ABET Accreditation Process

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ABET Accreditation Process

• Chemical Engineering Department
• Prof. Emad Ali

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ABETStands forAccreditation Board for
Engineering and Technology
ABET is a U.S. Institution
Professor Musaed N. J. Al-Awad
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ABET EC 2000

• Emphasis on Skills
• Communication
• Lifelong learning
• Multi-disciplinary
• Teamwork
• Ethics and Profession
• Emphasis on Design Course
• Emphasis on learning NOT teaching

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ABET EC-2000

• Define objectives of program
• Determine measurable program outcomes required to
  achieve program objectives
• Design curriculum to achieve program outcomes
  map program outcomes to course objectives.
• Measure student achievement of outcomes via
  assignments in courses
• Feedback and Continuous Improvement

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Outcome-Based Assessment
Action
Process
Output (outcomes)
Intended Outcomes
Measurement/ Comparison
Feedback
Outcome-Based Assessment (Outcome-based, learning
focused, continuous feedback/improvement)
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CHE Vision Mission

• Vision
• The department of chemical engineering aims at
  contributing to the nations development
  and improving   the welfare of the society,
  through preparing professional chemical engineers
  and conducting theoretical and applied
  researches.
• Mission
• The chemical engineering department strives at
  providing rigorous and dynamic education to
  students in the various chemical engineering
  fields, serving local communities, contributing
  to the progress of the chemical engineering
  profession and leading in innovative applied
  research.

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CHE Educational Objectives

• Educate the students in the fundamental
  principles of science and chemical engineering,
  and provide them with modern experimental and
  computational skills.
• Help the students to develop the ability to use
  chemical engineering education to tackle problems
  of practical importance to society while taking
  into consideration ethical, safety, economical
  and environmental factors.
• Provide students, through broad
  education, with necessary skills required for
  effective communication, team work and to be a
  productive and ethically conscience members
  of the professional community and society.
• Provide the students with industrial training to
  facilitate their integration into professional
  life.

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Objectives Guidelines

• Program objectives should be related to
  university mission
• Program objectives should be related to College
  of Engineering mission
• Program objectives must be developed with
  constituents
• Records of development process must be available
  to the team on site

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Objectives Guidelines .

• Program objectives must be evaluated for three
  important characteristics
• Have we and our constituents set the right
  objectives for ourselves?
• Is the curriculum appropriate?
• Are we accomplishing our objectives?
• This is a long term process
• Evaluation data must be collected and analyzed by
  the faculty
• Results used for Improvement

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Industrial Advisory Council

• Usually industrial leaders
• May include government leaders
• May include other educators
• Chaired by one of the industrial members
• Meet once or twice a year with the faculty and
  administration
• Team may want to meet with this group

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ABET Outcomes

• (a) knowledge of mathematics, science, and
  engineering
• (b) design and conduct experiments, analyze data
• (c) design a system, component, or process
• (d) function on multi-disciplinary teams
• (e) identify, formulate, and solve engineering
  problems
• (f) understanding of professional and ethical
  responsibility
• (g) communicate effectively
• (h) broad education
• recognition and engagement in life-long learning
• (j) knowledge of contemporary issues
• (k) Use of modern engineering tools

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CHE Program Outcomes

• O1.Knowledge in the fundamentals of mathematics,
  chemistry and physics.
• O2.Knowledge in the major areas of chemical
  engineering
• O3.Formulate and solve practical chemical
  engineering problems.
• O4.Select the appropriate numerical methods and
  use computers to solve chemical eng problems.
• O5.Design, run safely, gather and analyze
  experimental data relevant to chemical eng
  problems.
• O6.Design a process considering, ethical, safety,
  economical and environmental factors

• O7.Design Project tailored to their interests
  or to their professional goals.
• O8.Work effectively alone or as a part
  of multi-disciplinary teams.
• O9.Write correct and coherent technical reports
  and make effective oral presentations.
• O10.Appreciate the ethics of the chemical eng
  profession and its importance on local and global
  scales.
• O11.Knowledge of contemporary issues related to
  chemical eng or to other engineering or science
  fields.
• O12.Self learning skills to ensure life long
  learning.

