Transcript Status of the College of Engineeirng and Computer Science

Course Level Assessment in the
Context of ABET
A Presentation for the Lumina Tuning
Council Community College Committee
January 6, 2011
Dr. LouAnn Berman
Assistant Vice President for
Assessment and Institutional Effectiveness
The Big Picture
Courses completed at
Community Colleges
Lead to an EAC/ABET
engineering degree at a
baccalaureate granting institution
So all assessment of programs
and courses needs to be
consistent with the expectations
of ABET for engineering degrees
ABET Harmonized Criteria
General Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students
Program Educational Objectives
Program Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support
Program Criteria
ABET Harmonized Criteria
General Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students
Program Educational Objectives
Program Outcomes
Continuous Improvement
Curriculum
Specifies expectations of the student
several years after graduation, usually
Faculty
about five years.
Facilities
Institutional Support
Program Criteria
ABET-EAC Baccalaureate Level
General Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students
Program Educational Objectives
Program Outcomes
(a) Math, science, & engineering
(g) Communication
Continuous
Improvement
(b) Design & conduct experiments
(h) Broad education
Curriculum
(c) Design
(i) Life-long learning
Faculty
(d) Multi-disciplinary teams
(j) Contemporary issues
Facilities
(e) Solve problems
(k) Engineering tools
Institutional
(f) Professional Support
& ethical
responsibility
Program Criteria
ABET Harmonized Criteria
General Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students
Program Educational Objectives
Program Outcomes
Continuous Improvement
Curriculum
Faculty
Defines the curriculum in broad
Facilities terms. It does not specify the number
of credit hours or specific courses.
Institutional Support
Program Criteria
ABET Harmonized Criteria
General Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students
Program Educational Objectives
Program Outcomes
Continuous Improvement
Curriculum
Specifies additional criteria that may
exist for particular programs. Not all
Faculty
programs have program criteria.
Facilities
Institutional Support
Program Criteria
The Building Blocks
Course
Learning
Outcomes
Program
Outcomes
Program
Educational
Objectives
Some Definitions
 Program Objective—Expected
accomplishments of graduates during the first
several years of professional practice following
graduation from the program.
 Program Outcome—That which students are
expected to know or be able to do by the time
of graduation from the program.
 Course Outcome—That which a student
should be able to do at the end of a particular
course
How the Pieces Fit
EAC/ABET
Program
Accreditation
Community Colleges
SACS
Accreditation
Community
College
Transfer
Coursework
SACS
Accreditation
Engineering
Programs
with
Objectives
and
Outcomes
EAC/ABET Baccalaureate Programs
A Typical Assessment Flowchart
A Typical Assessment Flowchart
Forward—Backward Looking
Forward—Backward Looking
Three Steps of Assessment
 Articulate the goals for student learning
 Gather evidence of student performance
 Direct measures—exams, papers, projects
 Indirect measures—asking students how well they
learned, tracking job
placement rates
 Use the information
for program improvement
Walvoord, Barbara A., Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and
General Education, Jersey Bass, 2004.
An Example of the Plan
Let’s use Calculus I and
the follow-on courses as
an example of the course
assessment process.
An Interesting Thought
From Gloria Rogers new blog:
http://programassessment.blogspot.com
You don’t have to be good to get better.