amau ccs abet_orientation

College of Computer Studies

Quality Education that WORKS

ABET Orientation for the CCS Faculty Members

July 20, 2013

Allan A. Burgos

Dean, College of Computer Studies



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



• During the visit, the evaluators and observers for the BSIT and BSCS programs will meet with faculty members and students, will tour computing laboratories, will visit classes, and will review course materials and assessment data that the faculty will be preparing for the visitors to show how the college helps students acquire specific outcomes to achieve the respective program’s objectives, and how the college assesses the achievement of the respective students’ outcomes and objectives.



Importance of Accreditation

• In the United States, accreditation is used to assure QUALITY in educational institutions and PROGRAMS.



Definition of TermsStudent Outcomes (SOs) - Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the programme.

Programme Educational Objectives (PEOs) – Programme educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Programme educational objectives are based on the needs of the programme’s constituencies.

Assessment –is defined as one or more processes that identify, collect, and prepare the data necessary for evaluation.



Definition of TermsEvaluation – is defined as one or more processes for interpreting the data acquired though the assessment processes in order to determine how well the programme educational objectives and student outcomes are being attained.

On-Term Courses – refer to the regular course offerings for a particular trimester as indicated in the curriculum plan.

Faculty Committee on Evaluation (FCE) of SOs – a committee composed of faculty members, established in each College to ensure assessment and evaluation of student outcomes are performed as scheduled and results are provided to respective offices on a timely basis.



Who will be coming?

• Team Chairs

• Accreditors/Evaluators



When are they coming?

• November 2016 – All faculty members, should plan on being on

campus all day through this period. – We can not predict who the visitors will want to

meet with or exactly when.



Before they get here

• They will– Review program self-study report – Ask questions about program or college – Make a preliminary call of program review – Make a list of concerns to follow up at visit



What are they thinking? • How did you get to where you are? How do you ensure continuous assessment in the

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



What will they do here?

• Meet with Dean and Program Heads

• Meet with individual faculty

• Meet with student group(s)

• Examine course materials/portfolio

• Visit library and supporting departments

• Visit college facilities



What will they be looking for?

• There are 8 General Criteria to be evaluated– Students– Program Educational Objectives – Student Outcomes – Continuous Improvement– Curriculum – Faculty – Facilities – Institutional Support



What will they be looking for?

• the focus is on the process of establishing objectives, assessment of achievement, and continuous improvement.



What are they looking for?

• Program Educational Objectives– Have we defined our objectives?

– How were our objectives determined?

– Are they consistent with our mission statement?

– Are they measurable?

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

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



What should you know about the PEOs?

The college will develop its objectives with the help of the PIAP (Program Industry Advisory Panel)



Student Outcomes and Assessment

• Describe what the students are expected to know and be able to do by the of graduation.

• Relate to the skills, knowledge, and behaviors that the students acquire as they progress through the program.

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

– The BSCS (a-k)

– BSIT (a-n)

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



PROCEDUREAssessment

• Direct assessment of SOs by the Faculty

– Assessment by Faculty from the selected courses is submitted at the end of each Trimester using the assessment and evaluation templates. Each Faculty Member submits a report to the FCE of SOs explaining the process for obtaining the scores.



• Senior Exit Survey

– The Guidance Office administers a Senior Exit Survey (see attached) to the graduating students during their last trimester in the programme. The results of the survey are submitted to the FCE of SOs for appropriate action.



• Assessment of the SOs for terminal project/research project course(s)

– Assessment of student outcomes for terminal / research project course(s) may be done in two forms: 1) by the Review Panel who sits as evaluators during the presentation and defense of the project and 2) by the students enrolled in the course. The Professor handling the terminal / research project course submits a competency report to the FCE of SOs at the end of the trimester for their appropriate action.



• Self-evaluation survey on SOs by the students enrolled in selected courses

– Before the end of each trimester, students enrolled in selected courses fill out a self-evaluation survey (see attached) assessing the attainment of the student outcomes for that particular course. Professors handling these selected courses submit a competency report to the FCE of SOs at the end of the trimester for their appropriate action.



