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Preparing for ABET. Kevin Scoles ABET Self Study Committee Electrical and Computer Engineering October 2001. Using this Presentation. This presentation uses slide links and URL links.

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Preparing for abet

Preparing for ABET

Kevin Scoles

ABET Self Study Committee

Electrical and Computer Engineering

October 2001


Using this presentation
Using this Presentation

  • This presentation uses slide links and URL links.

  • Clicking on underlined/highlighted text will bring you to additional detail, either in another slide or in a MS Word or MS Excel file


Acknowledgements
Acknowledgements

  • Some of the material in this presentation was provided by Dr. Jack McGourty, Columbia University, and was used in a presentation by Dr. McGourty to Drexel COE faculty at a faculty meeting.


What is abet
What is ABET?

  • The Accreditation Board for Engineering and Technology (ABET) is a federation of 31 professional engineering and technical societies. Since 1932, ABET has provided quality assurance of education through accreditation. ABET accredits more than 2400 engineering, engineering technology, computing and applied science programs at over 500 colleges and universities nationally. ABET is recognized by the Council on Higher Education Accreditation.

http://www.abet.org/about.html


What is abet1
What is ABET?

  • Vision

    • ABET will provide world leadership to assure quality and stimulate innovation in engineering, technology and applied science education.

  • Mission

    • ABET serves the public through the promotion and advancement of engineering, technology and applied science education. ABET will: Accredit engineering, technology and applied science programs. Promote quality and innovation in engineering, technology and applied science education. Consult and assist in the development and advancement of education in engineering, technology and applied science. Inform the public of activities and accomplishments. Manage operations and resources to be responsive and relevant to the needs of the organization and its stakeholders.

http://www.abet.org/vision.html


What is abet2
What is ABET?

  • 24 Participating society members

    • IEEE, ASEE, CSAB

  • 5 Affiliate society members

  • 2 Cognizant technical society members


Who will be coming
Who will be coming?

  • Team Chair

    • Dr. David Holger

    • Assoc Dean Academic Programs, Iowa State

  • Electrical Engineering

    • Dr. Raman Unnikrishnan

    • Dean, Eng & Comp Sci, Cal State Fullerton

  • Computer Engineering

    • Mr. Jerry Brand

    • Senior Systems Engineer, Harris Corp.


When are they coming
When are they coming?

  • The team will arrive on Sunday, November 11th and be on campus through Wednesday, November 14th.

    • All faculty, unless at a conference, should plan on being on campus all day through this period

    • We can not predict who the visitors will want to meet with or exactly when

      • We now have a list of the faculty Dr. Unnikrishnan would like to see


Before they get here
Before they get here…

  • They will

    • Review program self study

    • Ask questions about program or college

    • Make a preliminary call of program review

    • Make a list of concerns to follow up at visit


What are they thinking
What are they thinking?

How did you get to where you are? How do you ensure continuous assessment in the future? How were the Program Educational Objectives (PEOs) developed? Who was involved in developing the process and how, specifically how were the constituents involved? How did you identify the needs of the constituencies? How will the PEOs be reviewed and revised in the future and who will be involved? What is the process for revising and implementing the curriculum? How is that process connected to the PEOs? How are the constituents involved in this process? What is the process for using the feedback from alumni surveys? Who receives the data and how is it used? How often will the alumni surveys be done? Who will get the surveys in the future? What is the process for external review? How often will it be done? What is the mechanism for incorporating feedback from the external review into the curriculum process? What is the connecting to the university, college and department mission statements? Where are the PEOs published?

Quote from EE visitor to Columbia 9/6/00


What will they do here
What will they do here?

  • Meet with Dean and Dept Head

  • Meet with individual faculty

  • Meet with student group(s)

  • Examine course materials

  • Visit library and supporting departments

  • Visit departmental facilities


What will they be looking for
What will they be looking for?

  • There are 8 General Criteria to be evaluated

    • Students

    • Program Educational Objectives

    • Program Outcomes and Assessment

    • Professional Component

    • Faculty

    • Facilities

    • Institutional Support and Financial Resources

    • Program Criteria


What will they be looking for1
What will they be looking for?

