Transcript Document

Preparing for ABET
Kevin Scoles
ABET Self Study Committee
Electrical and Computer Engineering
October 2001
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Acknowledgements
Some of the material in this
presentation was provided by Dr. Jack
McGourty, Columbia University, and
was used in a presentation by Dr.
McGourty to Drexel COE faculty at a
faculty meeting.
What is ABET?
The Accreditation Board for Engineering and
Technology (ABET) is a federation of 31
professional engineering and technical societies.
Since 1932, ABET has provided quality
assurance of education through accreditation.
ABET accredits more than 2400 engineering,
engineering technology, computing and applied
science programs at over 500 colleges and
universities nationally. ABET is recognized by the
Council on Higher Education Accreditation.
http://www.abet.org/about.html
Vision
What is ABET?
ABET will provide world leadership to assure quality and stimulate
innovation in engineering, technology and applied science
education.
Mission
ABET serves the public through the promotion and advancement
of engineering, technology and applied science education. ABET
will: Accredit engineering, technology and applied science
programs. Promote quality and innovation in engineering,
technology and applied science education. Consult and assist in
the development and advancement of education in engineering,
technology and applied science. Inform the public of activities and
accomplishments. Manage operations and resources to be
responsive and relevant to the needs of the organization and its
stakeholders.
http://www.abet.org/vision.html
What is ABET?
24 Participating society members
IEEE, ASEE, CSAB
5 Affiliate society members
2 Cognizant technical society members
Who will be coming?
Team Chair
Dr. David Holger
Assoc Dean Academic Programs, Iowa State
Electrical Engineering
Dr. Raman Unnikrishnan
Dean, Eng & Comp Sci, Cal State Fullerton
Computer Engineering
Mr. Jerry Brand
Senior Systems Engineer, Harris Corp.
When are they coming?
The team will arrive on Sunday, November
11th and be on campus through Wednesday,
November 14th.
All faculty, unless at a conference, should plan on
being on campus all day through this period
We can not predict who the visitors will want to
meet with or exactly when
We now have a list of the faculty Dr. Unnikrishnan would
like to see
Before they get here…
They will
Review program self study
Ask questions about program or college
Make a preliminary call of program review
Make a list of concerns to follow up at visit
What are they thinking?
How did you get to where you are? How do you ensure continuous assessment
in the future? How were the Program Educational Objectives (PEOs)
developed? Who was involved in developing the process and how, specifically
how were the constituents involved? How did you identify the needs of the
constituencies? How will the PEOs be reviewed and revised in the future and
who will be involved? What is the process for revising and implementing the
curriculum? How is that process connected to the PEOs? How are the
constituents involved in this process? What is the process for using the
feedback from alumni surveys? Who receives the data and how is it used? How
often will the alumni surveys be done? Who will get the surveys in the future?
What is the process for external review? How often will it be done? What is the
mechanism for incorporating feedback from the external review into the
curriculum process? What is the connecting to the university, college and
department mission statements? Where are the PEOs published?
Quote from EE visitor to Columbia 9/6/00
What will they do here?
Meet with Dean and Dept Head
Meet with individual faculty
Meet with student group(s)
Examine course materials
Visit library and supporting departments
Visit departmental facilities
What will they be looking for?
There are 8 General Criteria to be evaluated
Students
Program Educational Objectives
Program Outcomes and Assessment
Professional Component
Faculty
Facilities
Institutional Support and Financial Resources
Program Criteria
What will they be looking for?
As you are aware, under ABET 2000
the focus is on the process of
establishing objectives, assessment of
achievement, and continuous
improvement. These are the elements I
will be focusing on during my visit.
Quote from Civil Eng visitor to Columbia, 9/6/00
What are they looking for?
Program Educational Objectives
Have we defined our objectives?
How were our objectives determined?
Are they consistent with our mission statement?
Are they measurable?
What is our process to review and update our objectives?
How do we know when we have met our objectives?
Our Objectives
Teach the core in electrical and computer
engineering, providing flexibility in
specialization areas
Enhance teamwork and communications
Put technology in a global and societal
context
Provide practical experiences and instill a
desire for life-long learning
Promote research among our qualified
undergraduate students
http://www.ece.drexel.edu/ECE/ABET2000
What should you know about the PEOs?
