Transcript ABET Self-Study Report

‫وحدة االعتماد األكاديمي‬
‫‪7/17/2015‬‬
ACCREDITATION
Dr. ABD EL-SLAM HEMAID BADR
A.A.U. DIRECTOR
COLLEGE OF ENGINEERING
JAZAN UNIVERSITY
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ACADEMIC ACCREDITATION
UNIT (AAU)
 AAU
was established on March 2009.
 AAU
executed more than 30
workshops to spread out the
accreditation culture through the staff
members and employers.
 AAU challenged to modify the plan of
study of Mech. and Ind. Dept.
according to ABET requirement.
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ACADEMIC ACCREDITATION
UNIT (AAU)
The Educational Objectives of the two
curriculum were put.
The Objectives were translated into
courses to fulfill these objectives.
The courses were designed to meet the
ABET learning outcomes (a to k).
Two new courses were added EngG201
and EngG202.
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ACADEMIC ACCREDITATION
UNIT (AAU)
ABET learning outcomes Focus on the
Problem Solving and Engineering Design.
The Student Faces these Challenges only in
the Graduation Project.
European Project Semester, EPS, is a creative
solution to the engineering design
requirement enunciated in the ABET Criteria
for Accrediting Engineering Programs.
As we don’t have an EPS, So, EngG201 and
EngG202 are strongly recommended.
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WHY CREATIVE PROBLEM
SOLVING & ENG. DESIGN (I),(II)?
On searching in the Engineering curriculum in
Saudi Arabia Universities, It was found that
many local colleges such as King AbdulAziz,
King Fahd For Petroleum and Minerals,
and Qasseim Universities are teaching these
subjects under different names and codes.
Also many International Universities such as
Arizona State, Michigan and others are
teaching the same subject to complete the
requirements of ABET Accreditation.
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Creative Problem Solving & Eng.
Design (I),(II)?
The syllabi of the two courses support to great extent all
technical and non-technical program outcomes (a-k)
according to ABET requirement.
The preparation of the two courses differs from other
engineering courses in:
Syllabus.
Teaching technique.
Homework and Class work.
Interaction between Student and Instructor.
Assessment tools and Evaluation Methods.
Facilities .
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Creative Problem Solving
& Eng. Design (I),(II)?
The materials of the two subjects were put by AAU
(Great efforts were made to collect materials from the
websites and the personal relation with other local and
international universities’ staff members).
Teaching Techniques, Assessment Tools, Evaluation Methods
were also detected.
Many workshops were executed to explain the teaching
techniques, Assessment Tools, and Evaluation Methods to
the Staff Members.
The Staff Members were chosen according to there
effective contribution within the workshops.
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AAU Activities
Helps in preparing the plan of study of the
three additional Engineering Programs
(Electrical, Civil, and Chemical)
Technically support the staff members in
putting the course learning objectives for
the various courses.
Support the staff members in preparing the
course portfolio of various courses.
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COURSE DESCRIPTION EDITOR (CDE)
FACULTY COMMITTEE (FC)
CV COORDINATOR (CVC)
EXTERNAL ADVISORY BOARD
(EAB)
CAPSTONE DESIGN COMMITTEE (CDC)
TRAINING & FIELD EXPERIENCE COMMITTEE
(TFEC)
STUDENT ADVISORY BOARD
(SAB)
CONSTITUE-NCES
COMMITTEE (CC)
COMMITTEE (SAC)
STUDENT ADVISING
COMMITTEE (RC)
RESOURCES
COMMITTEE (LAC)
DEPARTMENTAL ACCREDITATION COMMITTEE
(DAC)
LAB ASSESSMENT
ALUMINI & INDUSTRIAL
RELATIONSHIP
COMMITTEE (AIRC)
COMMITTEE (AC)
ASSESSMENT
Org.
Structure
of AAU
JOINT ACCREDITATION COMMITTEE (JAC)
SUMMARY OF ABET CRITERIA
1- Students
Admit
Advise
Evaluate
Monitor
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SUMMARY OF ABET CRITERIA
2- Program Educational Objectives
Published and Consistent with Mission and These
Criteria
Process in Place to Determine and Periodically
Evaluate
Based on Needs of Constituencies Curriculum
and processes to ensure achievement
Evaluation to Determine Achievement
Results Used to Improve Effectiveness of the
Program
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SUMMARY OF ABET CRITERIA
3- Student Outcomes
Assessment Process with Documented
Results to Measure Outcomes
Results Applied to Improvement of the
Program
Demonstration (including Process &
Measurements) that Graduates have
achieved the ABET outcomes (a-k).
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SUMMARY OF ABET CRITERIA
4- Continuous Improvement
Continuous improvement of the
program.
Future program improvement
plans based upon recent
evaluations.
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SUMMARY OF ABET CRITERIA
5- CURRICULUM
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
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SUMMARY OF ABET CRITERIA
6- Faculty
Sufficient Number and Competencies to
cover All Curricular Areas
Levels of Student- Faculty Interaction
Student Advising and Counseling
University Service Activities
Professional Development
Interaction with Practitioners and Employers
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SUMMARY OF ABET CRITERIA
7- Facilities
Classrooms
Mediated Classrooms
Laboratories
Equipment and Tools
Computing and Information
Infrastructure
Certified Technician and qualified operator
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SUMMARY OF ABET CRITERIA
8- Institutional Support &
Financial Resources
Sufficient to Assure Quality and
Continuity of the Program
Sufficient to Attract and Retain a WellQualified Faculty
Sufficient to Acquire, Maintain, and
Operate Facilities and Equipment
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SUMMARY OF ABET CRITERIA
9- Program Criteria
Curricular Topics
Faculty Qualifications
Other
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WHERE
WE ARE
?????
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
1 College vision, mission & goals
2 Program/department vision, mission & goals

