The document discusses the history and importance of ABET accreditation for engineering programs. It provides details on the founding and evolution of ABET from 1932 to present day. It outlines WSU's CEE department history with ABET accreditation and the review process. The document advocates for the importance of accreditation, describing how it ensures student learning and continuous improvement. It also explains ABET's education measures which are based on assessing student outcomes, objectives, and using data to drive program improvements. Recommendations are provided for faculty involvement in accreditation practices.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
Accreditations and ranking in engineering educationDr.V.Ramesh Babu
The document discusses accreditation and ranking in engineering education. It provides information on various accreditation bodies like NBA, NAAC and ranking frameworks like NIRF.
It explains the key aspects of accreditation like vision, mission, programme outcomes etc. It details the criteria used by NBA and NAAC for accrediting institutions and programs along with the associated weightages.
It also summarizes the parameters considered under different domains by NIRF like teaching, learning & resources, research, graduation outcomes, outreach etc. for ranking educational institutions in India.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document provides a template for an outcome-based education (OBE) curriculum. It includes templates for the curriculum framework and course outlines.
The curriculum framework template includes sections for the vision and mission of the university and program, program educational objectives, program learning outcomes, course schemes and descriptions. The course description template includes the course objectives, learning outcomes, content, assessment strategies, and resources.
The document also provides frameworks for the curriculum and course outlines. The curriculum framework includes guidelines for mapping learning outcomes from the program to courses and assessment. The course outline framework provides a structure for course details, mapping outcomes, content, strategies, and evaluation criteria.
This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
Academic assessment plan. under constructionOAAVFAC
The document summarizes an academic assessment plan under development at a college. It outlines accomplishments made so far, including inventorying existing assessment tools and aligning goals and outcomes across levels. A proposed timeline is provided seeking feedback by specific dates. The purpose is to advance the academic plan, connect it to learning goals, and promote assessment to internal and external audiences including accreditors. Input is requested from an assessment task force and college community.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
Accreditations and ranking in engineering educationDr.V.Ramesh Babu
The document discusses accreditation and ranking in engineering education. It provides information on various accreditation bodies like NBA, NAAC and ranking frameworks like NIRF.
It explains the key aspects of accreditation like vision, mission, programme outcomes etc. It details the criteria used by NBA and NAAC for accrediting institutions and programs along with the associated weightages.
It also summarizes the parameters considered under different domains by NIRF like teaching, learning & resources, research, graduation outcomes, outreach etc. for ranking educational institutions in India.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document provides a template for an outcome-based education (OBE) curriculum. It includes templates for the curriculum framework and course outlines.
The curriculum framework template includes sections for the vision and mission of the university and program, program educational objectives, program learning outcomes, course schemes and descriptions. The course description template includes the course objectives, learning outcomes, content, assessment strategies, and resources.
The document also provides frameworks for the curriculum and course outlines. The curriculum framework includes guidelines for mapping learning outcomes from the program to courses and assessment. The course outline framework provides a structure for course details, mapping outcomes, content, strategies, and evaluation criteria.
This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
Academic assessment plan. under constructionOAAVFAC
The document summarizes an academic assessment plan under development at a college. It outlines accomplishments made so far, including inventorying existing assessment tools and aligning goals and outcomes across levels. A proposed timeline is provided seeking feedback by specific dates. The purpose is to advance the academic plan, connect it to learning goals, and promote assessment to internal and external audiences including accreditors. Input is requested from an assessment task force and college community.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
The document provides information on key concepts related to outcome-based education including graduate attributes, program outcomes, course outcomes, curriculum design, assessment, and rubrics. It discusses establishing vision and mission statements, developing program criteria and educational objectives aligned with outcomes. Guidelines are provided for writing outcomes at the program and course level and mapping them to ensure all outcomes are covered. The importance of continuous assessment and closing the assessment loop is highlighted.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
The document is an information brochure for the 2010 MBA program at the Indian Institute of Technology Roorkee. It provides details about [1] the Department of Management Studies and MBA program, [2] admissions criteria and procedures, [3] faculty, placements, facilities and resources available to students. Important dates for the application process are provided, with a deadline of January 29, 2010 to submit completed application forms. Contact information is also included should potential candidates need additional information.