The department developed its objectives as part of
college-wide workshops, coordinated by Acting
Dean Dr. Raj Mutharasan and led by consultant
Dr. Jack McGourty, from Columbia University, in
November of 1997.
Represented by Drs. N. Bilgutay, B. Eisenstein, W.
Freedman, and K. Scoles
Prepared initial draft of the program educational
objectives, the desired student outcomes, and the
strategies for achieving these outcomes with regular
faculty consultation and feedback.
What should you know about the PEOs?
Our objectives have been presented to ECE
faculty, the ECE Advisory Council, our students,
and our alumni for discussion and feedback.
Using this feedback the 5th objective was
modified to read “Develop awareness among our
students that research advances the state of
knowledge in our profession to serve society
better, and provide our qualified students with the
opportunity to conduct research as
undergraduates.”
What should you know about the PEOs?
The EE and CE Program Objectives will undergo
periodic evaluation. This feedback will be
collected and considered by the Undergraduate
Curriculum Committee for possible changes. Any
proposed changes and additional feedback
obtained from students, alumni, and industry will
be presented to the entire ECE faculty at a
scheduled faculty meeting to complete the review
process.
What should you know about the PEOs?
For more details on the EE and CE Program
Educational Objectives you can read the
actual text of the self-studies
EE Program Educational Objectives
CE Program Educational Objectives
Program Outcomes and Assessment
Each program must show how they are
meeting the 13 outcomes
The ABET A-K
The method(s) used to assess these
outcomes must be explained and must
show documented results
The Program Outcomes
Program Outcomes (abridged)
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Ability to apply math, science, and engineering
Ability to design experiments and interpret data
Ability to design a system to meet a need
Ability to function on multi-disciplinary teams
Ability to identify, formulate, and solve problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Understand engineering solutions in a global and societal context
Recognition of the need for and an ability to engage in life-long
learning
Knowledge of contemporary issues
Ability to use techniques, skills, and modern engineering tools
What are they looking for?
Program Outcomes
Do our courses/programs incorporate the
outcomes?
How are we assessing the outcomes?
From whom to we collect information?
Who are our constituencies?
How often?
What gets done with this information?
Do We Demonstrate the Outcomes?
The ECE ABET Self-Study Committee met
with faculty from all the curricular groups to
match our course content and practices with
the 13 outcomes.
We determined that through TDEC and the
ECE curricula we cover the outcomes well,
and documented this in an Excel table.
EE Outcomes
CE Outcomes
Constituencies
Who are they?
How do we involve our constituencies?
Do our students believe they are
providing input and does it make any
difference?
What do you need to know?
Who are our constituencies?
Students,employers, alumni, faculty
How do we involve our constituencies?
Surveys, visiting committees, student
forums, exit meetings
Do students think their input makes a
difference?
From student forums and discussions, yes!
What are they looking for?
Outcomes
What should our students know and be able to do
upon graduation?
Can we recognize it when we see it?
Process
What are our processes to achieve the objectives?
How is it documented?
What does the process do? How do we know it
does what we say it does?
Who is responsible for maintaining and improving
the process?
Closing the CQI Loop
Assessment processes must be in place
Documentation of results and evidence that
results are being used to improve the
program
Student portfolio/coursework
Nationally-normed examinations
Alumni and employer surveys
Placement data
Other
What are they looking for?
Assessment
Are there measures for each objective?
What is measured? How often?
How do we use the data we collect?
Do our measures provide the discrimination we
want?
What is our process to continuously improve
outcomes?
Where is the feedback loop?
What actions have been taken to improve
outcomes as a result of the assessment process?
What are they looking for?
Results
How do we demonstrate that outcomes are
achieved?
What is our assessment of the quality of the
program?
What evidence do we have to demonstrate that
our efforts to improve the program are producing
results?
Based on our analysis of assessment data, what
are our plans for additional improvement?
Are our constituencies pleased with the results?
How do we know this?