Student’s Practicum Supervisor’s evaluation of the SOs for the industry attachment course

An industry attachment course is a curriculum requirement to be awarded the degree. Each programme requires a specific number of on-the-job training (OJT) hours to be completed in an accredited or recognized company in the Philippines. Accreditation of companies for the course is facilitated by the Placement and Linkages Office (PLO). Each College has a designated Practicum Coordinator / Industry Attachment Coordinator who works with both the Head of the PLO and the student’s Company Supervisor in ensuring that the training schedules and assessment of competencies run accordingly as scheduled. The student’s Company Supervisor fills out a student’s performance appraisal form (see attached) upon completion of the required OJT hours.



Evaluation• The evaluation of the SOs rests on the Faculty Committee on the

Evaluation (FCE)of SOs, which is composed of faculty members of the specific programme. The aggregated data from the five assessment methods listed above are used by the Committee in concluding whether the student outcomes are successfully attained. The FCE on Student Outcomes submits reports to their respective Programme Coordinators and to the Quality Assurance and Accreditation Office (QAAO) at the end of each trimester.

• Results of the assessment and evaluation of student outcomes serve as inputs to course reviews.



BSCS – Student Outcomes(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.(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.(k) An ability to apply design and development principles in the construction of software systems of varying complexity.



BSIT – Student Outcomes (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.(j) An ability to use and apply current technical concepts and practices in the core information technologies.(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.(l) An ability to effectively integrate IT-based solutions into the user environment.(m) An understanding of best practices and standards and their application.(n) An ability to assist in the creation of an effective project plan.




• Student Outcomes– Do our courses/programs incorporate the

outcomes?– How are we assessing the outcomes?

• From whom to we collect information?– Who are our constituencies?

• How often?

• What gets done with this information?



Constituencies

• Who are they?

• How do we involve our constituencies?

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



What do you need to know?• Who are our constituencies?

– Students,employers, alumni, faculty

• How do we involve our constituencies?– Surveys, visiting committees, student forums, exit

meetings

• Do students think their input makes a difference?– From student forums and discussions, yes!



What are they looking for?• Student Outcomes

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

– Can we recognize it when we see it?

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

documented?– What does the process do? How do we know it does what we

say it does?– Who is responsible for maintaining and improving the process?



Closing the CQI Loop• Assessment processes must be in place• Documentation of results and evidence that results are

being used to improve the program– Student portfolio

– Course Portfolio

– Nationally-normed examinations

– Alumni and employer surveys

– Placement data

– Other



What are they looking for?• Assessment

– Are there measures for each objective?– What is measured? How often?– How do we use the data we collect?– Do our measures provide the discrimination we want?– What is our process to continuously improve outcomes?– Where is the feedback loop?– What actions have been taken to improve outcomes as a result

of the assessment process?




• Results– How do we demonstrate that outcomes are achieved?– What is our assessment of the quality of the program?– What evidence do we have to demonstrate that our

efforts to improve the program are producing results?– Based on our analysis of assessment data, what are our

plans for additional improvement?– Are our constituencies pleased with the results? How

do we know this?



Who is responsible?• Faculty members/Course Coordinators

– Student outcomes, control course specification/syllabus

• Committees– Input, corrective action

• CQI• Department Head

– Evaluate all assessment input• Initiate corrective action• Distribute to committees and ADHs

– File an annual CQI report



What happens after the visit?

• There will be a conference after the visit.



How will we do?

• the focus is on the process of establishing objectives, assessment of achievement, and continuous improvement”



How will we do? • We review the CAC (Criteria for Accrediting

Computing ) Programs

• We will write thorough/detailed SSR (Self-Study-Report)

• We will conduct various assessment instruments and constituency inputs.

• Faculty can help by reviewing the Student Outcomes and being aware of the CQI process



General Criteria



Criterion 1. Students • Student performance must be evaluated. Student progress must be

monitored to foster success in attaining student outcomes, thereby enabling graduates to attain program educational objectives. Students must be advised regarding curriculum and career matters.

• The program must have and enforce policies for accepting both new and transfer students, awarding appropriate academic credit for courses taken at other institutions, and awarding appropriate academic credit for work in lieu of courses taken at the institution. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements.



Criterion 2. Program Educational Objectives

• The program must have published program educational objectives that are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria. There must be a documented, systematically utilized, and effective process, involving program constituencies, for the periodic review of these program educational objectives that ensures they remain consistent with the institutional mission, the program’s constituents’ needs, and these criteria.



