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PHILIPPINE TECHNOLOGICAL COUNCIL

INTEGRATED CASEE MODULES. PHILIPPINE TECHNOLOGICAL COUNCIL. Presented at the. COMMISSION ON HIGHER EDUCATION CHED Auditorium, HEDC Bldg , CP Garcia Ave., Diliman , Quezon City October 23-25, 2014. PTC CASEE: INTEGRATED CASEE MODULES **. by the PHILIPPINE TECHNOLOGICAL COUNCIL (PTC)

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PHILIPPINE TECHNOLOGICAL COUNCIL

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  1. INTEGRATED CASEE MODULES PHILIPPINE TECHNOLOGICAL COUNCIL Presented at the COMMISSION ON HIGHER EDUCATION CHED Auditorium, HEDC Bldg, CP Garcia Ave.,Diliman, Quezon City October 23-25, 2014

  2. PTC CASEE:INTEGRATED CASEE MODULES** by the PHILIPPINE TECHNOLOGICAL COUNCIL (PTC) ACCREDITATION AND CERTIFICATION BOARD FOR ENGINEERING AND TECHNOLOGY (ACBET) V2014.1 ________________________________ * PTC CASEE – PTC Certification and Accreditation System for Engineering Education

  3. MODULE OBJECTIVES • To introduce PTC, PTC CASEE and OBE and their importance to the overall continuous quality improvement of engineering education towards international recognition and competitiveness; • To prepare participants to assume leading roles in the preparation of engineering programs for accreditation under PTC CASEE; and • To prepare participants to assume effective roles of program accreditation leader and/or program evaluator under PTC CASEE.

  4. MODULE OUTCOMES After completing the integrated modules, the participant should be able to: • Explain and articulate the features of PTC CASEE and its importance to the continuous quality improvement of engineering programs; • Participate in the preparation of Self Study Report and the educational program that comply with the requirements of program accreditation under PTC CASEE; and • Function effectively as evaluation team member or team leader during the accreditation review of engineering programs in accordance with PTC CASEE.

  5. CASEE MODULES

  6. MODULE OUTLINE • Intro to PTC, PTC Program Accreditation and International Recognition under the Washington Accord • Intro to CQI, OB Education and OB Accreditation • PTC CASEE – Criteria, Policies and Procedures • Self-Study Report (SSR) Guidelines: Preparing for Accreditation • Conducting Accreditation Reviews • Leading Accreditation Reviews (LAR) : Accreditation Review Site Visit • LAR: Findings, Findings Classification and Reporting • LAR: Accreditation Decision Process and Final Accreditation Reporting

  7. INTRODUCTION PTC PTC MEMBERS PTC ADVOCACIES ROLES OF THE APO/PEO ROLES OF HEI CONTEXT OF ENGINEERING PRACTICE AND EDUCATION PTC WASHINGTON ACCORD INITIATIVE AND ENGINEERING REGISTERS

  8. ROLES OF ENGINEERING PROFESSIONAL ORGANIZATIONS (APOs/EPOs) IN SUPPORT OF THESE ADVOCACIES, APO/EPOs: • ACT AS “GUARDIANS” OF QUALITY OF EDUCATION AND ENGINEERING PRACTICE • SIT IN THE PTC BOARD OF TRUSTEES • SIT IN THE PTC ACCREDITATION BOARD • SIT IN THE ENGINEERING ACCREDITATION COMMISSION • NOMINATE PROGRAM EVALUATORS AND HELP PTC MAINTAIN REGISTRY OF PEvs • ENCOURAGE ENGINEERS TO REGISTER UNDER THE APEC, ASEAN & ACPE REGISTRIES

  9. ROLES OF HEI • Implement OBE in accordance with CMO 37 Series 2012 • Submit (voluntarily) the engineering program for accreditation under CASEE • Maintain accreditation status for continuing recognition.

