Abet accreditation at fcit
1 / 31

ABET Accreditation At FCIT - PowerPoint PPT Presentation

  • Uploaded on

ABET Accreditation At FCIT. Tutorial 1: Course Binder 1. Agenda. The project: The organization, assignments, plan, and process Course Binder Overview with samples demonstration First set of sections required SLOs Program professional components/areas. No Sensitivity Please.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'ABET Accreditation At FCIT' - lucus

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Abet accreditation at fcit

ABET Accreditation At FCIT

Tutorial 1: Course Binder 1

FCIT – Tutorial 1


  • The project: The organization, assignments, plan, and process

  • Course Binder Overview with samples demonstration

  • First set of sections required

  • SLOs

  • Program professional components/areas


No sensitivity please
No Sensitivity Please

  • Clarification interrupts are much welcomed any time

  • Let us delay all discussion questions to the end of the talk

  • All comments and recommendations are very highly encouraged. Let us make it offline. Email me on: drshehabg@yahoo.com, make the email’s subject as “ABET: subj”

The course binder preparation process for this term
The Course Binder Preparation Process for this Term

  • 3 stages of course binders preparation process:

    • About 65 binder in their first stage (divider 1 only – course planning)

    • About 20 binders in their second stage (remaining dividers

    • All unoffered electives will be done later

  • Departments will assign 1-2 course binders for each faculty member

    • Assignment is made by the dept chair

    • Preferred is the course coordinator

    • Hopefully (left to depts), cooperation between both sections

    • Hopefully (left to the dean and VDoD):

      Courses repeated across depts be done once for no duplicate efforts

    • We will worry first about courses offered already, other unoffered elective courses will be considered later


The course binder preparation process for this term1
The Course Binder Preparation Process for this Term

  • Coaching:

    • All coaches college-wide are available for your help and will provide all possible assistant

    • Coaches are mentors who should give you max possible support: to answer your questions, review your work, …

    • They are responsible for the first line review before submitting to AIMS

  • The internal Auditor will finally review all submitted information and come back with comments and recommendations


Course binders responsibilities is program males section
Course Binders’ Responsibilities(IS Program – Males’ Section)


Course binders responsibilities it program males section
Course Binders’ Responsibilities(IT Program – Males’ Section)


Course binders responsibilities cs program males section
Course Binders’ Responsibilities(CS Program – Males’ Section)


The plan
The Plan


Two minutes break
Two minutes break

  • Let us vote:

  • What is your preferences for holding the following sessions:

    • Saturdays 11:30-1pm

    • Wednesdays 11-12:30pm


The course binder it is the focus for now
The Course binder(It is the focus for now)


Course design and description
Course Design and Description


1. Current Catalog Description, prerequisites, required / elective  

2. Textbook

3. References

4. Major Topics Covered in the Course and Duration in weeks

5. Estimated Curriculum Category Content (Semester hours)

6. Intended Course Learning Outcomes and Relationship between Course Learning Outcomes and Student Outcomes of the Program (i.e. course mapping matrix)

7. Assessment Plan for the Course

8. How Data in the Course are used to Assess Program Outcomes (Student Outcomes for which this course is a key course)

A Sample:CPIT240, CPIS380, …


A sample course binder
A Sample Course Binder

  • Go through all sections of divider 1 (Course Planning Divider)

  • Appendix A: Course Syllabus


First set of sections needed divider 1
First set of Sections Needed(Divider 1)

  • Please try to provide us (according to the described process) the following:

    • Course Description

    • Course Goals

    • Topics Covered;

      • Topic/Chapter

        • Subsections (major ones only)

        • Time devoted (in hrs) for this topic

    • Marks allocation

    • Contribution to Program’s SLOs

    • Contribution to Program’s Professional Components with %


Student outcomes slos
Student Outcomes (SLOs)

  • Statements that describe what students are expected to know and be able to do by the time of graduation. These relate to skills, knowledge, and behaviors that students acquire as they progress through the program.

  • On the level of the Program

  • Each Course has to specify its contribution to the SLOs


Student outcomes common to all programs
Student Outcomes – Common to all Programs

(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline

(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution

(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs

(d) An ability to function effectively on teams to accomplish a common goal

(e) An understanding of professional, ethical, legal, security and social issues and responsibilities

(f) An ability to communicate effectively with a range of audiences

(g) An ability to analyze the local and global impact of computing on individuals, organizations, and society

(h) Recognition of the need for and an ability to engage in continuing professional development

(i) An ability to use current techniques, skills, and tools necessary for computing practice.


Student outcomes cs
Student Outcomes -- CS

(j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices. [CS]

(k) An ability to apply design and development principles in the construction of software systems of varying complexity. [CS]


Student outcomes is
Student Outcomes -- IS

(j) An understanding of processes that support the delivery and management of information systems within a specific application environment. [IS]


Student outcomes it
Student Outcomes -- IT

(j) An ability to use and apply current technical concepts and practices in the core information technologies. [IT]

(k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems. [IT]

(l) An ability to effectively integrate IT-based solutions into the user environment. [IT]

(m) An understanding of best practices and standards and their application. [IT]

(n) An ability to assist in the creation of an effective project plan. [IT]


Contribution to abet professional components areas
Contribution to ABET Professional Components/Areas

  • Course contribution to the Program professional components/areas is required

  • % of the course duration and course work is devoted to each area

  • Example: CPIS380

    This course contributes to ABET Professional Components:

    • Role of IS in an Organization 40%

    • Information Systems Environment 40%

    • Systems Analysis & Design 20%


Professional areas for cs
Professional Areas for CS

  • algorithms,

  • data structures,

  • software design,

  • concepts of programming languages

  • computer organization and architecture

  • Mathematics:

    • discrete mathematics,

    • calculus, linear algebra, numerical methods, probability, statistics, number theory, geometry, or symbolic logic

  • Science:

    • courses for science or engineering majors that provide some exposure to laboratory work


Professional areas for is
Professional Areas for IS

  • coverage of the fundamentals of:

    • a modern programming language,

    • data management,

    • networking and data communications,

    • systems analysis and design,

    • role of IS in organizations

  • advanced course work:

    • IS environments: background in an environment in which the information systems will be applied professionally

  • Quantitative analysis or methods including statistics


Professional areas for it
Professional Areas for IT

  • Coverage of the fundamentals of:

    1. the core information technologies of:

    • human computer interaction,

    • Information management,

    • programming,

    • networking,

    • web systems and technologies.

      2. information assurance and security.

      3. system administration and maintenance.

      4. system integration and architecture.

  • Advanced course work that builds on the fundamental course work to provide depth.

  • FCIT

    Aims demo
    AIMS Demo


    Submitting data to aims a sample
    Submitting data to AIMS – A Sample

    • AIMS is the database system to store accreditation data, generates all ABET required reports, and generates status reports (on program, course, and individuals)

      • You are only requested to only provide the planning & assessment information while the rest of all the clerical work is done for you for free.