Handouts New and Emerging Models for Work-based LearninNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience intended to bridge Career Exploration and Career Preparation. Career Practicum experiences provide students with practical experience interacting with industry professionals to deepen classroom learning and develop college and career readiness skills. Key aspects of Career Practicum include having clearly defined student learning outcomes, being integrated into students' academic programs, and involving direct supervision from teachers and industry professionals. The document outlines student learning outcomes supported by Career Practicum experiences and criteria for designing and assessing Career Practicum to ensure rigor and support of intended outcomes.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
1.4 a state the process for defining the vision and mission of the department...Sekar Subramani
The document outlines the process for defining the vision and mission of a department and its program educational objectives (PEOs). It states that a committee is formed including faculty, alumni, employers, parents, and advisory boards to provide feedback. Draft vision and mission statements are prepared after considering trends, needs, and feedback. The statements are then finalized by the entire faculty.
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
This document outlines information on student learning time (SLT) and assessment based on the requirements of the Malaysian Qualifications Agency (MQA). It discusses key concepts related to outcome-based education including programme educational objectives (PEOs), programme learning outcomes (PLOs), and course learning outcomes (CLOs). The document provides guidance on developing learning outcomes, mapping assessments to outcomes, and using assessment results for continual quality improvement (CQI). Templates are also included to help map assessments to CLOs and PLOs, analyze results, and document CQI activities.
This document provides guidelines for the accreditation of undergraduate engineering programs by the National Board of Accreditation (NBA) in India. It introduces the background and objectives of NBA in assuring quality in technical education. It describes the new outcome-based accreditation process being adopted by NBA to be equivalent to the Washington Accord standards. The document contains formats for self-assessment reports, evaluation guidelines, and evaluation reports to be filled by institutions and visiting teams during the accreditation process. The overall aim is to ensure undergraduate engineering graduates have sound knowledge and skills through a robust yet flexible accreditation system.
An automated continuous quality improvement framework for failing student out...GodistheDoerofEveryt
The document presents a continuous quality improvement (CQI) framework to address failing student outcomes in mathematics-related courses in an Electrical Engineering department. An automated system identified specific mathematical concepts weakening student performance. A comprehensive analysis identified five prerequisite mathematics courses covering concepts required for core EE courses. The framework involves identifying weaknesses, revising course contents, and continuously evaluating mathematics comprehension to improve student outcomes and course learning outcomes.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
The document provides information on key concepts related to outcome-based education including graduate attributes, program outcomes, course outcomes, curriculum design, assessment, and rubrics. It discusses establishing vision and mission statements, developing program criteria and educational objectives aligned with outcomes. Guidelines are provided for writing outcomes at the program and course level and mapping them to ensure all outcomes are covered. The importance of continuous assessment and closing the assessment loop is highlighted.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
The document is an information brochure for the 2010 MBA program at the Indian Institute of Technology Roorkee. It provides details about [1] the Department of Management Studies and MBA program, [2] admissions criteria and procedures, [3] faculty, placements, facilities and resources available to students. Important dates for the application process are provided, with a deadline of January 29, 2010 to submit completed application forms. Contact information is also included should potential candidates need additional information.
Handouts New and Emerging Models for Work-based LearninNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience intended to bridge Career Exploration and Career Preparation. Career Practicum experiences provide students with practical experience interacting with industry professionals to deepen classroom learning and develop college and career readiness skills. Key aspects of Career Practicum include having clearly defined student learning outcomes, being integrated into students' academic programs, and involving direct supervision from teachers and industry professionals. The document outlines student learning outcomes supported by Career Practicum experiences and criteria for designing and assessing Career Practicum to ensure rigor and support of intended outcomes.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
1.4 a state the process for defining the vision and mission of the department...Sekar Subramani
The document outlines the process for defining the vision and mission of a department and its program educational objectives (PEOs). It states that a committee is formed including faculty, alumni, employers, parents, and advisory boards to provide feedback. Draft vision and mission statements are prepared after considering trends, needs, and feedback. The statements are then finalized by the entire faculty.
