OutcomeBased Instruction: SelfStudy Report

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Outcome-Based InstructionSelf-Study Report

• byDr. Mayez Al-Mouhamed
• Professor, Computer Engineering Department
• King Fahd University of Petroleum and Minerals

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Contents

• Motivation to ABET EC 2K
• Objectives
• Steering to EC 2K
• Awareness of EC 2K
• Steering classroom teaching and exams
• Steering Lab instruction and organization
• Supporting material
• Status of Self-Study Report
• Conclusion

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Motivation to ABET EC 2K

• Cost of education (mid 90s) More than 15 of
  median family income
• Industry mutation Engineers should be educated
  in a way to facilitate their adaptation to
  important industry mutation (Bio, Nano, Health,
  Comp. Technology, change in products, etc)
• (not to be tight to one original
  area of formation)
• Demographic issues, population aging, etc.
• Shift in Engineering Education
• Teacher-Centered Focus
• Traditional classroom
• Distance learning using synchronous
  video-conferencing
• Learner-Centered Focus (outcome-based)
• Interactive multimedia
• Educational solutions designed by multi-skilled
  academic teams
• Asynchronous learning (any time and anywhere)
• Since 1995 a shift in ABET criterion A
  meaningful, major engineering design experience
  
• Pilote ABET visits in 96-98, required to meet EC
  2K by 2001

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Objectives

• Preparing the writing of the Self-Study Report
  (SSR) for the COE department according the ABET
  EC 2K criterion (COE ABET Committee)
• EC 2K refers to an Outcome-Based Instruction
  Standard
• The COE department is still using conventional
  Teacher-Centered (Lecture-Exam) instruction!
• Appears to be contradictory
• First ABET visit is based on the minimum
  condition rule a convincing self-assessment
  system (in-place) that is capable of producing
  improvements according the EC 2K standards
• EC 2K quantifies education using measurable
  outcomes ranging from the acquisition of
  knowledge, the learning of skills, and the
  development of some attitude or behavior
• The self-study report is to document a program
  having consistent educational objectives and
  outcomes, carry out direct (student evaluation)
  and indirect (surveys) self-assessment, and
  feedback the results in terms of program
  improvements.

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Objectives

• Self-Study Report progress in T061
• Data-independent
• Set up the objectives (PEO-061), outcomes
  (PO-051-2), course outcomes (051 and 061), course
  evaluation (051), surveys, evaluation forms, etc.
• Advisory board, Alumni and Employer DB,
• Background, student, objectives, outcomes,
  faculty, facility, curriculum, program criteria
• Data-dependent (!)
• Assessment committee (AC) Control the direct and
  indirect assessment processes, data collection
  and presentation, and delivery to the
  undergraduate committee
• Undergraduate Committee (UC) analysis of
  assessment data, carry out revision of
  objectives, outcomes, curriculum, etc.
• Need to document above 2 tasks, data, and
  revision in SSR

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Objectives

• Requirements from KFUPM ABET Committee for T062
• Plan for a progress Self-Study Report by March 19
  after documenting
• The assessment process carried out by AC (T061
  and start of T062)
• The analysis carried out by the UC and its
  decisions
• Submit a complete SSR to KFUPM Committee by April
  15, 2007
• Submit a revised SSR to KFUPM Committee at end of
  T062 (likely)
• Pre-requisite for success
• Faculty and students need to be prepared to carry
  out the assessment tasks
• Promote the culture of outcome-based instruction
• The invested time is not wasted
• Outcome-based education and assessment at KFUPM
  is a continuous process,
• Next accreditation cycle (4y)
• Education is outcome-based,
• Graduates meet minimum acceptable scores for each
  program outcome

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Steering to EC 2K

• This is not implementing outcome-based
  instruction!
• Faculty are somewhat aware of ABET Engineering
  Criterion 2000 (EC 2K)
• Faculty have the desire to moderately change
  their lectures and lab organization to reasonably
  address the course outcomes
• Faculty are willing to design exams and other
  assignments in an outcomes-based fashion
• The students are cooperative and receptive of new
  instruction style
• Supporting material is available for faculty and
  students
• EC 2K evaluation forms and surveys are available
  (pervasively)

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Awareness of EC 2K criterion

• Being convinced of the need to
• Having time to learn about EC 2K
• Assessing based on EC 2K requires outcome-based
  exposure at the instruction level
• Use of the developed guidelines
• Dedicate time for reading
• Ask the student to read and summarize
  outcome-based knowledge
• Design surveys and evaluation forms based on
  outcome description
• Use the selected papers on engineering education
• Read and encourage reading of outcome-based
  education papers
• Ask students, in lecture or lab, to summarize
  (for bonus) some selected papers on engineering
  education, use of math and science, life-long
  learning, professional ethics, global impacts of
  engineering solution, etc.