  • As you are aware, under ABET 2000 the focus is on the process of establishing objectives, assessment of achievement, and continuous improvement. These are the elements I will be focusing on during my visit.

Quote from Civil Eng visitor to Columbia, 9/6/00


What are they looking for
What are they looking for?

  • Program Educational Objectives

    • Have we defined our objectives?

    • How were our objectives determined?

    • Are they consistent with our mission statement?

    • Are they measurable?

    • What is our process to review and update our objectives?

    • How do we know when we have met our objectives?


Our objectives
Our Objectives

  • Teach the core in electrical and computer engineering, providing flexibility in specialization areas

  • Enhance teamwork and communications

  • Put technology in a global and societal context

  • Provide practical experiences and instill a desire for life-long learning

  • Promote research among our qualified undergraduate students

http://www.ece.drexel.edu/ECE/ABET2000


What should you know about the peos
What should you know about the PEOs?

  • The department developed its objectives as part of college-wide workshops, coordinated by Acting Dean Dr. Raj Mutharasan and led by consultant Dr. Jack McGourty, from Columbia University, in November of 1997.

    • Represented by Drs. N. Bilgutay, B. Eisenstein, W. Freedman, and K. Scoles

    • Prepared initial draft of the program educational objectives, the desired student outcomes, and the strategies for achieving these outcomes with regular faculty consultation and feedback.


What should you know about the peos1
What should you know about the PEOs?

  • Our objectives have been presented to ECE faculty, the ECE Advisory Council, our students, and our alumni for discussion and feedback.

  • Using this feedback the 5th objective was modified to read “Develop awareness among our students that research advances the state of knowledge in our profession to serve society better, and provide our qualified students with the opportunity to conduct research as undergraduates.”


What should you know about the peos2
What should you know about the PEOs?

  • The EE and CE Program Objectives will undergo periodic evaluation. This feedback will be collected and considered by the Undergraduate Curriculum Committee for possible changes. Any proposed changes and additional feedback obtained from students, alumni, and industry will be presented to the entire ECE faculty at a scheduled faculty meeting to complete the review process.


What should you know about the peos3
What should you know about the PEOs?

  • For more details on the EE and CE Program Educational Objectives you can read the actual text of the self-studies

    • EE Program Educational Objectives

    • CE Program Educational Objectives


Program outcomes and assessment
Program Outcomes and Assessment

  • Each program must show how they are meeting the 13 outcomes

    • The ABET A-K

  • The method(s) used to assess these outcomes must be explained and must show documented results


The program outcomes
The Program Outcomes

  • Program Outcomes (abridged)

    • Ability to apply math, science, and engineering

    • Ability to design experiments and interpret data

    • Ability to design a system to meet a need

    • Ability to function on multi-disciplinary teams

    • Ability to identify, formulate, and solve problems

    • Understanding of professional and ethical responsibility

    • Ability to communicate effectively

    • Understand engineering solutions in a global and societal context

    • Recognition of the need for and an ability to engage in life-long learning

    • Knowledge of contemporary issues

    • Ability to use techniques, skills, and modern engineering tools


What are they looking for1
What are they looking for?

  • Program Outcomes

    • Do our courses/programs incorporate the outcomes?

    • How are we assessing the outcomes?

      • From whom to we collect information?

        • Who are our constituencies?

      • How often?

      • What gets done with this information?


Do we demonstrate the outcomes
Do We Demonstrate the Outcomes?

  • The ECE ABET Self-Study Committee met with faculty from all the curricular groups to match our course content and practices with the 13 outcomes.

  • We determined that through TDEC and the ECE curricula we cover the outcomes well, and documented this in an Excel table.

    • EE Outcomes

    • CE Outcomes


Constituencies
Constituencies

  • Who are they?

  • How do we involve our constituencies?

  • Do our students believe they are providing input and does it make any difference?


What do you need to know
What do you need to know?

  • Who are our constituencies?

    • Students,employers, alumni, faculty

  • How do we involve our constituencies?

    • Surveys, visiting committees, student forums, exit meetings

  • Do students think their input makes a difference?

    • From student forums and discussions, yes!


What are they looking for2
What are they looking for?

  • Outcomes

    • What should our students know and be able to do upon graduation?

    • Can we recognize it when we see it?

