Accreditation Workshop

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Accreditation Workshop

• Mechanical Engineering Preparation for
• The Accreditation Process
• Dr. Taj Mohieldin
• Visiting Professor of Thermal Sciences
• College of Engineering
• University of Bahrain
• Fulbright Scholar
• Old Dominion University
• Norfolk, VA, USA

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Developing Assessment Plans that Work

• Quality Assessment Program
• Program Assessment and Evaluation Matrix
• What we need to Accomplish?
• ABET, What we have do First?
• What is Urgent Now?
• Whose responsibility?
• Program Workshops to help your faculty use
  assessment to improve teaching and learning
• ? September 2005?
• WEB PAGE
• Self-study report

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ABET Quality Assessment Program

• Successful assessment
• Flows from the institution's mission and
  educational purposes.
• Emerges from a conceptual framework.
• Is marked by faculty ownership and
  responsibility.
• Has institution-wide support.
• Relies on multiple measures.
• Provides feedback to students and the
  institution.
• Is cost-effective.
• Does not restrict or inhibit goals of access,
  equity, and diversity established by the
  institution.
• Leads to improvement.
• Includes a process for evaluating the assessment
  program.

• What are we trying to do?
• Review/Develop
• Assess/Evaluate
• Document/use results
• Improve
• Satisfy customers
• Satisfy ABET
• Continue/Stop
• How well can we do it?
• Good Assessment Plan
• Faculty ownership and responsibility
• institution-wide support
• How can we improve what we are doing?
• Believe in it
• Do yours
• Cooperate
• Help other

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1
Programs Mission
PEOs POs
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Program Assessment and Evaluation Matrix

• Goals
• What are the overall goals of the program?
• How do they complement institutional and
  accreditation expectations?
• Program Objectives
• What are the program objectives?
• What should your students know and be able to
  do?
• Performance Criteria
• How will you know the objectives have been met?
• What level of performance meets each objective?
• Implementation Strategy
• How will the objectives be met?
• What program activities (curricular and
  co-curricular) help you meet each objective?

• Evaluation Methods
• What assessment methods will you use to collect
  data?
• How will you interpret and evaluate the data?
• Logistics
• When will you measure?
• How often? Who will collect and interpret the
  data and report the results?
• Feedback
• Who needs to know the results?
• How can you convince them the objectives were
  met?
• How can you improve your program and your
  assessment process?

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Mechanical Engineering ABET Criteria

• 3. Program Outcomes and Assessment
• Assessment Process with Documented Results to
  Measure Outcomes
• Results Applied to Improvement of the Program
• Demonstration (incl. Process Measurements) that
  Graduates have
• ability to apply knowledge of math, engineering,
  and science
• ability to design and conduct experiments as well
  as to analyze and interpret data
• ability to design system, component or process to
  meet needs
• ability to function on multi-disciplinary teams
• ability to identify, formulate, and solve
  engineering problem
• understanding of professional and ethical
  responsibility
• ability to communicate effectively
• Broad education
• recognition of need and ability to engage in
  life-long learning
• knowledge of contemporary issues
• ability to use techniques, skills, and tools in
  engineering practice

• Students
• Admit
• Advise
• Evaluate
• Monitor
• 2. Program Educational Objective
• Published and Consistent with Mission and These
  Criteria
• Process in Place to Determine and Periodically
  Evaluate
• Based on of ConstituenciesCurriculum and
  processes to ensure achievement
• Evaluation to Determine Achievement
• Results Used to Improve Effectiveness of the
  Program

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Mechanical Engineering ABET Criteria

• 4. Professional Component
• Major Design Experience
• One year of Mathematics and Basic Science
• One and one-half Years on Engineering Topics
• General Education Component, Consistent with
  Program Objectives
• 5. Faculty
• Sufficient Number and Competencies to Cover All
  Curricular Areas (FTE)
• Levels of Student- Faculty Interaction
• Advise and Counsel students
• Actively involve in service (College
  University)
• Interact with Practitioners and Employers
• Professional development
• Monitor and evaluate effectively

• 6. Facilities
• Classrooms
• Laboratories
• Equipment and Tools
• Computing and Information
• Infrastructure
• Certified Technicians and qualified operators
• 7. Institutional Support Financial Resources
• Sufficient to Assure Quality and Continuity of
  the Program
• Sufficient to Attract and Retain a Well-Qualified
  Faculty
• Sufficient to Acquire, Maintain, and Operate
  Facilities and Equipment
• 8. Program Criteria
• Curricular Topics
• Faculty Qualifications
• Other

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What We Have To Do First?