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Steering classroom teaching-exams

• Classroom willingness to moderately steer the
  lecture to better address course outcomes
• Might require shortening of the technical
  material
• Emphasize reasonably the application of math and
  science (if app.)
• Expose the methodology of engineering design (if
  app.)
• Address directly or indirectly non-technical
  issues (life-long learning, ethical
  responsibility, impact of eng solutions, etc.)
• Course coordinator may minimize overhead by
  planning
• The best way to assess an outcome is to teach
  problem-model for that outcome
• Lecture Which part of the material should
  address specific outcomes and how
• Exam student can be asked to solve different
  instances
• How to apply desired knowledge to solving a
  problem (3A) define the principle,
  appropriateness to problem, adapt to solution.
  Ex power-of-2 calculus in computer arithmetic,
  probabilistic performance analysis, ..
• Outcome 3C problem-oriented instruction, gradual
  multiplier design, datapath solutions vs
  constraints on resource, case studies of
  different cache organization vs performance, etc.
• Non-Technical outcomes web-based education,
  essays study, summarizing papers, focus groups,
  etc.

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Steering lab instruction and organization

• Lab Willingness to moderately re-organize the
  lab and its instruction to better address course
  outcomes
• Might require shortening of the technical
  material
• Promote team work among students
• Shift the experiment/project to a problem-based
  eng. des. (same manual)
• Explain (or point to) good engineering practices
  (see guidelines)
• Accept grading different engineering solutions
  (if app.)
• Use of Lab Notebook as a student dairy of
  instruction
• Address directly or indirectly non-technical
  issues
• Assign reading material on communication
  strategies, group dynamics, etc.
• Course coordinator may minimize overhead by
  planning
• Reformulate a smaller set of experiments as
  problem-based design to allow different solutions
  (if app)
• Students starts a problem-based definition and
  move to specification, design methodology,
  implementation, test and evaluation, and
  conclusion (as per notebook)
• Grade notebooks and value valid engineering
  methodology
• Ask to read about non-technical outcomes
  web-based education, essays study, summarizing
  papers, focus groups, etc.

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Supporting material

• Guidelines to ABET A-K OUTCOMES DESCRIPTION,
  INSTRUCTION, AND ASSESSMENT
• Outcome description,
• Instructional plan
• Assessment plan
• Guidelines to COE Lab instruction and
  organization
• Lab instructional aspects
• Lab organizational aspects
• LABORATORY NOTEBOOK
• Guidelines
• Sample Notebook (with section headings)
• http//www.ccse.kfupm.edu.sa/mayez/mayez_message_
  abet.html

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Supporting material
Supporting material

• E -  FACULTY - STUDENT EDUCATIONAL RESOURCE
• http//www.ccse.kfupm.edu.sa/mayez/mayez_message_
  abet.html
• Overview of Self-Study Report preparation
• ABET EC 2000 education
• Advisory board, Employer, and Alumni Analysis
• Capstone Course
• Communication Skills
• Contemporary Issues
• Engineering Ethics
• Engineering Education
• Engineering Mathematics
• Impact of Engineering Solutions
• Life-Long Learning
• Outcome-based instruction
• Professional Engineering Practices
• Seminar Course
• Senior Design Project

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Self-Study Report Status

• The Background under revision
• C 1 - The Students (Criterion 1) to be prepared
• C 2 - Program Educational Objectives under
  revision
• C 3 - Program Outcomes partial submission
• C 4 - Assessment and Evaluation to be prepared
• C 5 - Curriculum in progress
• C 6 - Faculty missing minor faculty data
• C 7 - Facilities under revision
• C 8 - Support nearly ready
• C 9 - Program Criteria under revision
• Under revision submitted on time (thanks) and
  currently, under revision based on feedback, to
  be resubmitted no later than March 14
• Partial submission submitted material not
  matching the need or incomplete
• To be prepared some pre-requisite information or
  data is not yet available
• Missing minor faculty data
• First Draft of the Self-Study Report is due to
  KFUPM ABET Committee by March 19, 2007

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Conclusion

• Collect assessment data and Analysis
• Need for an Assessment Committee to provide an
  assessment plan for T062 (plan)
• Need for an Undergraduate Committee to analyze
  all data collected in T061 and later in T062,
  carry out curriculum revision (if any), and write
  finding in SSR (plan)
• Need for coordinators to plan and follow up some
  outcome-based instruction in their courses,
  exams, and laboratory instruction and
  organization (instructional and lab plans)
• Need to ask the faculty to do their best in
  steering their lecture/exam to better address the
  course outcomes and to cooperate with the course
  coordinator in the instructional plan
• Need to ask the Lab Supervisors to do their best
  to teamwork the students, steer the
  experiment/project to a problem-based form, value
  the engineering approach, enforce the use of lab
  Notebook, and cooperate with course coordinator