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
This document outlines information on student learning time (SLT) and assessment based on the requirements of the Malaysian Qualifications Agency (MQA). It discusses key concepts related to outcome-based education including programme educational objectives (PEOs), programme learning outcomes (PLOs), and course learning outcomes (CLOs). The document provides guidance on developing learning outcomes, mapping assessments to outcomes, and using assessment results for continual quality improvement (CQI). Templates are also included to help map assessments to CLOs and PLOs, analyze results, and document CQI activities.
This document provides guidelines for the accreditation of undergraduate engineering programs by the National Board of Accreditation (NBA) in India. It introduces the background and objectives of NBA in assuring quality in technical education. It describes the new outcome-based accreditation process being adopted by NBA to be equivalent to the Washington Accord standards. The document contains formats for self-assessment reports, evaluation guidelines, and evaluation reports to be filled by institutions and visiting teams during the accreditation process. The overall aim is to ensure undergraduate engineering graduates have sound knowledge and skills through a robust yet flexible accreditation system.
An automated continuous quality improvement framework for failing student out...GodistheDoerofEveryt
The document presents a continuous quality improvement (CQI) framework to address failing student outcomes in mathematics-related courses in an Electrical Engineering department. An automated system identified specific mathematical concepts weakening student performance. A comprehensive analysis identified five prerequisite mathematics courses covering concepts required for core EE courses. The framework involves identifying weaknesses, revising course contents, and continuously evaluating mathematics comprehension to improve student outcomes and course learning outcomes.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
jQuery provides a versatile set of selectors to select DOM elements, including CSS selectors and custom selectors. It allows generating new HTML elements and adding or removing elements from the wrapped set. Methods are available to determine the size of the set, get elements by their relationships, and adjust the contents of the set. jQuery simplifies DOM manipulation and event handling across browsers.
El documento habla sobre la evolución del comercio electrónico y la integración de las redes sociales. Explica que el comercio social se basa en las relaciones con los clientes en lugar del tráfico o ventas, y requiere una estrategia que conecte a los usuarios a través de los diferentes canales. También destaca la necesidad de entender las demandas de los seguidores en cada red social para ofrecer experiencias personalizadas, en lugar de simplemente replicar la tienda en línea.
Este documento discute tres aspectos clave de la estrategia de marketing: 1) La fijación de precios es fundamental para lograr un retorno de capital adecuado y depende del conocimiento de técnicas de fijación de precios; 2) La publicidad y promoción estimulan la mente del consumidor pero no siempre satisfacen necesidades y pueden llegar a un mercado incorrecto; 3) Un buen servicio al cliente genera confianza y responsabilidad a través de un servicio excepcional.
King Ludwig II of Bavaria became an enthusiastic patron of Richard Wagner in 1864, funding his debts and allowing him to focus on composition. Their relationship was intense but turbulent, as Wagner demanded more support while Ludwig struggled with political pressures. They eventually had a falling out in 1865 when Wagner was banished, but reconciled in 1872 when Ludwig funded Wagner's festival theater at Bayreuth. Their partnership helped establish Bayreuth as the center of Wagner's music, though Ludwig was deeply saddened by Wagner's death in 1883.
This presentation summarizes the key aspects of drilling a well, including:
1. Determining fracture gradients using Eaton's method and selecting casing depths. Proposing a casing program including 20" conductor, 13 3/8" surface, and 9 5/8" intermediate casing.
2. Designing the casing strings to withstand collapse, burst, and tensile pressures. Selecting H-40 casing for all strings.
3. Outlining a mud plan to maintain well control and hole stability using seawater and bentonite clay mixtures.
4. Proposing a bit plan including hole openers, tricone roller, and PDC bits suitable for hole sizes.
5. Estimating the drilling
AWS GovCloud (US) and the Enterprise | AWS Public Sector Summit 2016Amazon Web Services
This document discusses best practices for adopting and migrating to AWS GovCloud (US). It covers onboarding and setting up an AWS GovCloud account, securing resources like IAM users and VPCs, maintaining ITAR and FIPS 140-2 compliance, and migrating data and workloads from other regions or on-premises. Maintaining a hybrid-region approach and leveraging growing partner ecosystems are also recommended for operating in AWS GovCloud (US).
this short ppt gives you a rough idea about the additive manufacturing process of stereolithography. This process is apart of 3d printing technologies around us. Also included is link to a video that will help you further.
