Transcript Assessments, Whose Needs?

Accreditation Workshop
Civil 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
ABET: Quality Assessment Program
•
•
•
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










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.
1
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:
Evaluation Methods:
•
•
•
What are the overall goals of the
program?
How do they complement institutional and
accreditation expectations?
•
What assessment methods will you
use to collect data?
How will you interpret and evaluate
the data?
Program Objectives:
Logistics:
•
•
•
•
What are the program objectives?
What should your students know and be
able to do?
Performance Criteria:
•
•
How will you know the objectives have
been met?
What level of performance meets each
objective?
Implementation Strategy:
•
•
How will the objectives be met?
What program activities (curricular and
co-curricular) help you meet each
objective?
When will you measure?
How often? Who will collect and
interpret the data and report the
results?
Feedback:
•
•
•
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?
What We Have To Do First?
•
•
•
•
•
•
•
•
•
•
•
•
Departmental Accreditation Committee (DAC)
Program’s Mission
Program Constituencies
Program Educational Objectives (PEO’s)
Program Outcomes (PO’s)
Industrial Advisory Committee (PIAC).
Develop Standard ABET Program 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
The mission of the Department of Civil, Construction, and Environmental
Engineering is to provide:
•
High quality undergraduate programs that continually incorporate
advances in civil engineering technology.
•
Post-baccalaureate educational programs to satisfy the increasing
need for highly educated engineers in various specialty areas of civil
engineering.
•
Research activities consistent with the responsibilities of a research
institution to develop new technology for the solution of emerging
problems and to support programs of graduate education.
•
Extension and public service activities through the development of
professional technical assistance and continuing
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




Feedback on course outcomes surveys
Department Accreditation committee
Department meetings
Employers survey
 Alumni survey
 Committee meetings
 Committee meetings
Program Educational Objectives (PEO’s)
•
•
•
•
PEO’s are consistent with the mission
Involve constituencies
Ensure that PEO’s are well-stated and
measurable.
PEO’s can be linked with the curriculum for
the Program
Program Educational Objectives (PEO’s)
•
•
•
•
•
•
•
•
Example PEO’s
To prepare students for entry into successful careers in civil engineering, emphasizing the
mastery of engineering fundamentals, the ability to solve engineering problems, the
importance of engineering judgment and engineering experimentation, and the process of
engineering design.
To instill in students the sense of pride and confidence that comes from applying their
knowledge of engineering principles and procedures to the economic and social benefit of
society.
To encourage in students an understanding of the professional and ethical obligations of
the engineer, to conduct themselves as professionals, recognizing their responsibility to
protect the health and welfare of the public, and to be accountable for the social and
environmental impact of their engineering practice.
To establish an educational environment in which students participate in multidisciplinary,
team-oriented, open-ended activities that prepare them to work in integrated engineering
teams.
To offer a curriculum that encourages students to become broadly educated engineers and
life-long learners, with a solid background in the basic sciences and mathematics, an
understanding and appreciation of the arts, humanities, and social sciences, an ability to
communicate effectively for various audiences and purposes, and a desire to seek out further
educational opportunities.
To expose students to advances in engineering practice and research as preparation for
opportunities in professional practice and graduate education.
To acquire, maintain, and operate facilities and laboratory equipment appropriate to
the civil engineering program, and to incorporate traditional and state-of-the-art technology
and methods.
To recruit, develop, and retain faculty who are committed to the educational mission
of the civil engineering program, to ensure that these educational objectives are met.
Program Outcomes (PO’s)
•
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
•
Curriculum meets program specific criteria
•
.
Program Outcomes (PO’s)
Graduates of the civil engineering program have:
(a) an ability to apply knowledge of mathematics, science, and engineering
Graduates should show that they can employ mathematics, chemistry, static's, dynamics, solid
mechanics, and hydraulics in solving a wide range of civil engineering problems.
(b) an ability to design and conduct experiments, as well as to analyze and
interpret data
Graduates should show that they can make decisions regarding type, location, and number of data
points to be collected, duration of the experiment in view of intended results, and demonstrate an
understanding of accuracy and precision
(c) an ability to design a system, component, or process to meet desired needs
Graduates should be able to: identify the project goal; define the project; search for alternative
possibilities; choose the best of the possible solutions; create a design drawing, design plan, or
computer simulation; evaluate the design; and justify the final design in written and oral forms.
(d) an ability to function on multi-disciplinary teams
Graduates should show that they can participate effectively as team members working, where
appropriate, with people who bring different skills, expertise, and perspectives to a project; and
with people from different sub-disciplines within civil engineering
(e) an ability to identify, formulate, and solve engineering problems
Graduates should show that they can isolate and describe the important components of a problem-what is given, what is known, and what is unknown--and apply engineering principles and
mathematics to find the unknowns and arrive at appropriate and effective solutions.
(f) an understanding of professional and ethical responsibility
Graduates should be familiar with the applicable professional codes of conduct for engineers. The
should be able to apply the codes, where appropriate, to particular cases in which ethical issues
arise. Graduates should also understand the importance of professional registration.
Program Outcomes (PO’s)
Graduates of the civil engineering program have:
(g) an ability to communicate effectively
Graduates should be able to use forms of discourse appropriate to civil engineering,
including oral presentations, visual presentations, and written communications.
Examples include written, visual, and mathematical solution statements and
summaries, laboratory reports, progress reports, technical reports, summaries,
technical presentations, charts, graphs, figures, design drawings, and tables, etc.
(h) the broad education to understand the impact of engineering
solutions in a global and societal context, they should:
Graduates should have been exposed to the interactions among science, technology,
and social values, developing an understanding of the influence of science and
technology on civilizations and of the way that science and technology have been
applied to the betterment of humankind.
(i) a recognition of the need for, and an ability to engage in life-long
learning
Graduates should show that they appreciate the need for further education and selfimprovement, understand the value of professional licensure and the necessity of
continuing professional developments, and understand the value of membership in
appropriate professional organizations.
(j) a knowledge of contemporary issues
Graduates should have been exposed to and understand selected contemporary
technical and societal issues relevant to their field of study.
(k) an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice
Graduates should have an ability to use practical methods effectively and readily in the
performance of engineering analysis and design. Graduates should be able to select
and use modern engineering tools that are used by practicing engineers, including
computer software such as e-mail and spreadsheets, and publishing, mathematical,
and computer aided drawing (CAD) packages.
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
1
2
3
4
5
6
7
8
3
a
b
c
d
e
f
g
h
i
j
k
4
5
6
7
8
PO’s
PEO ’s
a. Ability to apply knowledge of mathematics, science, and engineering


b. Ability to design and conduct experiments as well as analyze and
interpret data


c. Ability to design a system to meet desired needs



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 impact of engineering
solutions in a global/societal context

i. Recognition of the need for and ability to engage in lifelong learning

j. Knowledge of contemporary issues




k. Ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice

Table 3. Example of Mapping Program Outcomes to ABET Outcomes
PO’s
1.
2.
3.
4.
5.
6.
7.
a




b



ABET
c






a-k
d e



 
 

 
f




g



h





i




j




K






