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Aiding And Abetting Final Ver

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Presentation created and delivered to WSU Civil Engineering faculty regarding efforts needed in preparation for 2012 ABET review.

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Aiding And Abetting Final Ver

  1. 1. Aiding and -tingPresentation to the WSU CEE Faculty October 11, 2010
  2. 2. ABET and WSU CEE Brief History of Accreditation • Founded in 1932, as the Engineers Council for Professional Development (ECPD), to fill a need identified by professional engineering societies (including ASCE) in the 1920s. • The ECPD’s original focuses were in: – Guidance: Supplying information to engineering students and potential students. – Training: Developing plans for personal and professional development. – Education: Appraising engineering curricula and maintaining a list of accredited curricula. – Recognition: Developing methods whereby individuals could achieve2 recognition by the profession and the
  3. 3. ABET and WSU CEE Brief History of Accreditation (cont’d) • ECPD produced numerous guidance and training publications since 1932. • By 1947, ECPD had accredited 580 undergraduate engineering curricula at 133 institutions -- currently, ABET accredits some 2,900 programs at more than 600 colleges and universities nationwide. • In 1980, ECPD was renamed the Accreditation Board for Engineering and Technology (ABET) to more accurately describe its emphasis on accreditation. • ABET commissions currently accredit Applied Science (ASAC), Computer3
  4. 4. ABET and WSU CEE Recent WSU CEE History • The WSU CEE Department was last awarded accreditation based on a Self-Study and ABET Review in 2006. • ABET awarded WSU CEE accreditation status for a six- year period (its maximum award). • ABET will review WSU CEE again in 2012.4
  5. 5. ABET and WSU CEE Is Accreditation Really So Important? • Many US colleges and universities, such as Paul Quinn College (Texas), Hiwassee College (Tennessee) and Columbus University (Mississippi), have been or are unaccredited • Many employers who hire WSU CEE graduates will probably never know, find out, nor care if WSU CEE is accredited! • Accreditation involves time and effort that we cannot afford • Accreditation or not, some students still flunk classes • ABET does not have the right to tell us what/how to teach, what/how to test, etc. – that is a professor’s prerogative! • So, NO, accreditation is not that5 important! … and, we should abandon any and
  6. 6. ABET and WSU CEE Accreditation IS Important• Accreditation: – Proves that students are learning and achieving program goals and course objectives – Proves that WSU CEE engages in continuous improvement of its course offerings to meet goals and objectives – Demonstrates that a WSU CEE education adequately prepares its graduates for success in a Civil Engineering profession – Is an on-going effort that demonstrates commitment, effort, and persistence by all faculty and staff• For some employers, a degree from an accredited school is a key requirement for hiring• Professional Engineer (PE) licensure requires a degree from an ABET-accredited college or university 6 program
  7. 7. ABET and WSU CEE ABET’s Education Measures The ABET Process is founded on formal education best practices, which include objectives-based learning, measurement, assessment, and continuous improvement: Measure: CEE Student Outcomes*: What a Graduating CEE Student Are Graduates MUST BE ABLE TO DO, called “A thru K”, with an additional Able to Do these CEE-related Outcome “L” Things? IF NOT, Take Prudent Action! CEE Course Objectives: What a CEE Student MUST be able to Measure: do as a result of completing the Are Students CEE course (which support certain Able to Do these CEE 4xxx overall Student Outcomes) Things? IF NOT, Take 3xxx Prudent Action! * ABET Renaming of “Program Outcomes”7
  8. 8. ABET and WSU CEE ABET’s Education Measures Elements of the ABET Process mimic Donald Kirkpatrick’s highly respected Four Levels of Learning Evaluation, which measure: 1) Student Reaction - what they thought and felt about each course (and about the overall program) 2) Learning Gain – the increase in knowledge or capability that resulted from each course (and the overall program) 3) Behavior (Application of Learning) - extent of behavior, capability, and implementation/application 4) Results in the Field - the effects on the business8 or environment resulting from the graduating
  9. 9. ABET and WSU CEE ABET’s Education Measures Elements of the ABET Process mimic Donald Kirkpatrick’s highly respected Four Levels of Learning Evaluation, which measure: 1) Student Reaction - what they thought and felt about each course (and about the overall program) 2) Learning Gain – the increase in knowledge or capability that resulted from each course (and the overall program) 3) Behavior (Application of Learning) - extent of behavior, capability, and implementation/application 4) Results in the Field - the effects on the business9 or environment resulting from the graduating