Conferència del Professor Pere Ibern, Barcelona Gadruate School of Economics CRES-UPF, presentada a la jornada de treball del Fòrum de la Professió Mèdica del COMB.
Este documento describe cómo Giselle Ortega, una agente de bienes raíces, usó minegociovirtual.com para crear una presencia en línea para su negocio local. Esto le permitió enviar a clientes directamente a su sitio web, expandir su mercado, tener todas sus propiedades disponibles las 24 horas y reflejar su estilo profesional. Minegociovirtual.com ofrece planes básicos y superiores para crear un negocio virtual a precios asequibles.
This document provides an orientation webinar summary on outcome-based education (OBE) and accreditation for program evaluators (PEVs). It discusses key concepts like program educational objectives (PEOs), curriculum, course outcomes (COs), program outcomes (POs), teaching-learning processes, and assessment of attainment of COs and POs. The document compares the present teaching approach to the OBE approach, highlighting how OBE makes outcomes explicit. It provides examples of PEOs, COs, CO-PO mapping, and discusses the importance of assessing attainment of outcomes for continuous improvement. The summary is intended to help PEVs understand OBE concepts and processes in evaluating programs.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
This document discusses how to calculate the attainment of course outcomes (COs) and program outcomes (POs) for engineering programs. It explains that COs are measured through student performance in courses, projects, and activities, and are used to determine attainment of POs and program specific outcomes (PSOs). The process involves mapping COs to POs/PSOs, setting targets for CO attainment, measuring direct and indirect CO attainment, and using the results to identify improvements through a continuous quality improvement loop. The overall goal is to continually assess and enhance how well programs help students achieve intended learning outcomes.
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.
The document provides information for a faculty orientation on ABET accreditation for computer studies programs. It discusses what ABET is and the accreditation process. It outlines the student outcomes and program educational objectives that will be evaluated and how the college assesses achievement of these through various methods like course assessments, surveys, and industry placements. It describes the accreditation visit that will take place in November 2016 and what the evaluators will examine. It emphasizes the importance of establishing and reviewing objectives, assessing achievement, and closing the loop through continuous improvement.
The self-assessment report summarizes Indus University's presentation on the concept and procedure of self-assessment reports to Lasbela University. It discusses the importance of quality assurance in higher education and outlines the objectives and components of conducting a self-assessment, including analyzing program missions and outcomes, curriculum, facilities, and other criteria. The presentation provides examples of how to measure objectives and outcomes both qualitatively and quantitatively and identify areas for improvement in order to enhance student learning and meet international standards.
The document outlines the format and contents for a Self Assessment Report (SAR) for undergraduate pharmacy programs seeking first time accreditation from the National Board of Accreditation.
The SAR contains 3 parts - Part A covers institutional information, Part B includes criteria summary and self assessment against each criteria, and Part C is a declaration by the institution.
Part B assesses the program based on 7 program level criteria and 2 institute level criteria. Criterion 2 assesses the program curriculum and teaching-learning processes, and outlines details required around delivery of syllabus contents, initiatives to enhance teaching, quality of student projects and industry interaction. Criterion 3 requires establishing correlation between courses and program outcomes, defining course outcomes
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessment is by a pass or merit grade for each module. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and skills. It consists of three levels - Initial Steps, Next Steps, and On Track - with each level containing two stages and multiple modules. Students are assessed on their ability to communicate, handle information, model, and measure/control using ICT. The syllabus is designed to facilitate progression of skills as students move through each level and stage.
The document summarizes a presentation given by ABES Engineering College, Ghaziabad to the NBA expert committee on March 11th-13th, 2022. Over 11 slides, it provides information on the institute's achievements, faculty policies and performance, student policies and performance, quality assurance initiatives, curriculum, research projects and more. It demonstrates how the institute meets NBA accreditation standards and fulfills its vision of providing quality engineering education.
The document discusses a workshop for program evaluators (PEVs) organized by the Board of Accreditation for Engineering and Technical Education (BAETE) in Dhaka. The workshop covers several interactive sessions to help PEVs design assessment forms and schedule on-site visits. It emphasizes evaluating programs based on BAETE's 11 accreditation criteria, with a focus on assessing attainment of program outcomes and continuous quality improvement. The document provides guidance on what PEVs should look for during visits and how outcomes should be assessed to determine compliance with accreditation standards.
