Preparing for ABET

Kevin ScolesABET Self Study Committee

Electrical and Computer Engineering

October 2001

Using this PresentationThis presentation uses slide links and URL links.

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

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

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

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

What is ABET?Vision

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

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

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

What is ABET?24 Participating society members

IEEE, ASEE, CSAB

5 Affiliate society members

2 Cognizant technical society members

Who will be coming?Team Chair

Dr. David Holger

Assoc Dean Academic Programs, Iowa State

Electrical EngineeringDr. Raman Unnikrishnan

Dean, Eng & Comp Sci, Cal State Fullerton

Computer EngineeringMr. Jerry Brand

Senior Systems Engineer, Harris Corp.

When are they coming?The team will arrive on Sunday, November 11th and be on campus through Wednesday, November 14th.

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

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

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

Before they get here…They will

Review program self study

Ask questions about program or college

Make a preliminary call of program review

Make a list of concerns to follow up at visit

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

Quote from EE visitor to Columbia 9/6/00

What will they do here?Meet with Dean and Dept Head

Meet with individual faculty

Meet with student group(s)

Examine course materials

Visit library and supporting departments

Visit departmental facilities

What will they be looking for?There are 8 General Criteria to be evaluated

StudentsProgram Educational ObjectivesProgram Outcomes and AssessmentProfessional ComponentFacultyFacilitiesInstitutional Support and Financial ResourcesProgram Criteria

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

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

What are they looking for?Program Educational Objectives

Have we defined our objectives?

How were our objectives determined?

Are they consistent with our mission statement?

Are they measurable?

What is our process to review and update our objectives?

How do we know when we have met our objectives?

Our ObjectivesTeach the core in electrical and computer engineering, providing flexibility in specialization areasEnhance teamwork and communicationsPut technology in a global and societal contextProvide practical experiences and instill a desire for life-long learningPromote research among our qualified undergraduate students

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

What should you know about the PEOs?The department developed its objectives as part of college-wide workshops, coordinated by Acting Dean Dr. Raj Mutharasan and led by consultant Dr. Jack McGourty, from Columbia University, in November of 1997.

Represented by Drs. N. Bilgutay, B. Eisenstein, W. Freedman, and K. Scoles Prepared initial draft of the program educational objectives, the desired student outcomes, and the strategies for achieving these outcomes with regular faculty consultation and feedback.

What should you know about the PEOs?

Our objectives have been presented to ECE faculty, the ECE Advisory Council, our students, and our alumni for discussion and feedback.Using this feedback the 5th objective was modified to read “Develop awareness among our students that research advances the state of knowledge in our profession to serve society better, and provide our qualified students with the opportunity to conduct research as undergraduates.”

What should you know about the PEOs?

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

What should you know about the PEOs?

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

EE Program Educational Objectives

CE Program Educational Objectives

Program Outcomes and Assessment

Each program must show how they are meeting the 13 outcomes

The ABET A-K

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

The Program OutcomesProgram Outcomes (abridged)

A. Ability to apply math, science, and engineeringB. Ability to design experiments and interpret dataC. Ability to design a system to meet a needD. Ability to function on multi-disciplinary teamsE. Ability to identify, formulate, and solve problemsF. Understanding of professional and ethical responsibilityG. Ability to communicate effectivelyH. Understand engineering solutions in a global and societal contextI. Recognition of the need for and an ability to engage in life-long

learningJ. Knowledge of contemporary issuesK. Ability to use techniques, skills, and modern engineering tools

What are they looking for?Program Outcomes

Do our courses/programs incorporate the outcomes?

How are we assessing the outcomes?From whom to we collect information?

Who are our constituencies?

How often?

What gets done with this information?

Do We Demonstrate the Outcomes?

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

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

EE Outcomes

CE Outcomes

ConstituenciesWho 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?Outcomes

What should our students know and be able to do upon graduation?Can we recognize it when we see it?

ProcessWhat 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 LoopAssessment processes must be in place

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

Student portfolio/coursework

Nationally-normed examinations

Alumni and employer surveys

Placement data

Other

What are they looking for?Assessment

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

What are they looking for?Results

How do we demonstrate that outcomes are achieved?What is our assessment of the quality of the program?What evidence do we have to demonstrate that our efforts to improve the program are producing results?Based on our analysis of assessment data, what are our plans for additional improvement?Are our constituencies pleased with the results? How do we know this?