• Departmental Accreditation Committee (DAC)
• Programs Mission
• Program Constituencies
• Program Educational Objectives (PEOs)
• Program Outcomes (POs)
• Program Industrial Advisory Committee (PIAC).
• Program ABET Web Page.
• Electronic Assessment Database.
• Plan of Improvement Assessment (PIA)
• Develop performance criteria for each
  objective/outcome.
• Conduct Assessments and Write Up Results
• Document Use of Results for Program Improvement

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Programs Mission

• Example Mission
• Mechanical Engineering
• The mission of the Department of Mechanical
  Engineering is to
• Provide high quality education in mechanical
  engineering for undergraduate students
• Provide support for faculty to conduct high
  quality research and ensure high quality
  education
• Increase the programs national and international
  reputation
• Enhance the community through civic
  responsibility and the promotion of economic
  development
• Provide technical expertise and training to
  industry on advanced technologies

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Programs Mission
Programs Mission

• Example mission
• Mechanical Engineering
• The undergraduate program in Mechanical
  Engineering has
• the following educational objectives
• To graduate students who
• Can effectively use science, mathematics, and
  engineering concepts necessary for successful
  mechanical engineering careers.
• Can communicate effectively, work in teams, and
  provide leadership.
• Can adapt to and influence the future
  technological environment in response to
  industrial and global changes.
• Are aware of the ethical, social, and
  environmental impact of their professional
  actions.
• Can succeed in advanced study including graduate
  school, self-study, and industrial short courses.

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Program Constituencies
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Program Educational Objectives (PEOs)

• PEOs are consistent with the mission
• Ensure that PEOs are well-stated and measurable.
• PEOs can be linked with the curriculum for the
  Program
• Involve constituencies

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Program Educational Objectives (PEOs)

• Example PEOs
• Create well-rounded engineers who possess
  theoretical and practical skills, and understand
  the significance of humanities and social
  sciences.
• Produce graduates who have the necessary teamwork
  and leadership skills to excel in
  multidisciplinary team environments.
• Develop innovative and creative thinking with an
  understanding of entrepreneurship.
• Develop science, mathematics, analytical,
  computational, and experimental, skills, and
  apply them to formulate and solve engineering
  problems.
• Instill in students an appreciation of the impact
  of engineering solutions in a global and societal
  context, including the broad implications of
  professional ethics.
• Instill in students the flexibility to adapt to
  changing technology and an understanding of the
  need for continuous improvement and lifelong
  learning.

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Program Educational Objectives (PEOs)

• The Department Mechanical Engineering
• To provide the skills and instill the values
  necessary for success in the engineering
  profession and/or graduate-level study through
  rigorous instruction in fundamentals and
  engineering practice.
• 2. To acquire the technological skills to
  practice modern mechanical
• engineering in today's global marketplace, and
  to provide the
• opportunity to develop specialized interests
  through electives, involvement in research
  projects, and industrial internships.
• To provide comprehensive training in design and
  laboratory practice.
• 4. To encourage the development of communication
  and leadership skills increasing awareness of
  environmental and ethical responsibilities as a
  professional engineer.

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Program Educational Objectives (PEOs)

• Example PEOs
• To provide our students with a strong technical
  education that will enable them to have
  successful careers as professional mechanical
  engineers, as educators in academia, and as
  members of other professions
• To prepare our students for rapid technological
  change with the core knowledge central to
  assuring that they are able to improve their
  skills continuously across a range of disciplines
  throughout their professional careers
• To prepare our students to communicate
  effectively and to deal knowledgeably and
  ethically with the impact of technology in our
  society and on global issues.