The document summarizes an awareness webinar on outcome-based education and accreditation for engineering colleges. It discusses key concepts of OBE including program outcomes, course outcomes, assessment of outcomes, and closing the loop for continuous improvement. Specifically, it defines outcomes at the program level including program educational objectives, program outcomes, and course outcomes. It also provides examples of mapping course outcomes to program outcomes and assessing attainment of outcomes. The webinar focuses on assessment tools and methods for evaluating the achievement of outcomes to improve engineering education programs.
The document discusses the implementation of Outcome-Based Education (OBE) in the Department of Civil Engineering. It outlines key aspects of OBE including vision and mission statements, program educational objectives, program outcomes, course outcomes, and levels of outcomes. It also describes the department's practices for defining outcomes, curriculum mapping, assessment, and using assessment results for continuous improvement. The department has implemented OBE principles through various processes like defining outcomes at different levels, developing assessment tools, conducting faculty training, and reviewing results to identify gaps and enhance teaching-learning.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
This document discusses outcome-based education (OBE) and related concepts. It defines OBE as focusing on student learning by using learning outcome statements, providing learning activities to help students achieve outcomes, and assessing how well students meet outcomes. It discusses constructive alignment, where teaching methods and assessments are aligned with intended learning outcomes. The document also covers continuous quality improvement (CQI) and closing the assessment loop to enhance teaching/learning based on evidence. Key performance indicators (KPIs) are used to measure achievement of course, program, and institutional learning outcomes and objectives.
1) NBA stands for the National Board of Accreditation, an independent body that accredits engineering, technology, management, architecture, pharmacy, hospitality, and mass communication programs from the diploma level to the postgraduate level.
2) Accreditation by NBA helps institutions identify programs of excellence, ensure conformity to good practices and global benchmarks, rate programs on a national level to attract better students, allow self-appraisal, and produce graduates satisfying world-class employers.
3) NBA has shifted from an input-output based accreditation model to an outcome-based model that is more student-centered and focuses on measuring student performance and outcomes like skills and knowledge rather than only inputs and outputs.
The document outlines key concepts related to outcome-based education including:
- The key components of OBE including vision, mission, program educational objectives, program outcomes, course outcomes, assessment, and documentation.
- The roles of teachers and learners in OBE and how it focuses on performance and outcomes rather than inputs.
- Documentation requirements for OBE including defining measurable outcomes, assessing attainment, identifying gaps, and implementing improvements.
- Other concepts discussed include accreditation, NBA criteria, Bloom's taxonomy, and graduate attributes.
1. Aiding and
-ting
Presentation to the WSU CEE
Faculty
October 11, 2010
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 achieve
2 recognition by the profession and the
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), Computer
3
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. 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 that
5 important! … and, we should abandon any and
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. 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. 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 business
8 or environment resulting from the graduating
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 business
9 or environment resulting from the graduating
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 student's performance
10
11. ABET and WSU CEE
1st 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
… and may Drive Changes to
Course
Objectives, Coursework, Quiz
zes/Tests, Presentation
Materials, etc.
11
12. ABET and WSU CEE
Level Three and Level Four Evaluation
1) Student Reaction– OPINIONS, SUGGESTIONS
from latest course offering
2) Learning Gain – PERFORMANCE DATA FROM
COURSE ACTIVITIES performed during latest Level of graduate
course offering
preparedness, evidenced by post-
graduation survey data, EIT exam
3) Behavior (Application of Learning) - results, and other metrics
extent of behavior, capability, and
implementation/application Level of on-the-job
4) Results in the Field - the effects on proficiency, evidenced by
the business or environment graduate/employer survey
resulting from the student's data, professional engineer
performance certifications, and other metrics
12
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 collateral
13
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 CEE
14
Program, Overall Curriculum through Data
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 created
15
on an on-going basis!