Criterion 3. Student Outcomes • The program must have documented student

outcomes that prepare graduates to attain the program educational objectives. There must be a documented and effective process for the periodic review and revision of these student outcomes.



The program must enable students to attain, by the time of graduation:

•(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.



Criterion 4. Continuous Improvement

• The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. Other available information may also be used to assist in the continuous improvement of the program.



Criterion 5. Curriculum

• The program’s requirements must be consistent with its program educational objectives and designed in such a way that each of the student outcomes can be attained. The curriculum must combine technical and professional requirements with general education requirements and electives to prepare students for a professional career and further study in the computing discipline associated with the program, and for functioning in modern society. The technical and professional requirements must include at least one year of up-to-date coverage of fundamental and advanced topics in the computing discipline associated with the program. In addition, the program must include mathematics appropriate to the discipline beyond the pre-calculus level. For each course in the major required of all students, its content, expected performance criteria, and place in the overall program of study must be published.



Criterion 6. Faculty

• Each faculty member teaching in the program must have expertise and educational background consistent with the contributions to the program expected from the faculty member. The competence of faculty members must be demonstrated by such factors as education, professional credentials and certifications, professional experience, on-going professional development, contributions to the discipline, teaching effectiveness, and communication skills. Collectively, the faculty must have the breadth and depth to cover all curricular areas of the program.

• The faculty serving in the program must be of sufficient number to maintain continuity, stability, oversight, student interaction, and advising. The faculty must have sufficient responsibility and authority to improve the program through definition and revision of program educational objectives and student outcomes as well as through the implementation of a program of study that fosters the attainment of student outcomes.



Criterion 7. Facilities

• Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. Modern tools, equipment, computing resources, and laboratories appropriate to the program must be available, accessible, and systematically maintained and upgraded to enable students to attain the student outcomes and to support program needs. Students must be provided appropriate guidance regarding the use of the tools, equipment, computing resources, and laboratories available to the program.

• The library services and the computing and information infrastructure must be adequate to support the scholarly and professional activities of the students and faculty.



Criterion 8. Institutional Support

• Institutional support and leadership must be adequate to ensure the quality and continuity of the program.

• Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. The resources available to the program must be sufficient to acquire, maintain, and operate infrastructures, facilities and equipment appropriate for the program, and to provide an environment in which student outcomes can be attained.



PROGRAM CRITERIA FOR COMPUTER SCIENCE

AND SIMILARLY NAMED COMPUTING PROGRAMS

Lead Society: CSAB



3. Student Outcomes

• The program must enable students to attain, by the time of graduation:

• (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]



5. Curriculum

Students must have the following amounts of course work or equivalent educational experience:

a. Computer science: One and one-third years that must include:

1. Coverage of the fundamentals of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture. [CS]

2. An exposure to a variety of programming languages and systems. [CS]

3. Proficiency in at least one higher-level language. [CS]

4. Advanced course work that builds on the fundamental course work to provide depth. [CS]



5. Curriculum

b. One year of science and mathematics:

1. Mathematics: At least one half year that must include discrete mathematics. The additional mathematics might consist of courses in areas such as calculus, linear algebra, numerical methods, probability, statistics, number theory, geometry, or symbolic logic. [CS]

2. Science: A science component that develops an understanding of the scientific method and provides students with an opportunity to experience this mode of inquiry in courses for science or engineering majors that provide some exposure to laboratory work. [CS]



6. Faculty

Some full time faculty members must have a Ph.D. in computer science.



PROGRAM CRITERIA FOR INFORMATION TECHNOLOGY

AND SIMILARLY NAMED COMPUTING PROGRAMS

Lead Society: CSAB



3. Student Outcomes The program must enable students to attain, by the time of graduation:

(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]



5. Curriculum Students must have course work or an equivalent educational experience that includes:

a. Coverage of the fundamentals of

1. the core information technologies of human computer interaction, information management, programming, networking, web systems and technologies. [IT]

2. information assurance and security. [IT]

3. system administration and maintenance. [IT]

4. system integration and architecture. [IT]

b. Advanced course work that builds on the fundamental course work to provide depth. [IT]



Thank you.


Bachelor of Science in Computer Science

Bachelor of Science in Information Technology

Dean’s Office

Faculty Members

Support Officers and Staff