  10. MODULE OUTLINE • Intro to PTC, PTC Program Accreditation and International Recognition under the Washington Accord • INTRO TO CQI, OB EDUCATION AND OB ACCREDITATION • PTC CASEE – Criteria, Policies and Procedures • Self-Study Report (SSR) Guidelines: Preparing for Accreditation • Conducting Accreditation Reviews • Leading Accreditation Reviews (LAR) : Accreditation Review Site Visit • LAR: Findings, Findings Classification and Reporting • LAR: Accreditation Decision Process and Final Accreditation Reporting

  11. OVERALL FRAMEWORK FOR QUALITY TEACHING & LEARNING FACILITATION, ASSESSMENT & EVALUATION METHODS, CURRICULUM DESIGN, ETC SOCIETAL NEEDS, ADVANCING TECHNOLOGIES, STUDENT’S ENROLMENT HUMAN AND MATERIAL RESOURCES, ETC GRADUATE ATTRIBUTES, STUDENT OUTCOMES PROGRAM OBJECTIVES, ENGINEERING EDUCATION SYSTEM (OBE) INPUTS OUTPUTS CMO 37 SER. 2012 ACCREDITATION SYSTEM (CASEE) (CRITERIA, POLICIES, PROCEDURES)

  12. KEY WORDS - 1 • OBE – an educational delivery system that emphasizes learning outcomes, assessment and evaluation, and continuous quality improvement rather than detailed curricular specifications (ref. Engineering Criteria 2000 or EC2000). “Top-Down” vs. “Piece-Together” • ACCREDITATION – a process for assessing and evaluating whether or not the educational delivery system and program meets specified standard of educational quality, e.g., WA GA & CP

  13. KEY WORDS - 2 • Assessment– one or more processes to identify, collect, and prepare data to evaluate the attainment of student outcomes and program educational objectives. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the objective or outcome being measured. • Evaluation– one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes and program educational objectives are being attained. Evaluation results in decisions and actions regarding program continuous quality improvement.

  14. KEY WORDS - 3 • Continuous Quality Improvement (CQI): A periodic feedback process for changing any aspect of a program whereby formal results from assessment and evaluation and other informal observations are utilized in the formulation of the changes, with expected higher degrees of attainment of program educational objectives and higher degrees of attainment of student outcomes.

  15. OUTCOMES-BASED EDUCATION IN ENGINEERING

  16. TRAD E. VS. OBE PROFESSIONAL COMPETENCE PROFILES, PROGRAM EDUCATIONAL OBJECTIVES, STUDENT OUTCOMES (WHAT STUDENT KNOW AND CAN DO- PERFORMANCE) OBE OUTCOMES-FOCUSED CURRICULUM, STUDENT LEARNING-FOCUSED TEACHING METHODS, ASSESSMENT AND EVALUATION STUDENT’S POTENTIAL TO COMPLETE PROGRAM AND ACHIEVE OUTCOMES INPUTS EDUCATION DELIVERY SYSTEM OUTPUTS STUDENT’S ENROLMENT HUMAN AND MATERIAL RESOURCES, ETC CURRICULUM, TEACHING METHODS COMPLETION RATES, TEST RESULTS, TRAD. E

  17. Traditional Education • Instructions of facts - inputs • Assumes that these “inputs” when delivered and completed will lead to “education (?)” • e.g., In a swimming course, one normally thinks first about: swimming styles, body motions, safety guidelines, breathing techniques • Perhaps the bigger question after the course: - Is the student able to swim in water effectively and safely? • Dedication of Resources • Facilities, classrooms, libraries, offices • Faculty and support staff • Scholarships

  18. Improving Quality in a “Traditional Education” Setting • Increase instructions (e.g., add courses) • Increase resources (facilities, scholarships, operational budget)

  19. CHANGING CONTEXT OF LEARNING • Teaching  Learning • Teacher-Centered Activities  Student-Centered Activities • Processes  Outcomes (shift of focus) • Discipline-specific  All around development • Institutional Learning  Life-long Learning

  20. OUTCOMES-BASED EDUCATION • an educational delivery system that emphasizes learning outcomes, assessment and continuous quality improvement rather than detailed curricular specifications (Ref. Engineering Criteria 2000 or EC2000 of US ABET).