  10. 10. ABET and WSU CEE Level One and Level Two Measures Important to collect “Voice of the 1) Student Reaction - what they Customer” data, by means of a thought and felt about each course evaluation. Can provide good improvement suggestions. course (and about the overall program) Critical proof of whether course 2) Learning Gain – the increase in objectives were met – especially knowledge or capability that when results of resulted from each course (and homework, quizzes, exams and the overall program) labs, etc., are mapped to course objectives 3) Behavior (Application of Learning) - extent of behavior, capability, and implementation/application 4) Results in the Field - the effects on the business or environment resulting from the students performance10
  11. 11. ABET and WSU CEE 1st Continuous Improvement “Feedback Loop”1) Student Reaction – OPINIONS, SUGGESTIONS from latest course offering2) Learning Gain – PERFORMANCE DATA FROM COURSE ACTIVITIES performed during latest course offering … and may Drive Changes to Course Objectives, Coursework, Quiz zes/Tests, Presentation Materials, etc.11
  12. 12. ABET and WSU CEE Level Three and Level Four Evaluation1) Student Reaction– OPINIONS, SUGGESTIONS from latest course offering2) Learning Gain – PERFORMANCE DATA FROM COURSE ACTIVITIES performed during latest Level of graduate course offering preparedness, evidenced by post- graduation survey data, EIT exam3) Behavior (Application of Learning) - results, and other metrics extent of behavior, capability, and implementation/application Level of on-the-job4) Results in the Field - the effects on proficiency, evidenced by the business or environment graduate/employer survey resulting from the students data, professional engineer performance certifications, and other metrics12
  13. 13. ABET and WSU CEE 2nd Continuous Improvement “Feedback Loop” 1) Student Reaction– OPINIONS, SUGGESTIONS from latest course offering 2) Learning Gain – PERFORMANCE DATA FROM COURSE ACTIVITIES performed during latest course offering 3) Behavior (Application of Learning) – GRADUATE SURVEY, EIT SCORES, etc. 4) Results in the Field – EMPLOYEE/EMPLOYER SURVEY DATA, PE EXAM SCORES, etc. … and may Drive Changes to Curriculum, Course Objectives, and/or other collateral13
  14. 14. Additional ABET Expectations Attributes We MUST ALSO Demonstrate/Prove• Adherence to ABET Policies and Procedures • ALL Faculty are Executing Education “Best Practices” Identified by ABET • We are providing timely academic advisement to our students seeking an undergraduate degree. • As a Faculty, the Capability to Identify Anomalies and Deficiencies in our own Courses, Objectives, and Course Content , and Take Corrective Action on Our Own • As a Department, that we are Measuring, Assessing, and Adjusting (as Needed) the Quality of the overall CEE14 Program, Overall Curriculum through Data
  15. 15. Recommendations Semester-Long Faculty Involvement • Ensuring that Measurable Course Objectives, aligned to Student Outcomes, are Identified (ABET Coordinator and Faculty) • Identifying how Course Objectives map to one or more Student Outcomes (ABET Coordinator and Faculty) • Structuring Homework Questions, Projects, Quiz Questions, Test Questions, and Lab Work, to Ensure they are Relating to Course Objectives (Faculty) – Emphasize the “Must Know/Do”, rather than the “Nice to Know” • Begin Construction of the Course Assessment Report (ABET Coordinator and Faculty) – Don’t wait until the end of the semester; portions of the report can be created15 on an on-going basis!
  16. 16. Recommendations Semester-Long Faculty Involvement 1) Student Reaction– OPINIONS, SUGGESTIONS from latest course offering 2) Learning Gain Data COURSE Collection – DATA PERFORMANCE DATA FROM COURSE ACTIVITIES gathered during latest course offering16
  17. 17. Recommendations Semester-End Assessment Report/Plan + Faculty1) Student Reaction– Observations OPINIONS, SUGGESTIONS from latest course offering (student evals) Course2) Learning Gain Data Assessment Collection – COURSE DATA PERFORMANCE DATA FROM COURSE ACTIVITIES gathered during latest + Assessment Data course offeringon/Create Plan for Discuss/Agree Review with ABET Prudent Changes (if any) Coordinator for NEXT Course Offering17
  18. 18. Recommendations Compiling Data from 2006- Present Please submit artifacts (that you have not yet submitted to Dr. Heidtke or Dr. Miller) that may help demonstrate that you have been following ABET Accreditation Best Practices (2006-present), such as: – IDEALLY! Any Course Assessment Report(s) – Course Syllabi with Course Objectives Identified – Assignment/Quiz/Exam Samples and Scores – Student Course Evaluations or Evaluation Statistics – Listing of Changes Made to a Course, and Rationale for the change(s)18
  19. 19. Recommendations WSU CEE ABET Actions Going ForwardWe must execute actions that will demonstrate on an on-going basis that wefollow ABET’s Accreditation Best Practices. To support this, I recommend: – SUBMIT Course Syllabus with Course Objectives to the ABET Coordinator – BEGIN Creation of the Course Assessment Report (Skeleton) with help from the ABET Coordinator – COMPILE student performance metrics (scores and observations) for inclusion in Course Assessment Report (As they become available) – EXECUTE the Student Course Evaluation and supply results to ABET Coordinator – COMPILE the Course Assessment Report with help from the ABET Coordinator – MEET AND DISCUSS the Course Assessment Report with the ABET Coordinator, and develop an action plan, as necessary, to make adjustments to the course to improve course19 objectives, measurement of objectives, student
  20. 20. Thank youin AdvanceforAiding and - Kevin Zielinski CEE Adjunct Faculty and Current CEE ABET Coordinatorting!

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