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CHE-ABET Outcome Map
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Outcomes Objectives Map
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Course-Outcome Map
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Assessment Measures of Student Learning Outcomes

• Indirect
• Course grades
• Surveys
• Focus Groups
• Student self ratings
• Course evaluations
• Graduate school admissions
• National standard exams
• External reviewer

• Direct
• Tests
• Rubrics
• Portfolios
• Capstone projects
• Field supervisor ratings
• Employer ratings
• Special student achievement, prize, publication,
  presentation
• Archival records
• Oral exams
• Behavioral observation

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Assessment Tools

• Course
• Course Assessment Report
• Student Course Evaluation
• Course Portfolio
• Oral Presentation
• Course Grades

• Program
• Faculty Survey
• Alumni Survey
• Employer Survey
• Assessment Rubrics
• External Advisor

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Assessment Guidelines

• Outcomes must be assessed
• Your choice as to what methods
• Surveys alone are insufficient
• Student surveys are insufficient
• Methods must show that all required outcomes
  acquired by all students to some extent

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Assessment Guidelines

• Grades are insufficient unless all outcomes
  assigned to a course are assessed on at least one
  examination
• Need more than one assessment method
• Faculty are the most important assessors
• Design courses important here. Most outcomes can
  be assessed here.

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Responsibilities of Course Instructors

• Establish course objectives
• Map course objectives to program outcomes
• Prepare the Course portfolio each semester
• Measure student achievement via assignments each
  semester
• Assess course outcomes and produce Course
  performance memo
• Apply or Allow for Course Evaluation survey
  annually
• Complete Faculty survey annually
• Adjust lectures and lab organization to
  reasonably address the course outcomes
  (periodically)
• Design exams and other assignments in an
  outcomes-based fashion (periodically)

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Course Portfolio Contents

• Course title and number.
• Course syllabus
• Course notes and/or outlines
• Student work homework, quizzes, examination and
  projects.
• Lab reports
• Statement/questions for each assignment
• Student Final Grades and distribution
• Course performance report

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Problems

• Course Portfolio Contents
• Course Performance Report
• Industrial Advisory Board
• Employer Survey
• Direct Assessment
• Skills Ethics, Multi-disciplinary, lifelong

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Course Binder status2005-2006II
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Course Binder Content2006-2007I
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Course Binder Status
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Course Performance Report, KAU
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Our Course Report
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Course Performance Report
Course Outcome Weights
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Course Performance Report
Direct embedded method
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Course performance report
Indirect embedded method
Score/targetgt60 ok 40ltscore/targetlt60
warn Score/targetlt40 alarm 0.0/0.0 NA
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What is Rubric?

• Rubrics offer the Instructor an opportunity to
  assess the student's understanding of a
  scientific topic by levels of performance on
  certain criteria
• Rubrics can be designed such that they track a
  students performance across several courses or
  learning experiences and show improvements in
  performance over time rather than in a single
  instance

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How to design a Rubric

• faculty must first identify the key elements
  (criteria) of a work or performance, and then
  develop the standards that discriminate between
  poor and excellent accomplishments on those key
  elements.

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Why use rubrics

• A carefully designed rubric
• 1. Focuses instruction by identifying the key
  elements and minimum standards of a skill,
  knowledge, or attitude
• 2. Helps the instructor provide feedback that is
  focused and meaningful
• 3. Characterize the desired results in a
  relatively objective manner by clearly describing
  expectations
• 4. Operationalizes performance standards such
  that students know in advance what is expected of
  them
• 5. Rubrics, when given in advance and used
  constantly, develop self-assessment competence in
  students
• 6. Can be developed with the involvement of
  students, helping them understand the issue in
  greater depth.

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Rubrics continued

• What to use?
• We developed Rubrics for evaluating
• 1. Design Project
• 2. Data analysis, Experiment Design
• 3. Written Communication
• 4. Oral Communication
• 5. Ethics, Life-long learning and Teamwork

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Rubric Example