Preparing for ABET Accreditation: Meeting Criteria 2, 3

1
Preparing for ABET Accreditation Meeting
Criteria 2, 3 4

• October 12, 2006
• Melissa Canady Wargo, Director
• Office of Assessment

2
ABET Assessment Terminology

• Program Educational Objectives
• Program Student Learning Outcomes
• Program Assessment
• Program Evaluation

3
Program Educational Objectives

• Focus is on student after graduation.
• What are your goals for students in the first few
  years of their career?

4
Program Student Learning Outcomes

• Focus is on what students know or can do when
  they complete they program i.e., at the time of
  graduation.
• ABET defines 11 outcomes for you, but you can add
  additional outcomes if you choose.

5
Program Assessment

• Collection and analysis of data related to
  student acquisition of learning outcomes
• Involves development and consistent
  administration of multiple measures of learning,
  both direct and indirect.

6
Program Evaluation

• Interpretation and use of assessment results.
• Meaningful evaluation should translate into
  programmatic or curricular change.

7
What is outcomes-based assessment?
Program, School, College, University Mission,
Vision, Strategic Priorities
8
How do I go about assessing my program?

• Engage program faculty in assessment
  conversations
• Commit to support assessment activities
• Be willing to use assessment information to make
  programmatic or curricular changes

9
How do I begin?

• Develop comprehensive assessment plan
• Program Purpose
• Program Goals
• Intended Learning Outcomes
• Assessment Methods

10
Formulating Program Mission

• 3 Key Questions to Address in Purpose Statement
• What is program?
• What does program provide?
• Whom does the program serve?

11
Sample Purpose Statement

• The MBA Program within the College of Business
  at James Madison University emphasizes excellence
  and continuous improvement in graduate learning
  by stressing knowledge, technical and
  interpersonal and experiential skills in the
  development of managerial decision making. The
  MBA Program seeks to serve part-time students who
  are full-time working professionals in the
  Shenandoah Valley and Piedmont Region of
  Virginia. The MBA Program also serves other
  professionals through contract programs utilizing
  on-site and distance learning methodologies.
  (MBA Program, James Madison University)

12
Formulating Program Goals

• Focus on what the program provides to achieve the
  mission and outcomes.
• Keep goals brief and general
• Describe an ideal graduate program in your
  discipline at this type of institution

13
Sample Program Goals

• To develop students as successful professionals
  for highly competitive positions in industry,
  government, and academic departments. (NC State
  Graduate Program in Mechanical Aerospace
  Engineering)
• To foster an intellectual appreciation for the
  value of multiple perspectives in the study of
  past and present societies. (MA in History, James
  Madison University)

14
Formulating Learning Outcomes

• Think SMART
• Specific
• Measurable
• Attainable
• Results-Oriented
• Time-Bound
• Adapted from UCF Assessment Handbook

15
Sample Learning Outcomes

• Graduate students will present research to
  diverse audiences through publications in
  professional journals and conference papers.
• Graduate students will advance the state of
  disciplinary knowledge by creating and
  interpreting research results specific to the
  field of study.

16
Group ExercisePart I

• Develop a learning outcome appropriate for a
  graduate program
• Think about skills/knowledge related to
  developing students as professionals or
  practitioners in the field of study.
• Remember SMART

17
Formulating Assessment Methods

• What data will allow us to determine whether the
  outcome has been met?
• Are those data attainable?
• How often should those data be collected?
• Who is responsible for data collection, analysis,
  reporting?
• When will the collection, analysis, reporting
  occur?

18
Direct Measures of Student Learning

• Evaluation of
• Theses/Dissertations
• Capstone projects or exams
• Culminating experiences (e.g. internships, senior
  thesis, etc.)
• Juried review of student projects or performances
• Student work samples (e.g., case study responses,
  research papers, essay responses, etc.)
• Collection of student work samples (portfolios)
• Exit exams (standardized/proprietary exams or
  locally developed exams)
• Pre- and post-tests
• Performance on licensure or certification exams

19
Indirect Measures of Student Learning

• Surveys (student, alumni, etc.)
• Exit interviews
• Employment or Graduate School placement rates
• Retention/graduation data
• Demographics of student population
• Focus groups

20
Group ExercisePart 2

• Develop two assessment methods appropriate to the
  outcome, at least one must be a direct measure
• Consider
• What data are needed?
• Where will data be collected?
• Are there mechanisms in place already?
• How often are data collected?
• How will data be disseminated and discussed?

21
How can this process be managed more effectively?

• Capitalize on activities you already have in
  place
• Locate and use resources from around the
  University
• Use your time and resources efficiently

22
Questions/Comments

• ?