  21. OBE PARADIGM WHAT & WHETHER Students Learn Successfully vs. WHEN & HOW They Learn Something Accomplishing Results (Outcomes) vs. Providing Services All Students Emerge From The System As Genuinely Successful Learners

  22. OBE’S TWO PURPOSES SUCCESS FOR ALL STUDENTS AND STAFF: • Ensure that all students are equipped with the knowledge, competence, and qualities needed to be successful after they exit the educational system • Structuring and operating the educational system so that those outcomes can be achieved and maximized for all students. Source: W.G. Spady, Outcomes-based Education: Critical Issues and Answers.

  23. OBE’S THREE KEY ASSUMPTIONS • All students can learn and succeed, but not on the same day in the same way. • Successful learning promotes even more successful learning • Schools control the conditions that directly affect successful student learning

  24. THE FOUR BASIC PRINCIPLES OF OBE • Clarity of focus about outcomes - Culminating exit outcomes as the focus. Students know what they are aiming for. • Expanded Opportunity - Cater for individual needs and differences, for example, expansion of available time and resources so that all students succeed in reaching the exit outcomes. • Consistent, high expectations of success - Expect students to succeed by providing them encouragement to engage deeply with the issues they are learning and to achieve the high challenging standard set (Spady, 1994). • Designing Down - Design curriculum backward by using the major outcomes as the focus, linking and aligning all planning, teaching and assessment decisions directly to these outcomes

  25. RELEVANT QUESTIONS – OBE APPROACH • MAIN CONCERN: Outcomes. • What Are The Desirable Qualities Of The Graduates From Your Programme(s) And Subject(s)? • What Knowledge And Skills You Want And Expect Your Students To Demonstrate? • What Level Of Performance Should They Demonstrate To Be Able To Excel In Their Prospective Role Of Entry-level Professionals? Same Topics - Different Outcomes

  26. TRENDS • Shift towards outcomes-based learning and accreditation (Washington Accord – EC2000) • CHED is shifting to Outcomes-based Education (Ref. CMO 37 Series 2012 dated September 11, 2012) • Accreditation bodies – local and international - are moving towards outcomes-based accreditation (See same CMO 37 S.2012) • PTC engineering accreditation uses outcomes-based criteria

  27. SO HOW DO WE SHIFT TO O-B-E?

  28. OBE FRAMEWORK VISION AND MISSION PROGRAM EDUC. OBJECTIVES CONTINUOUS QUALITY IMPROVEMENT CONSTITUENCES’ INPUTS STUDENT OUTCOMES INPUTS (CURRICULUM RESOURCES, ETC TEACHING AND LEARNING STRATEGIES AND ACTIVITIES ASSESSMENT, EVALUATION AND ANALYSIS

  29. ADOPTING OUTCOMES-BASED APPROACH TO STUDENT LEARNING • Define clearly what students should be able to do on completing their course of study (exit intended learning outcomes) • Design the curriculum, teaching, learning and assessment to enable students to achieve the intended learning outcomes (alignment) • Collect data on students’ achievement of learning outcomes (outcomes assessment) • Use outcome assessment data to inform further development and enhancement of the programme/subject (continuous improvement)

  30. PTC - MAJOR STEPS FOR IMPLEMENTING OUTCOMES-BASED EDUCATION • Establish degree Program Educational Objectives (PEO) • Establish Student Outcomes (SO) for the degree program • Frame curriculum to achieve the SOs and PEOs • Establish teaching and learning processes • Assess and evaluate objectives and outcomes • Use results of evaluations to adjust courses/curriculum/system to improve the quality of education • Periodically go to 1.

