Assessment/accreditation of under- graduate Engineering Programs Syed Ahmed M. Said (ME)
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Assessment/accreditation of under graduate Engineering Programs Prepared by Prof. Syed Ahmed M. Said (ME)
Presented by Prof. Ibnelwaleed A. Hussein (CHE)
Accreditation Bodies
National Commission of Academic Accreditation and Assessment (NCAAA) KSA – Accredits Institutions and Programs Accreditation Board of Engineering and Technology (ABET)-USA – Accredits Engineering Programs, Computing Programs, and Applied Science Programs. 2
Accreditation Cycle
NCAAA – every seven years ABET – every six years KFUPM – every five years 3
Accreditation Criteria
NCAAA has 11 Criteria: 1.
2.
3.
4.
5.
6.
7.
8.
Mission and Objectives Governance and Administration Management of Quality Assurance and Improvement Learning and Teaching Student Administration and Support Services Learning Resources Facilities and Equipment Financial Planning and Management 9.
Faculty and Staff Employment Processes 10.
Research 11.
Institutional Relationships With the Community 4
1.Mission and Objectives
Appropriateness of the Mission; Quality of the Mission; Processes of Development and Review of the Mission; Use of the Mission Statement; Relationship Between Mission and Goals; Relationship Between Mission and Objectives.
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2.Governance and Administration
Governing Body/Board of Trustees; Senior Management; Planning Processes; Internal Policies and Regulations; Organizational Climate; Associated Companies and Controlled Entities.
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3.Management of Quality Assurance and Improvement
Institutional Commitment to Quality Improvement; Scope of Quality Assurance Processes; Administration of Quality Assurance Processes; Use of Indicators and Benchmarks; Independent Verification of Standards.
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4. Learning and Teaching
Student Learning Outcomes; Educational Assistance for Students; Quality of Teaching; Support for improvements in Quality of Teaching; Qualifications and Experience of Faculty; Program Development and Review Processes; Field Experience Activities; Partnership Arrangements with Other Institutions.
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5.Student Administration and Support Services
Student Admissions; Student Records; Student Management; Planning and Evaluation Student Services; Medical and Counselling Services; Extra Curricular Activities for Students.
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6.Learning Resources
Planning and Evaluation; Organization; Support for Users; Resources and Facilities.
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7.Facilities and Equipment
Policy and Planning; Quality and Adequacy of Facilities; Management and Administration; Research Equipment; Information Technology; Student Residences.
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8.Financial Planning and Management
Financial Planning and Budgeting; Financial Management; Auditing and Risk Assessment.
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9.Faculty and Staff Employment Processes
Policy and Administration; Recruitment; Personal and Career Development; Discipline, Complaints and Dispute Resolution.
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10.Research
Institutional Research Policies; Faculty and Student Involvement; Commercialisation of Research; Facilities and Equipment.
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11.Institutional Relationships With the Community
Institutional Policies on Community Relationships; Interactions With the Community; Institutional Reputation.
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Accreditation Criteria
(Cont ’d) ABET has 9 Criteria: 1.
2.
3.
4.
5.
6.
7.
8.
9.
Students Program Educational Objectives Program Outcomes Continuous Improvement Curriculum Faculty Facilities Support Program Criteria 16
Accreditation Criteria
(Cont ’d)
2. Participants Standards: 1. Student Admission 2. Student Retention 3. Staff Sufficiency - Student Support 4. Faculty Sufficiency 5. Faculty Qualifications 6. Faculty Management and Support 7. Aggregate Faculty and Staff Education Responsibility 8. Individual Faculty Educational Responsibility 9. Student Educational Responsibility
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Accreditation Criteria
(Cont ’d) 3. Assurance of Learning Standards
1. Management of Curricula 2. Undergraduate Learning Goals 3. Undergraduate Educational Level 4. Master ’s Level General Management Learning Goals 5. Specialized Master ’s Degree Learning Goals 6. Master ’s Educational Level 7. Doctoral Learning Goals
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Key Definitions - ABET 2008-2009
Program Educational Objectives
(PEO) PEO are broad statements that describe
the career and professional accomplishments
that the program is
preparing graduates
to achieve.
Another definition - PEO are defined as
knowledge, skills, values, attitudes
early in their careers.
, or behavior that graduates must demonstrate
Key Definitions - ABET 2008-2009
Program outcomes:
Are narrower statements that describe
what students are expected to know and be able to do by the time of graduation
.
These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program .
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Key Definitions - ABET 2008-2009
Performance criteria (indicators
): Are defined as the
specific, measurable statements
identifying the specific knowledge, skills, attitudes and/or behavior students must demonstrate
as indicators of achieving the outcomes
.
Simply put, performance criteria are those statements that
define the learning outcomes and enable faculty to measure student competency
.
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Key Definitions - ABET 2008-2009
Assessment:
Assessment is
one or more processes that identify, collect, and prepare data to evaluate outcomes
the achievement of program and program educational
objectives.