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 offering
16
17. Recommendations
Semester-End Assessment Report/Plan
+ Faculty
1) Student Reaction– Observations
OPINIONS, SUGGESTIONS
from latest course
offering (student evals)
Course
2) 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 Offering
17
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. Recommendations
WSU CEE ABET Actions Going
Forward
We must execute actions that will demonstrate on an on-going basis that we
follow 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 course
19 objectives, measurement of objectives, student
Hello, my name is Kevin Zielinski and I am a Wayne State University graduate – acquiring Bachelor’s and Master’s degrees in Civil Engineering in 1983 and 1984 respectively. During my professional career, with Electronic Data Systems, with General Motors, with SAE International, and with my adjunct teaching experience at Wayne State and Focus Hope, I have been directly involved in engineering- and information technology-related training development and delivery. Today I will be talking to you about 3 key questions that are pondered and studied by every conscientious education enterprise, from elementary schools, to corporate training programs, to colleges and universities around the world – “Are students learning?”, “Are they learning the right things?”, and “Are they learning well enough to be proficient later in their career?”. The title of my presentation, “Aiding and Abetting” is a reference to a crime involving complicity, but as you will see and hear, there is nothing criminal about studying these key questions about the education activities in the Civil and Environmental Engineering Department, and in fact, you MUST be an accomplice in this process if we are going to be successful! The title is also a play on words, since ABET is the organization that asks these key questions of university engineering and other technical programs.
First, a brief history on engineering and technology accreditation… The organization we now call ABET got its start as the Engineer’s Council for Professional Development or ECPD, which was established by professional engineering societies concerned about the quality of counseling and education received by those entering different engineering professions. The ECPD focused on several important efforts: (1) supplying prospective students with information about each engineering profession, (2) developing education and training plans and curricula to ensure students acquired core skills, knowledge and experience, and (3) developing methods for recognition of those who excelled in educating students and who excelled in their engineering or technology profession.
The ECPD produced numerous informational and training publications in its early years – and began performing accreditation reviews of undergraduate engineering institutions, mainly in the US. By 1947, ECPD had accredited 580 undergraduate engineering programs at 133 institutions. That number has grown significantly since then – with over 2900 programs currently receiving accreditation. In 1980, ECPD officially changed its name to the Accreditation Board for Engineering and Technology or ABET, to more accurately state its mission. ABET is currently divided into 4 commissions, the Engineering Accreditation Commission or EAC that affects our department, as well as commissions for Applied Sciences, Computer Science, and for Technology.
ABET accreditation reviews are commonly performed using a combination of a department self-study – a formatted document that describes a department’s activities and performance – followed by an on-site review by an ABET volunteer. Most engineering an technology departments establish a department representative to coordinate accreditation efforts including internal process development, student performance data collection, and self-study document preparation.As many of you may recall, Dr. Tom Heidtke has been the most recent ABET Coordinator for the CEE Department. With the help of several members of the CEE faculty, Dr. Heidtke compiled the 2006 ABET Self-Study Report submitted to ABET for the department’s 2006 accreditation review. Though several minor deficiencies were identified, the Wayne State CEE Department received ABET’s maximum accreditation award – of course, we were awarded with accreditation, but also we were given a 6-year time period before our next accreditation review, which is coming up in 2012.
To play devil’s advocate – and perhaps identify some thoughts that you may be having about accreditation – I ask this key question…Is accreditation REALLY so Important? After all, many US and International colleges and universities are not accredited -- Paul Quinn College, Hiwassee College, Columbus University, to name but a few. Further, employers who hire Wayne State’s Civil and Environmental Engineering graduates might not care whether our program is accredited. On top of that, the process required for maintaining ABET’s accreditation, including the review itself, is a nuisance, requiring extra time and effort that no one has…and we all know that even with an accredited program, some of our students still don’t pay attention in class, still don’t study, don’t do their work, and flunk courses, so accreditation really means nothing if you have that kind of students! And perhaps most importantly, how can we as faculty – some tenured -- let ABET tell us how to teach, how to test, how to run our classes – these are sacred professor prerogatives! So, we might take these arguments against accreditation and say – it’s not worth the headache, and agree that it is just NOT that important, RIGHT???