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Program Outcomes (POs)

• POs satisfy the 11 ABET criteria
• POs must be measurable and specify an
  appropriate method for measurements
• Outcomes must specify a criterion for judging
  findings.
• satisfies professional component
• For academic programs, include both of the
  followinga. Curricular outcomesb. Learning
  outcomes at the course level
• Direct as well as indirect methods of measurement
  are to be used.
• Map POs into PEOs
• Map POs into ABET a k criteria
• Curriculum achieves POs
• Curriculum satisfies professional component
• Curriculum meets program specific criteria

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Program Outcomes (POs)

• ABET 11 Outcomes
• ability to apply knowledge of math, engineering,
  and science
• ability to design and conduct experiments as well
  as to analyze and interpret data
• ability to design system, component or process to
  meet needs
• ability to function on multi-disciplinary teams
• ability to identify, formulate, and solve
  engineering problem
• understanding of professional and ethical
  responsibility
• ability to communicate effectively
• Broad education
• recognition of need and ability to engage in
  life-long learning
• knowledge of contemporary issues
• ability to use techniques, skills, and tools in
  engineering practice

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Relationship of PEOs to EC2000 Criteria
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POs PEO s PEO s PEO s PEO s
a. Ability to apply knowledge of mathematics, science, and engineering ? ?
b. Ability to design and conduct experiments as well as analyze and interpret data ? ?
c. Ability to design a system to meet desired needs ? ?
d. Ability to function on multidisciplinary teams ? ? ?
e. Ability to identify, formulate, and solve engineering problems ? ? ?
f. Understanding of professional and ethical responsibility ?
g. Ability to communicate effectively ? ?
h. Broad education necessary to understand impact of engineering solutions in a global/societal context ?
i. Recognition of the need for and ability to engage in lifelong learning ? ? ?
j. Knowledge of contemporary issues ? ?
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice ? ? ?
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What is Urgent Now?

• (DAC) Submit
• Programs Mission
• Programs Constituencies
• Programs Educational Objectives (PEOs)
• Programs Outcomes (POs)
• Tabulated Current Curriculum
• Program Industrial Advisory Committee (PIAC).
• Faculty Submit
• ABET Course Syllabus
• ABET Resume
• Passport Photo (for Web Page)
• Collect sample of students work this semester
• Record of tests grades this semester

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Test Grade Distribution

student Question 1 Question 2 Question 3 Question 4 Question 5
1 18 10 20 15 10
2 18 15 00 18 20
3 16 12 12 10 05
4 15 20 20 15 14
5 14 05 14 17 11
6 14 12 14 20 19
7 14 17 20 04 14
8 12 03 12 15 20
9 12 00 15 06 14
10 11 20 08 11 05
11 10 15 18 09 07
12 10 14 10 07 13
13 05 17 13 20 02

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UOB Mission COE Mission COIT Mission Programs
Missions
On-line Employer Survey Alumni Survey Senior
Exit Survey Faculty Survey Industrial Advisory
Committee
Programs Self-study Reports
ABET Documentations CE, CHE, ET, ME CS, CEIT, MIS
Programs Curriculum Program Faculty Students
Information
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Grades are global evaluations that represent the
overall proficiency of students. They dont tell
you about student performance on
individual learning goals First, answer these
questions 1. What do you really want students to
know and learn? 2. What are your students
actually learning? 3. What can you do to help
students learn what you believe they need to
know? Then, follow these steps 1. Identify and
articulate what students should learn in your
class 2. Develop tools to measure student
learning 3. Establish systems to compile and
analyze the data you collect with these tools 4.
Use the information gathered to improve/adapt
curricula, pedagogy, and goals
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CEE 100 Statics CEE 230 Civil Engineering Materials CEE 240 Geographic Information Systems in Engineering CEE 304 Introduction to Fundamentals of CEE Infrastructure Systems CEE 305 Civil Environmental Engineering Computations CEE 310 Structures I CEE 323 Soil Mechanics CEE 330 Hydromechanics CEE 335 CE Soils and Hydraulics Laboratory CEE 340 Hydraulics and Water Resources CEE 350 Environmental Pollution and Control CEE 365 Transportation Engineering CEE 403W Civil Engineering Design Project CEE 410 Concrete Design I Elective Courses for a BSCE Degree CEE 411 Concrete Design II CEE 412 Structures II CEE 415 Steel Structures Design CEE 416 Wood Structures Design CEE 420 Foundation Engineering CEE 421 Earth Structures Design with Geosynthetics CEE 430 Introduction to Earthquake Engineering CEE 440 Hydraulic Engineering CEE 446 Urban Stormwater Hydrology CEE 447 Groundwater Hydraulics CEE 450 Water Distribution and Waste Water Collection System Design CEE 451 Water and Waste Water Treatment CEE 452 Air Quality CEE 454 Hazardous Waste CEE 458 Sustainable Development CEE 482 Introduction to Coastal Engineering CEE 495 Topics Public Health Engineering