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Key Definitions - ABET 2008-2009
Evaluation:
Evaluation is one or more
processes for interpreting the data
and evidence accumulated through assessment practices.
Evaluation
determines
program
outcomes
the extent to which or program educational
objectives are being achieved.
It results in
decisions and actions
the program.
to improve 23
Continuous Quality Improvement (CQI) :
CQI is defined as
a systematic pursuit of excellence to satisfy the need of constituents in a dynamic and competitive environment.
CQI is based upon
assessment of outcomes
and establishes the capacity/capability of the program that improves institutional effectiveness, learning, and accountability. 24
Stakeholders/constituents
The following group should be considered
Faculty Administration Students Alumni Advisory Councils Other Graduate Schools Recruiters Employers/Industrial Members 25
Assessment Tools/Methods
Locally developed instruments Alumni and employer surveys Nationally standardized exams Students portfolios and senior capstone course projects External reviews Student exit interviews Focus groups Students course evaluations Graduate schools 26
Assessment Tools/Methods
Recruiters
Rubrics
using performance indicators to measure level of students performance Performance on
certified exams
Special students achievements such as
awards in various competition
, student publications and presentations at various meetings Students internship evaluations Writing proficiency exams 27
Use of Grades as an Assessment Tools
Most faculty members ask questions such as “We are already grading students, why do it again in a different form ” and “
why can ’t we use grades as assessment tool
, ” even though grades play an important role in this process. Because: For a given course,
grade represents the faculty member ’s expectations from a student
for that given course. Successful students will receive high grades.
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Use of Grades as an Assessment Tools
Grades
do not demonstrate the information on student ability to perform at an acceptable level in each of the learning outcomes
.
Course contents may vary from section to section
if a number of faculty members are teaching the same course. Course contents are based on the topics each faculty member considers important, the amount of time available for faculty member to cover each topic, faculty member expertise interest, number and type of test, attendance policy and grade structure 29
Use of Grades as an Assessment Tools
Grading policy for a course is defined by individual faculty member.
Some faculty members grade on a curve while others may have fixed standard
. Each faculty member grade exams differently, some may give partial credit for a problem while others may not give any credit.
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Use of Grades as an Assessment Tools
Grades usually represent a student ’s relative standing within a class with respect to other students
. Someone looking from outside will be unable to judge what the student knows or what topic a student understands or does not understand.
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Guidelines for developing PEO
All
constituents
should be involved in identifying PEO Numbers of PEO should be manageable PEO should be aligned with mission of university PEO should be measurable PEO should be assessed periodically using constituents PEO should be evaluated periodically to continuously improve the program 32
PEO common Problem areas
Listing PEO
same as Program Outcomes
PEO
not published
constituents or readily accessible to the
Non measurable
list of PEO PEO
not linking with Program Outcomes
Limited or
no input from constituents
developing PEO in
Lack of faculty support
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Program Educational Objectives
Examples of PEO :
Prepare graduates to
meet or exceed the expectations
of employers Prepare graduates to engage in lifelong learning to
maintain professional competency
Prepare graduates who will be prepared to in engineering and other professional fields
pursue and obtain professional licenses and advanced degrees
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Program Outcomes
a.
b.
c.
Engineering programs must demonstrate that their students attain the following outcomes
: an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments, as well as to analyze and interpret data an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, etc 35
Program Outcomes
d.
e.
f.
g.
h.
an ability to function on multidisciplinary teams an ability to identify, formulate, and solve engineering problems an understanding of professional and ethical responsibility an ability to communicate effectively the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context 36
Program Outcomes
i.
j.
k.
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 engineering tools necessary for engineering practice.
Plus any additional outcomes that may be articulated by the program 37
Program Outcomes
Performance Criteria/Indicators Performance criteria are those
statements that define the learning outcomes and enable faculty to measure student competency
.
It is
not possible to cover every topic
in a course and it may not be possible to focus on every concept in a topic so faculty
should focus only on important concepts when creating performance indicators.
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Program Outcomes
Performance Criteria/Indicators When using performance indicators, be careful
not to calculate average of all indicators for a given topic
. For example if communication skills is used as a topic, with presentation skills, sentence structure, grammar, organization as performance indicators,
taking an average and calculating one value for the entire topic will fail to point out the weakest area
that needs improvement.
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Program Outcomes
Performance Indicators for Outcome (a):
Understand given engineering problem
Identify the appropriate physics laws applicable to the problem
Apply appropriate knowledge of science, math, and engineering to correctly solve engineering problem
Draw appropriate conclusions
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Findings
NCAAA criteria are
very general and comprehensive
NCAAA almost
covers, directly or indirectly, all the criteria of AACSB and ABET.
All Higher Education institutions in Saudi Arabia are required to
adopt NCAAA criteria
institutional and program accreditations to get Need to carry out
self-study that satisfies the accrediting
bodies .
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Thank You
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