Information Sources for CQI
Input
C our se Surv ey
C onsti tuen cy
Stud ent s
F requ en cy
Ev ery c our se e ve ry
qu art er
Ev ery qu art er
Stud ent s
Fo cu s
In stru ctor /Cou rse
eva luat ion
Stud ent/ C our se
eva luat ion
AB ET A -K
F ac ulty Re spon se
Fo rm
AB ET A -K Surv ey
E CE F ac ulty
O p en Fo rum
Stud ent s
P EO , G en eral feedb ac k
Ev ery qu art er
S enior Exi t Su rvey
S enior Stud ent s
P EO , gen eral fee dba ck
C o-op Surv ey
C o-op Surv ey
A lumni Surv ey
E m ploye rs
Stud ent s
5 ye ar out alumn i
De pa rtm ent al
A dvi sory C oun cil
Indu stry a nd
Ac ad emi c M emb ers
AB ET A -K
AB ET A -K
AB ET A -K, P EO ,
g ene ra l f ee db ack
AB ET A -K, P EO ,
g ene ra l f ee db ack
Ev ery s pring
qu art er
T w ice p er y ear
T w ice p er y ear
O n ce
F ac ulty Re tr ea ts
E CE F ac ulty
C urri culum a nd
asse ssm ent, PE O,
g ene ra l r evi ew and
fee db ack
T w ice p er y ear
T w ice p er y ear
O n e to tw o ti m es
p er ye ar
Who is responsible?
Faculty
Course objectives, control curriculum
Committees
Input, corrective action
Assistant Dept Heads
Department Head
Evaluate all assessment input
Initiate corrective action
Distribute to committees and ADHs
File an annual CQI report
What happens after the visit?
Team completes the Matrix for
Implementation Assessment
Team completes the Program Audit form
Chair completes the Recommended
Accreditation Action Form
When will the next accreditation be and what form
will it take
Team will visit with Dean and Provost to
deliver their report
How will we do?
“… under ABET 2000 the focus is on
the process of establishing objectives,
assessment of achievement, and
continuous improvement”
These three key goals have been
accomplished
How will we do?
The ABET Self Study has been very
thorough in preparing for this visit
We believe we have strong EE and CE
programs and can support this through
our various assessment instruments
and constituency inputs
Faculty can help by reviewing the
Program Objectives and being aware of
the CQI process
Matrix for Implementation
Rank the program from 1 (worst) to 5
(best) on:
Educational Objectives
Constituents
Processes
Outcomes Assessment
Results
System
Return
Recommended Action Form
NGR - program is in full compliance, 6 years.
RE - weaknesses identified in a prior IR action have
been removed. Extends accreditation to the next
general review (2 or 4 years).
VE - weaknesses identified in a prior IV action have
been removed. Extends accreditation to the next
general review (2 or 4 years).
SE - deficiencies identified in the prior SC action
have been removed. Extends accreditation to the
next general review (1 to 5 years).
Next Return
Recommended Action Form
IR - compliance with applicable criteria should be
strengthened. A report will be required, but not a visit
(2 yrs).
IV - compliance with applicable criteria should be
strengthened. An on-site visit will be required (2 yrs).
SC - program is not in full compliance with the
applicable criteria. An on-site visit will be required (1
yr).
NA - program is in continued non-compliance.
Applies after a SC evaluation or the evaluation of a
new, unaccredited program. Accreditation is
generally not extended as a result of this action.
Previous Return
Criterion 1. Students
The quality and performance of the students and
graduates are important considerations in the
evaluation of an engineering program. The institution
must evaluate, advise, and monitor students to
determine its success in meeting program objectives.
The institution must have and enforce policies for the
acceptance of transfer students and for the validation
of courses taken for credit elsewhere. The institution
must also have and enforce procedures to assure
that all students meet all program requirements.