But here is where the key questions that I mentioned earlier need to be asked – “Are students learning?”, “Are they learning the right things?”, and “Are they learning well enough to be proficient later in their career?” When we continue to ask these questions, and act accordingly in conducting our teaching activities, we are engaging in an on-going, continuously monitored, continuously improving, and VERIFIABLE effort to give our students the quality of education they need and deserve, and giving our profession and the public at-large, well-prepared civil and environmental engineers. This is why accreditation is indeed important. If that isn’t reason enough, be aware that some employers will not hire our graduates unless Wayne State is accredited, and Professional Engineer licensure requires a degree from an ABET-accredited college or university program. Lastly, over 2000 of the 2900 total ABET-accredited programs mentioned earlier are engineering programs – so accreditation is obviously important to many schools out there!By the way, a rumor has been circulating that the great Massachusetts Institute of Technology has engineering programs that are not accredited – but this is a false rumor, they ARE accredited.
In the ABET self-study process, and in the on-site visit, ABET is looking for several important elements. First and foremost, ABET will want to ensure that our engineering program as a whole has structured its curriculum and activities to support the achievement of 12 specific high-level engineering Student Outcomes, named “A” through “K”. I won’t review all of these outcomes, but for example, Student Outcome “A” relates to the use of mathematics, science and engineering to solve civil engineering problems. Outcome “B” involves the ability to conduct experiments and interpret experimental data, and Outcome “C” relates to the ability to perform civil engineering system, component and process design. Recognize that these outcomes are general skills, attributes and capabilities that our civil engineering profession – not just ABET –feels that undergraduate students should be attaining. If our department cannot show that we are doing our best to help students achieve these outcomes, ABET will likely demand actions to alleviate the discrepancies, and perhaps require another on-site accreditation review.Note also that civil and environmental engineering programs have an additional desired student outcome, called “L”, involving an understanding of civil engineering professional practice issues such as procurement of work, bidding versus quality-based contractor selection processes, addressing public safety concerns, and the importance of professional licensing and continuing education in the civil and environmental engineering fields.ABET wants to ensure that we are addressing these student outcomes with our required and elective curricula and within our course content. They will want to be certain that our course objectives support these outcomes, and that we are measuring achievement of these outcomes. If our gathered data indicate that we are not continually successful at achieving these outcomes, we must show that we are taking prudent corrective action, and evaluating any improvements made.
The process that ABET wants accredited programs to execute is very similar to the process I learned and used in corporate training environments at EDS and General Motors – namely, Don Kirkpatrick’s renowned Four Levels of Learning Evaluation. Kirkpatrick’s first level of evaluation involves Student Reaction. We often referred to Level One as “gathering smiley sheet data” because Level 1 evaluation data is captured by Student Surveys that attempt to determine how happy students were with the course -- for OPINIONS on – “Did you like the course?” “Do you THINK that you learned a lot?” “Do you think the textbook and course handouts were informative?”, and “Do you THINK that the course met its stated objectives?” Level 1 surveys are not perfect – they don’t measure whether students ACTUALLY learned, some students might be angry with the teacher and answer questions negatively – but surveys sometimes identify valid issues that require resolution, and may generate good suggestions for course or instructor improvement. Level 2 involves determining actual student performance, that is, “Did students actually learn, and learn well, what the course and its objectives promised?” I always perceived of Level 2 evaluation as most important for me as an instructor, because: (1) it is not based on student opinion – a student either knew a concept well and demonstrated that on a homework, quiz or test, or they did not know the concept well. Further, proper Level 2 evaluation forced us instructors to create quizzes and tests that were aligned with the course objectives. For example, to prove that a course objective “Students will be able to create a PERT diagram for a given project” was met, I had to make certain there were one or more homework, quiz or test questions requiring the creation of a PERT diagram. In Kirkpatrick’s model, Level 1 evaluations are performed at or near the end of a given course, while Level 2 evaluation data can be compiled over time.
Continuing with Kirkpatrick’s respected Four Levels of Learning Evaluation, Levels 3 and 4 are more difficult evaluations to make but still very important. These evaluations are conducted by an education department – not the instructor -- some time after the course is completed. Level 3 involves determining whether the graduating student was adequately prepared to apply or demonstrate course learning and behavior in real situations shortly after graduation. Level 4 attempts to measure the graduate’s success in the field, including some form of payback that the course or currriculum has generated for the performer, their business and/or their environment. Level 3 and 4 evaluations are very important but in corporate training circles, these evaluations are not often performed. ABET, however, does indeed expect accredited college and university programs to gather data on how well graduates were able to apply their learning – in how successful graduates are in attaining professional licensure, how employers of our graduates feel about their skills, preparation and capabilities, and other metrics.