  31. SETTING PROGRAM EDUCATIONAL OBJECTIVES (PEO) • Degree program educational objectives are broad statements that describe what graduates are expected to attain a few years after graduation. PEOs need to be measurable and are based on the needs of the program’s identified constituencies. • The PEOs must be consistent with the mission and vision of the institution. • Assessment must be gathered from alumni and employers to measure degree of achievement. • Assessment data must be evaluated to determine the degree of achievement of PEOs. • PEOs reviewed regularly.

  32. SETTING DESIRED STUDENT OUTCOMES (SO) - 1 • Student outcomes (SO) specify what students are expected to know and be able to do by the time of graduation. • SOs relate to the skills, knowledge, and behaviorsthat students acquire as they progress through a baccalaureate degree program. • SOs need to be measurable.

  33. SETTING DESIRED STUDENT OUTCOMES (SO) - 2 • Specified student outcomes must foster the attainment of the degree program objectives by the graduates. • Graduates must possess the attributes of the student outcomes by the time of graduation. • Graduates are expected to build on the foundation as they progress with their professional lives. • Assessment – data must be gathered from students to obtain information about the degree of achievement of student outcomes. • Evaluation – assessment data must be evaluated to determine the degree of achievement of student outcomes.

  34. PTC STUDENT OUTCOMES - 3 • There are the “a to l” outcomes provided for in the PTC Certification and Accreditation System for Engineering Education (CASEE) • Culled from and aligned with the Washington Accord Graduate Attributes of 2009 • A program may add more outcomes or may modify the PTC outcomes but must make sure that the “a to l” are addressed.

  35. ESTABLISH TEACHING AND LEARNING PROCESSES AND STRATEGIES • Coordinate the setting up of syllabi of courses to encompass the assigned student outcomes in designing the learning and teaching processes. • Incorporate the assessment of student outcomes in the course so that student outcomes can be evaluated for the class as a whole.

  36. TEACHING AND LEARNING STRATEGIES • Focus on LEARNING rather than teaching • Student learn if they THINK. Engage student to THINK • Facilitate and encourage thinking by PROCESSES used to engage students with the CONTENT • See big picture – help students LINK subjects • Help students LEARN how to LEARN

  37. Continuous Quality Improvement • Assess objectives • Evaluate objectives • Assess outcomes • Evaluate outcomes • Revise courses, curriculum/system, based one evaluations of SOs and PEOs . Revise courses/ curriculum/ system

  38. Student and teachers will collaborate to achieve objectives and outcomes

  39. OB ACCREDITATION

  40. OVERALL FRAMEWORK TEACHING & LEARNING FACILITATION, ASSESSMENT & EVALUATION METHODS, CURRICULUM DESIGN, ETC SOCIETAL NEEDS, ADVANCING TECHNOLOGIES, STUDENT’S ENROLMENT HUMAN AND MATERIAL RESOURCES, ETC GRADUATE ATTRIBUTES, PROGRAM OBJECTIVES, STUDENT OUTCOMES ENGINEERING EDUCATION DELIVERY SYSTEM (OBE) INPUTS OUTPUTS ACCREDITATION SYSTEM (CASEE) (CRITERIA, POLICIES, PROCEDURES)

  41. ACCREDITATION • A process for assessing and evaluating whether or not the educational delivery system and program meets specified standard of educational quality, i.e., PEOs and SOs are continually achieved.