  • Process

    • What are our processes to achieve the objectives? How is it documented?

    • What does the process do? How do we know it does what we say it does?

    • Who is responsible for maintaining and improving the process?


Closing the cqi loop
Closing the CQI Loop

  • Assessment processes must be in place

  • Documentation of results and evidence that results are being used to improve the program

    • Student portfolio/coursework

    • Nationally-normed examinations

    • Alumni and employer surveys

    • Placement data

    • Other


What are they looking for3
What are they looking for?

  • Assessment

    • Are there measures for each objective?

    • What is measured? How often?

    • How do we use the data we collect?

    • Do our measures provide the discrimination we want?

    • What is our process to continuously improve outcomes?

    • Where is the feedback loop?

    • What actions have been taken to improve outcomes as a result of the assessment process?


What are they looking for4
What are they looking for?

  • Results

    • How do we demonstrate that outcomes are achieved?

    • What is our assessment of the quality of the program?

    • What evidence do we have to demonstrate that our efforts to improve the program are producing results?

    • Based on our analysis of assessment data, what are our plans for additional improvement?

    • Are our constituencies pleased with the results? How do we know this?



Who is responsible
Who is responsible?

  • Faculty

    • Course objectives, control curriculum

  • Committees

    • Input, corrective action

  • Assistant Dept Heads

  • Department Head

    • Evaluate all assessment input

      • Initiate corrective action

      • Distribute to committees and ADHs

    • File an annual CQI report


What happens after the visit
What happens after the visit?

  • Team completes the Matrix for Implementation Assessment

  • Team completes the Program Audit form

  • Chair completes the Recommended Accreditation Action Form

    • When will the next accreditation be and what form will it take

  • Team will visit with Dean and Provost to deliver their report


How will we do
How will we do?

  • “… under ABET 2000 the focus is on the process of establishing objectives, assessment of achievement, and continuous improvement”

  • These three key goals have been accomplished


How will we do1
How will we do?

  • The ABET Self Study has been very thorough in preparing for this visit

  • We believe we have strong EE and CE programs and can support this through our various assessment instruments and constituency inputs

  • Faculty can help by reviewing the Program Objectives and being aware of the CQI process


Matrix for implementation
Matrix for Implementation

  • Rank the program from 1 (worst) to 5 (best) on:

    • Educational Objectives

    • Constituents

    • Processes

    • Outcomes Assessment

    • Results

    • System

Return


Recommended action form
Recommended Action Form

  • NGR - program is in full compliance, 6 years.

  • RE - weaknesses identified in a prior IR action have been removed. Extends accreditation to the next general review (2 or 4 years).

  • VE - weaknesses identified in a prior IV action have been removed. Extends accreditation to the next general review (2 or 4 years).

  • SE - deficiencies identified in the prior SC action have been removed. Extends accreditation to the next general review (1 to 5 years).

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Recommended action form1
Recommended Action Form

  • IR - compliance with applicable criteria should be strengthened. A report will be required, but not a visit (2 yrs).

  • IV - compliance with applicable criteria should be strengthened. An on-site visit will be required (2 yrs).

  • SC - program is not in full compliance with the applicable criteria. An on-site visit will be required (1 yr).

  • NA - program is in continued non-compliance. Applies after a SC evaluation or the evaluation of a new, unaccredited program. Accreditation is generally not extended as a result of this action.

PreviousReturn


Criterion 1 students
Criterion 1. Students

  • The quality and performance of the students and graduates are important considerations in the evaluation of an engineering program. The institution must evaluate, advise, and monitor students to determine its success in meeting program objectives.The institution must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements.