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Criterion 2. Program Educational Objectives
Each engineering program for which an institution seeks
accreditation or reaccreditation must have in place
Detailed published educational objectives that are consistent with
the mission of the institution and these criteria
A process based on the needs of the program’s various
constituencies in which the objectives are determined and
periodically evaluated
A curriculum and process that ensures the achievement of these
objectives
A system of ongoing evaluation that demonstrates achievement of
these objectives and uses the results to improve the effectiveness
of the program
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Criterion 3. Program Outcomes and
Assessment
Engineering programs must demonstrate that their graduates
have:
An ability to apply knowledge of math, science, and engineering
An ability to design and construct experiments, as well as to
analyze and interpret data
An ability to design a system, component, or process to meet
desired needs
An ability to function on multi-disciplinary teams
An ability to identify, formulate, and solve engineering problems
An understanding of professional and ethical responsibility
next
Criterion 3. Program Outcomes and
Assessment
Engineering programs must demonstrate that their graduates
have:
An ability to communicate effectively
The broad education necessary to understand the impact of
engineering solutions in a global 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 tools necessary
for engineering practice
Each program must have an assessment process with
documented results
Return
Criterion 4. Professional Component
Students must be prepared for engineering practice through the
curriculum culminating in a major design experience
The professional component must include:
One year of a combination of college level mathematics and basic
sciences (some wth experimental expertise) appropriate to the
discipline
One and one-half years of engineering topics, consisting of
engineering sciences and engineering design appropriate to the
student’s field of study
A general education component that complements the technical
content of the curriculum and is consistent with the program and
institutional objectives
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Criterion 5. Faculty
Faculty are the heart of any educational program. The faculty must be
of sufficient number; and must 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
The faculty must have sufficient qualifications and must ensure the
proper guidance of the program and its evaluation and development.
The overall competence of the faculty may be judged by such factors
as education, diversity of backgrounds, engineering experience,
teaching experience, ability to communicate, enthusiasm for developing
more effective programs, level of scholarship, participation in
professional societies, and registration as Professional Engineers.
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Criterion 6. Facilities
Classrooms, labs, and associated equipment must be
adequate to accomplish the program objectives and
provide an atmosphere conducive to learning.
Appropriate facilities must be available to foster
faculty-student interaction and to create a climate that
encourages professional development and
professional activities. Programs must provide
opportunities for students to learn the use of modern
engineering tools. Computing and information
infrastructures must be in place to support the
scholarly activities of the students and faculty and the
educational objectives of the institution.
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Criterion 7. Institutional Support and Financial
Resources
Institutional support, financial resources, and
constructive leadership must be adequate to assure
the quality and continuity of the engineering program.
Resources must be sufficient to attract, retain, and
provide for the continued professional development
of a well-qualified faculty. Resources also must be
sufficient to acquire, maintain, and operate facilities
and equipment appropriate for the engineering
program. In addition, support personnel and
institutional services must be adequate to meet
program needs.
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Criterion 8. Program Criteria
Each program must satisfy applicable Program
Criteria. Program Criteria provide the specificity
needed for interpretation of the basic level criteria as
applicable to a given discipline. 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, ten that
program must satisfy each set of Program Criteria;
however, overlapping requirements needs to be
satisfied only once.
Previous Criterion Return
Mission Statements
ECE Mission Statement
The ECE Department prepares men and women
to lead productive and rewarding professional
lives at the forefront of Engineering in the 21st
century and pursues research to advance the
state-of-the-art in Electrical and Computer
Engineering and Engineering Education.
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Mission Statements
COE Mission Statement (3/18/98):
The mission of Drexel's College of Engineering is to educate
engineers at both the undergraduate and graduate levels 
engineers who are technically excellent, who have matured
through their participation in Drexel's co-operative program, who
possess excellent written and oral communication skills, and who
are aware of the economic, environmental, societal, and political
issues impacting on the practice of their profession and on society
as a whole. Our research and scholarly work facilitates the
creation of and transfer of knowledge and is integral to our
students' education. We prepare our graduates to be outstanding
professionals, who are committed to life-long professional
development and service to society, and we prepare them to be
leaders in business, industry, government, other professions, and
academia.
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Mission Statements
Drexel University Mission Statement:
Drexel University prepares students to succeed in a
complex modern world by combining high quality
technologically-based academic programs with
meaningful experiences of the real world.
Previous Return
Our Objectives
Provide our students with the core in electrical and computer engineering, in
a manner that recognizes the diversity of our profession and affords the
flexibility to pursue different specialization areas
Provide the Electrical and Computer Engineering students with the
opportunity to learn in multi-disciplinary courses to function as effective team
members in an increasingly diverse engineering environment
Provide our students with the broad education necessary to understand the
impact of technology in a global and societal context
Provide our students with practical experiences to facilitate their development
as educated professionals in a global and diverse workplace. Through these
experiences, expose our students to the need for and desirability of life-long
learning
Develop awareness among our students that research advances the state of
knowledge in our profession to serve society better, and provide our qualified
students with the opportunity to conduct research as undergraduates