  42. ACCREDITATION – MEASURE OF QUALITY COMPLIANCE (Presence and Consistency of Implementation) • Regulatory Requirements (Basic) • PTC Criteria, Policies and Procedures • Graduate Attributes - delivery • Criteria (General + Special) • Policies and Procedures • Results – Objectives, Outcomes • Institution-specific Mission and Vision, Program Objectives and Student Outcomes and other Educational Delivery System Elements

  43. COMPONENTS OF AN ACCREDITATION SYSTEM AND WA REQUIREMENTS Washington Accord requires: Substantial Equivalence to Signatories’ Practices Substantial Equivalence to WA Graduate Attributes STANDARD (Purpose, Attributes) ACCREDITATION CRITERIA (Outputs, Inputs) ACCREDITATION PROCESS LIST OF ACCREDITED PROGRAMS ACCREDITATION POLICY • Sydney Accord – Engineering Technology disciplines • Seoul Accord - Computing & IT-related disciplines _________ Hu Hunrahan. “The Washington Accord Graduate Attributes” , Sept 2011

  44. MODULE OUTLINE • Intro to PTC, PTC Program Accreditation and International Recognition under the Washington Accord • Intro To CQI, OB Education And OB Accreditation • PTC CASEE – Criteria, Policies and Procedures • Self-Study Report (SSR) Guidelines: Preparing for Accreditation • Conducting Accreditation Reviews • Leading Accreditation Reviews (LAR) : Accreditation Review Site Visit • LAR: Findings, Findings Classification and Reporting • LAR: Accreditation Decision Process and Final Accreditation Reporting

  45. PTC Certification and Accreditation System for Engineering Education (PTC-CASEE) • Is outcomes-based accreditation

  46. PTC HAS ESTABLISH ITS ACCREDITATION SYSTEM • CASEE (Certification and Accreditation System for Engineering Education) has been established and implemented by PTC: • Policies • Criteria • Processes • PTC has been re-organized to implement CASEE - ACBE, EAC, RPEv • PTC and the APO/PEO needs you as Program Evaluators/Team Leaders for the accreditation of the engineering program of your expertise

  47. PTC Certification and Accreditation System for Engineering Education (CASEE) • PTC-CASEE is a system of criteria and standards, policies, processes and procedures by which the quality of an engineering educational program that leads to a bachelor of science degree in a specific field of engineering is assessed and evaluated. • PTC created an organizational structure for implementing CASEE for the accreditation of engineering programs.

  48. Getting to know the PTC-ACBET-EAC-RPEv Structure • PTC – Philippine Technological Council • ACBET– Accreditation and Certification Board for Engineering and Technology • EAC – Engineering Accreditation Commission • RPEv – Register of PTC-ACBET-EAC Program Evaluators • PEv – Program Evaluators

  49. FUNCTIONAL DIVISIONS OF PTC, ACBET AND EAC • Owns, establishes, improves, and maintains the Accreditation and Certification Policies, Procedures, Criteria and Standards, Guidelines, and other Accreditation and Certification Instruments • Acts as the applicant signatory to education accords and mobility forums (Washington Accord, APEC Engr, Engrs Mobility Forum, etc.) • Approves and certifies accreditation PTC BOARD OF TRUSTEES AND OFFICERS BOARD OF ADVISERS 15 members max. • Authorized by PTC • Implements the PTC Policies, Procedures, Criteria, Guidelines and and Standards for the accreditation of engineering programs • Recommends changes to the above PTC policies, procedures, criteria, guidelines and standards • Decides and Endorses to PTC all Accreditation Cases & Recommendations EAC - Engineering Accreditation Commission ADRC - Accreditation Dispute Resolution Committee PARP - Peer Accreditation Review Panel ACBET CAC TAC ENGINEERING ACCREDITATION COMMISSION PARP ADRC EXECUTIVE DIRECTOR’S OFFICE REGISTER OF PROGRAM EVALUATORS • Manages the day-to-day operations of ACBET & EAC • Acts as Secretariat to ACBET during Regular and Special Meetings • Carry out the accreditation procedures • Evaluates and deliberates on accreditation cases • Recommends to ACBET • Peer review system • Provides the pool of program evaluators/accreditors from which accreditation team members (ATM) are selected • Source of accreditation team chairs (ATC) who will eventually comprise the EAC • Future structure for computing and technology

  50. ACCREDITATION ORGANIZATIONS AND FUNCTIONS

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