide the
opportunity to develop specialized interests through electives,
involvement in research projects, and industrial internships.
3.
To provide comprehensive training in design and laboratory practice.
4.
To encourage the development of communication and leadership
skills increasing awareness of environmental and ethical
responsibilities as a professional engineer.
Program Educational Objectives (PEO’s)
Example PEO’s
1. To provide our students with a strong technical
education that will enable them to have successful
careers as professional mechanical engineers, as
educators in academia, and as members of other
professions;
2. To prepare our students for rapid technological
change with the core knowledge central to assuring
that they are able to improve their skills continuously
across a range of disciplines throughout their
professional careers;
3. To prepare our students to communicate effectively
and to deal knowledgeably and ethically with the
impact of technology in our society and on global
issues.
Program Outcomes (PO’s)
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PO’s satisfy the 11 ABET criteria
PO’s must be measurable and specify an appropriate
method for measurements
Outcomes must specify a criterion for judging findings.
satisfies professional component
For academic programs, include both of the following:
a. Curricular outcomes
b. Learning outcomes at the course level
Direct as well as indirect methods of measurement are to
be used.
Map PO’s into PEO’s
Map PO’s into ABET “a – k” criteria
Curriculum achieves PO’s
Curriculum satisfies professional component
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Curriculum meets program specific criteria
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Program Outcomes (PO’s)
ABET 11 Outcomes
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ability to apply knowledge of math, engineering, and
science
ability to design and conduct experiments as well as to
analyze and interpret data
ability to design system, component or process to meet
needs
ability to function on multi-disciplinary teams
ability to identify, formulate, and solve engineering problem
understanding of professional and ethical responsibility
ability to communicate effectively
Broad education
recognition of need and ability to engage in life-long
learning
knowledge of contemporary issues
ability to use techniques, skills, and tools in engineering
practice
Relationship of PEO’s to EC2000 Criteria
How these PEO’s Relate to Other EC 2000 Criteria
Relationship of Objectives to EC2000 Criteria
EC 2000 Criterion
2 CE
PEO
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5
6
7
8
3
a
b
c
d
e
f
g
h
i
j
k
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5
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PO’s
PEO ’s
a. Ability to apply knowledge of mathematics, science, and engineering
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b. Ability to design and conduct experiments as well as analyze and
interpret data
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c. Ability to design a system to meet desired needs
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d. Ability to function on multidisciplinary teams
e. Ability to identify, formulate, and solve engineering problems
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f. Understanding of professional and ethical responsibility
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g. Ability to communicate effectively
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h. Broad education necessary to understand impact of engineering
solutions in a global/societal context
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i. Recognition of the need for and ability to engage in lifelong learning
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j. Knowledge of contemporary issues
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k. Ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice
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Table 3. Example of Mapping Program Outcomes to ABET Outcomes
PO’s
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7.
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ABET
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a-k
d e
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f
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g
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h
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K
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What is Urgent Now?
(DAC) Submit
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Program’s Mission
Program’s Constituencies
Program’s Educational Objectives (PEO’s)
Program’s Outcomes (PO’s)
Tabulated Current Curriculum
Program Industrial Advisory Committee (PIAC).
Faculty Submit:
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ABET Course Syllabus
ABET Resume
Passport Photo (for Web Page)
Collect sample of students work this semester
Record of tests grades this semester
Test # Grade Distribution
student
Question 1
Question 2
Question 3
Question 4
Question 5
1
18
10
20
15
10
2
18
15
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18
20
3
16
12
12
10
05
4
15
20
20
15
14
5
14
05
14
17
11
6
14
12
14
20
19
7
14
17
20
04
14
8
12
03
12
15
20
9
12
00
15
06
14
10
11
20
08
11
05
11
10
15
18
09
07
12
10
14
10
07
13
13
05
17
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UOB Mission
COE Mission
COIT Mission
Programs Missions
Programs
Self-study Reports
ABET Documentations
CE, CHE, ET, ME
CS, CEIT, MIS
On-line
Employer Survey
Alumni Survey
Senior Exit Survey
Faculty Survey
Industrial Advisory Committee
Programs Curriculum
Program Faculty
Students Information
Grades are global evaluations that
represent the overall proficiency of
students. They don’t tell you about
student performance on individual
learning goals…
First, answer these questions
1. What do you really want students to know and learn?
2. What are your students actually learning?
3. What can you do to help students learn what you believe they need to know?
Then, follow these steps
1. Identify and articulate what students should learn in your class
2. Develop tools to measure student learning
3. Establish systems to compile and analyze the data you collect with these
tools
4. Use the information gathered to improve/adapt curricula, pedagogy, and goals
CEE 100 Statics
CEE 230 Civil Engineering Materials
CEE 240 Geographic Information Systems in Engineering
CEE 304 Introduction to Fundamentals of CEE Infrastructure Systems
CEE 305 Civil & Environmental Engineering Computations
CEE 310 Structures I
CEE 323 Soil Mechanics
CEE 330 Hydromechanics
CEE 335 CE Soils and Hydraulics Laboratory
CEE 340 Hydraulics and Water Resources
CEE 350 Environmental Pollution and Control
CEE 365 Transportation Engineering
CEE 403W Civil Engineering Design Project
CEE 410 Concrete Design I
Elective Courses for a BSCE Degree
•CEE 411 Concrete Design II
•CEE 412 Structures II
•CEE 415 Steel Structures Design
•CEE 416 Wood Structures Design
•CEE 420 Foundation Engineering
•CEE 421 Earth Structures Design with Geosynthetics
•CEE 430 Introduction to Earthquake Engineering
•CEE 440 Hydraulic Engineering
•CEE 446 Urban Stormwater Hydrology
•CEE 447 Groundwater Hydraulics
•CEE 450 Water Distribution and Waste Water Collection System Design
•CEE 451 Water and Waste Water Treatment
•CEE 452 Air Quality
•CEE 454 Hazardous Waste
•CEE 458 Sustainable Development
•CEE 482 Introduction to Coastal Engineering
•CEE 495 Topics: Public Health Engineering