  • Return


Criterion 2 program educational objectives
Criterion 2. Program Educational Objectives

  • Each engineering program for which an institution seeks accreditation or reaccreditation must have in place

    • Detailed published educational objectives that are consistent with the mission of the institution and these criteria

    • A process based on the needs of the program’s various constituencies in which the objectives are determined and periodically evaluated

    • A curriculum and process that ensures the achievement of these objectives

    • A system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the program

  • Return


Criterion 3 program outcomes and assessment
Criterion 3. Program Outcomes and Assessment

  • Engineering programs must demonstrate that their graduates have:

    • An ability to apply knowledge of math, science, and engineering

    • An ability to design and construct experiments, as well as to analyze and interpret data

    • An ability to design a system, component, or process to meet desired needs

    • An ability to function on multi-disciplinary teams

    • An ability to identify, formulate, and solve engineering problems

    • An understanding of professional and ethical responsibility

    • next


Criterion 3 program outcomes and assessment1
Criterion 3. Program Outcomes and Assessment

  • Engineering programs must demonstrate that their graduates have:

    • An ability to communicate effectively

    • The broad education necessary to understand the impact of engineering solutions in a global and societal context

    • A recognition of the need for, and an ability to engage in life-long learning

    • A knowledge of contemporary issues

    • An ability to use the techniques, skills, and modern tools necessary for engineering practice

  • Each program must have an assessment process with documented results

  • Return


Criterion 4 professional component
Criterion 4. Professional Component

  • Students must be prepared for engineering practice through the curriculum culminating in a major design experience

  • The professional component must include:

    • One year of a combination of college level mathematics and basic sciences (some wth experimental expertise) appropriate to the discipline

    • One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study

    • A general education component that complements the technical content of the curriculum and is consistent with the program and institutional objectives

  • Return


Criterion 5 faculty
Criterion 5. Faculty

  • Faculty are the heart of any educational program. The faculty must be of sufficient number; and must have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students

  • The faculty must have sufficient qualifications and must ensure the proper guidance of the program and its evaluation and development. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and registration as Professional Engineers.

  • Return


Criterion 6 facilities
Criterion 6. Facilities

  • Classrooms, labs, and associated equipment must be adequate to accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for students to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the institution.

  • Return


Criterion 7 institutional support and financial resources
Criterion 7. Institutional Support and Financial Resources

  • Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the engineering program. Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the engineering program. In addition, support personnel and institutional services must be adequate to meet program needs.

  • Return


Criterion 8 program criteria
Criterion 8. Program Criteria

  • Each program must satisfy applicable Program Criteria. Program Criteria provide the specificity needed for interpretation of the basic level criteria as applicable to a given discipline. Requirements stipulated in the Program Criteria are limited to the areas of curricular topics and faculty qualifications. If a program, by virtue of its title, becomes subject to two or more sets of Program Criteria, ten that program must satisfy each set of Program Criteria; however, overlapping requirements needs to be satisfied only once.

  • Previous CriterionReturn


Mission statements
Mission Statements

  • ECE Mission Statement

    • The ECE Department prepares men and women to lead productive and rewarding professional lives at the forefront of Engineering in the 21st century and pursues research to advance the state-of-the-art in Electrical and Computer Engineering and Engineering Education.

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Mission statements1
Mission Statements

  • COE Mission Statement (3/18/98):

    • The mission of Drexel's College of Engineering is to educate engineers at both the undergraduate and graduate levels  engineers who are technically excellent, who have matured through their participation in Drexel's co-operative program, who possess excellent written and oral communication skills, and who are aware of the economic, environmental, societal, and political issues impacting on the practice of their profession and on society as a whole. Our research and scholarly work facilitates the creation of and transfer of knowledge and is integral to our students' education. We prepare our graduates to be outstanding professionals, who are committed to life-long professional development and service to society, and we prepare them to be leaders in business, industry, government, other professions, and academia.

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Mission statements2
Mission Statements

  • Drexel University Mission Statement:

    • Drexel University prepares students to succeed in a complex modern world by combining high quality technologically-based academic programs with meaningful experiences of the real world.

PreviousReturn


Our objectives1
Our Objectives

  • Provide our students with the core in electrical and computer engineering, in a manner that recognizes the diversity of our profession and affords the flexibility to pursue different specialization areas

  • Provide the Electrical and Computer Engineering students with the opportunity to learn in multi-disciplinary courses to function as effective team members in an increasingly diverse engineering environment

  • Provide our students with the broad education necessary to understand the impact of technology in a global and societal context

  • Provide our students with practical experiences to facilitate their development as educated professionals in a global and diverse workplace. Through these experiences, expose our students to the need for and desirability of life-long learning

  • Develop awareness among our students that research advances the state of knowledge in our profession to serve society better, and provide our qualified students with the opportunity to conduct research as undergraduates