So what do these four levels of evaluation mean to us? Well, first faculty must collect Voice of the Customer or VOC data – the customer being our students -- by means of student course evaluations. Second, each faculty member – whether Tenured, Full-Time, or Adjunct/Part-Time, must compile student performance data, mapped to the course objectives.
In the Kirkpatrick Model, an organization must analyze Level 1 and Level 2 data to determine whether there are any glaring deficiencies. If so, the organization may need to change objectives, coursework, course content, or other elements for the next course offering.
Some time after graduates leave the program, the organization must conduct Level 3 and Level 4 evaluation by gathering evidence of graduate preparedness, such as post-graduation surveys, EIT exam results, as well as employer survey data, and professional engineer certifications.
The Level 3 and 4 results may also identify one or more deficiencies that may drive prudent change to the curriculum, course objectives, and course content.
As I see it, this is a list of some additional attributes that we must demonstrate not just for the next ABET accreditation review – but for all our educational efforts going forward. First, we must adhere to the ABET policies and procedures from this day forward, because they make sense, not because we are being forced to implement them! That no one will be exempt – from Adjunct Faculty like me, to the most experienced tenured faculty members, we all must follow the ABET best practices because the ABET process makes great sense to ensure learning and successful graduates. We must continue to provide timely academic advising to students, so they are getting proper direction in discipline selection, course offering schedule, prerequisites, etc. Lastly, that as a faculty body and as a department, we are performing the necessary steps I have highlighted in this presentation, on our own, and as standard operating procedure -- not just when ABET reviews come along, or when the CEE ABET coordinator comes along with a reminder.
To get our internal ABET-related efforts kick-started again, I propose the following. Note that I understand that some of these tasks involve some effort on your part – but I have placed the ABET coordinator’s title on most of these items, to indicate that you will have help in performing most of these tasks: (1) we must ensure that Measurable Course Objectivesare Identified for each of our courses if they have not been already – I will work with you on that. (2) we must make certain our Course Objectives map to one or more of ABET’s A through L Student Outcomes – again, I will help you accomplish this. (3) We must structure homework Questions, Projects, Quiz Questions, Test Questions, and Lab Work, to Ensure they are Relating to Course Objectives – and you are ultimately responsible for this, with my assistance if you need it. (4) Together, we must begin creation of the Course Assessment Report – because we don’t want to wait until the end of the semester and let this drop off – besides, portions of the report can be created on an on-going basis throughout the semester, leaving just small work left at the end of the term!
Student performance information is one important element of the Course Assessment Report that can be compiled throughout a given semester. Within the Assessment Report, we will need to indicate: (1) what course objective(s) were being stressed on the given homework, quiz, project or test, and (2) student scores, to indicate how well the stressed objectives were met. Preferably, this data should be submitted to me as the information is generated throughout the term – by you or your grader.
Regarding Level 1 evaluation, we will need to make certain all faculty perform the student evaluation process, as dictated by the university, and ensure the ABET coordinator has access to this data for the Course Assessment Report. As this slide’s graphic indicates, each faculty member responsible for a given course should provide their thoughts and observations on the semester just ended. When these observations and all survey and performance data have been compiled, the faculty member shall meet with the ABET Coordinator to discuss whether any deficiencies or anomalies may have occurred, and create a plan to implement prudent changes to alleviate them.
Just one more request of you – I know many of you have submitted materials to Dr. Miller or Dr. Heidtke in the past…but I ask that you please submit any ABET-relateditems that you had NOT YET submitted for the period of 2006 to the present. That includes course assessment reports in a format laid out by Dr. Heidtke, your course syllabus, assignment/quiz or exam scores, student evaluation data, etc. I would also appreciate it if you could periodically update your curriculum vitae or CV, so it will be ready when the 2012 Self-study Report is being generated.
In summary, this is my proposed action plan. Feel free to pause this presentation to review these items. In the coming days, I will be incorporating any suggestions made by CEE faculty, and sending this in an email so you have a copy of the action plan and can start executing!
I thank you for reviewing this presentation, and I want to thank you in advance for Aiding and Abetting the CEE Department in its quest to maintain its accreditation and to maintain its overall program excellence!