F
College plan for gathering, documenting and

reporting input on constituency needs
Program plan for gathering, documenting and
5
reporting input on constituency needs
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F
F
Develop College Improvement & Assessment

3
Plan (PIA)
4
SITUATION
DAC
DEAN
OFFICE
ACTIVITY
JAC
No.


F
F
6
7
8
9
10
Establish core set of Educational
Objectives
Establish Program Educational Objectives
(PEO’s)
Establish core set of expected student
Learning Outcomes (LO’s)
Establish student Learning Outcomes
(LO’s) for program
Design courses and curricula to achieve
educational objectives and learning
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outcomes

SITUATIO
DEAN
OFFICE
DAC
ACTIVITY
JAC
No.
F


F
F

F

F
SITUATION
DEAN
OFFICE
ACTIVITY
DAC
JAC
No.
Document linkages between courses &
11
curricula and learning outcomes

F
Prepare syllabi for key courses showing how
12
course activities support learning outcomes

F
Set expected performance levels for learning
13
outcomes

F
Develop plan
14
outcomes

F
for
assessing
learning
Develop plan for supplemental assessment of

15
core educational objectives
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
F
Develop plan for assessing
16
educational objectives
Establish
17
objectives
College-level
Develop assessment plan
18
performance objectives
program
performance
for
college

SITUATION
DEAN
OFFICE
ACTIVITY
DAC
JAC
No.
F


F


F
19 Establish program performance objectives

F
Develop assessment plan
20
performance objectives

F
for
program
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College
review
&
improvement
22 Develop summary assessment report form
Designate program review and improvement
23
“oversight” groups
SITUATION
Develop
21
process
ACTIVITY
JAC
DAC
DEAN
OFFICE
No.

F

F

Develop plan for documentation of college level
24
changes & improvements made
Develop plan for documentation of program
25
changes & improvements made 7/17/2015

F

F

F
Dean’s Office Summary Assessment
26
Report

SITUATION
ACTIVITY
DAC
DEAN
OFFICE
JAC
No.
UP
27 Program Summary Assessment Report

28 PIA completed and fully Implemented 


UP



UP
29 Self-Study Report
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UP
2012
2012
2013
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2013
THANK
YOU !!!!!
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