Input Constituency Focus FrequencyCourse Survey Students Instructor/Course

evaluationEvery course everyquarter

Faculty ResponseForm

ECE Faculty Student/Courseevaluation

Every quarter

ABET A-K Survey Students ABET A-K Twice per year

Open Forum Students PEO, General feedback Every quarter

Senior Exit Survey Senior Students PEO, general feedback Every springquarter

Co-op Survey Employers ABET A-K Twice per yearCo-op Survey Students ABET A-K Twice per yearAlumni Survey 5 year out alumni ABET A-K, PEO,

general feedbackOnce

DepartmentalAdvisory Council

Industry andAcademic Members

ABET A-K, PEO,general feedback

Twice per year

Faculty Retreats ECE Faculty Curriculum andassessment, PEO,general review andfeedback

One to two timesper year

Information Sources for CQI

Who is responsible?Faculty

Course objectives, control curriculum

CommitteesInput, corrective action

Assistant Dept HeadsDepartment Head

Evaluate all assessment inputInitiate corrective actionDistribute to committees and ADHs

File an annual CQI report

What happens after the visit?Team completes the Matrix for Implementation Assessment

Team completes the Program Audit form

Chair completes the Recommended Accreditation Action Form

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

Team will visit with Dean and Provost to deliver their report

How will we do?“… under ABET 2000 the focus is on the process of establishing objectives, assessment of achievement, and continuous improvement”

These three key goals have been accomplished

How will we do?The ABET Self Study has been very thorough in preparing for this visitWe believe we have strong EE and CE programs and can support this through our various assessment instruments and constituency inputsFaculty can help by reviewing the Program Objectives and being aware of the CQI process

Matrix for ImplementationRank the program from 1 (worst) to 5 (best) on:

Educational Objectives

Constituents

Processes

Outcomes Assessment

Results

System

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Recommended Action FormNGR - program is in full compliance, 6 years.

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

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

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

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Recommended Action FormIR - compliance with applicable criteria should be strengthened. A report will be required, but not a visit (2 yrs).IV - compliance with applicable criteria should be strengthened. An on-site visit will be required (2 yrs).SC - program is not in full compliance with the applicable criteria. An on-site visit will be required (1 yr).NA - program is in continued non-compliance. Applies after a SC evaluation or the evaluation of a new, unaccredited program. Accreditation is generally not extended as a result of this action.

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Criterion 1. StudentsThe quality and performance of the students and graduates are important considerations in the evaluation of an engineering program. The institution must evaluate, advise, and monitor students to determine its success in meeting program objectives.The institution must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements.Return

Criterion 2. Program Educational ObjectivesEach engineering program for which an institution seeks accreditation or reaccreditation must have in place

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

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

A curriculum and process that ensures the achievement of these objectives

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

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Criterion 3. Program Outcomes and Assessment

Engineering programs must demonstrate that their graduates have:

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

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

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

An ability to function on multi-disciplinary teams

An ability to identify, formulate, and solve engineering problems

An understanding of professional and ethical responsibility

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Criterion 3. Program Outcomes and Assessment

Engineering programs must demonstrate that their graduates have:

An ability to communicate effectively

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

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

A knowledge of contemporary issues

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

Each program must have an assessment process with documented results

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Criterion 4. Professional ComponentStudents must be prepared for engineering practice through the curriculum culminating in a major design experience

The professional component must include:One year of a combination of college level mathematics and basic sciences (some wth experimental expertise) appropriate to the discipline

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

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

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Criterion 5. FacultyFaculty are the heart of any educational program. The faculty must be of sufficient number; and must have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of studentsThe faculty must have sufficient qualifications and must ensure the proper guidance of the program and its evaluation and development. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and registration as Professional Engineers.Return

Criterion 6. Facilities

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

Criterion 7. Institutional Support and Financial Resources

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

Criterion 8. Program Criteria

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

Mission StatementsECE Mission Statement

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

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Mission StatementsCOE Mission Statement (3/18/98):

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

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Mission StatementsDrexel University Mission Statement:

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

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Our ObjectivesProvide our students with the core in electrical and computer engineering, in a manner that recognizes the diversity of our profession and affords the flexibility to pursue different specialization areasProvide the Electrical and Computer Engineering students with the opportunity to learn in multi-disciplinary courses to function as effective team members in an increasingly diverse engineering environmentProvide our students with the broad education necessary to understand the impact of technology in a global and societal contextProvide our students with practical experiences to facilitate their development as educated professionals in a global and diverse workplace. Through these experiences, expose our students to the need for and desirability of life-long learningDevelop awareness among our students that research advances the state of knowledge in our profession to serve society better, and provide our qualified students with the opportunity to conduct research as undergraduates