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EC UK Experience in Accreditation of Engineering Programmes

EC UK Experience in Accreditation of Engineering Programmes. Professor Ian Freeston University of Sheffield, UK Higher Education Adviser, EC UK IET Academic Accreditation Committee ENAEE Label Committee Director, Magstim Company. Outline.

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EC UK Experience in Accreditation of Engineering Programmes

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  1. ECUK Experience in Accreditation of Engineering Programmes Professor Ian Freeston University of Sheffield, UK Higher Education Adviser, ECUK IET Academic Accreditation Committee ENAEE Label Committee Director, Magstim Company 1

  2. Outline • How accreditation of degree programmes is organised in UK. • What the standards are. • Typical accreditation procedure. • Assessing Learning Outcomes. 2

  3. The Engineering Council UK (ECUK) • Sets and maintains the Standard for qualifying as a professional engineer. • Maintains register of qualified professional engineers. • Maintains register of accredited engineering degree programmes. • Licences professional engineering institutions to assess competence and accredit programmes. • Supports international agreements. 3

  4. UK-SPEC • The Standard is published as UK Standard for Professional Engineering Competence (UK-SPEC). • UK-SPEC specifies competences for registration as a professional engineer. • UK-SPEC specifies the Learning Outcomes of academic programmes to support the competences. • UK-SPEC is the benchmark for engineering degrees published by Quality Assurance Agency (QAA). 4

  5. Qualifying as CEng • Three types of professional engineer in UK but will focus on Chartered Engineer (CEng). • Different routes, but education to level of Masters degree (or equivalent) is required. • After graduation, two or more years of professional development in employment to acquire competences. • Professional Review before CEng; review of career, referees’ reports, interview. 5

  6. Education for CEng UK-SPEC identifies six Learning Outcomes: • Underpinning science and mathematics • Engineering analysis • Design • Economic, social and environmental context • Engineering practice • General learning outcomes 6

  7. Underpinning Science and Mathematics • M1. Comprehensive understanding of the scientific principles of specialisation and related disciplines. • M2. Awareness of developing technologies related to own specialisation. • M3. Comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations. • M4. Understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects. 7

  8. IET Procedure • Document from School stating how standards are satisfied, plus supporting documentation. • Panel of four assessors, at least one from industry. • Panel visits School, and assesses evidence. • Panel report sent to School for correction of factual errors, and for Action Plan (90 days). • Accreditation Committee decides period of accreditation, maximum five years. 8

  9. Evidence assessed (1) • Aims and objectives. • Programme structure. • Learning Outcomes. • Methods of assessing student work. • Industrial input into programme. • Student admission, progress and destination. 9

  10. Evidence Assessed (2) • Examination papers. • Student project reports. • Qualifications of academic and support staff. • Research activity. • Laboratory, computing and library facilities. • Quality assurance procedures. • Meetings with students. 10

  11. Grading the Evidence The evidence is graded using a numerical scheme. • 4 Acceptable • 3 Satisfactory in most areas • 2 Unsatisfactory in most areas • 1 Unacceptable Shortcomings and commendable features are noted. 11

  12. Learning Outcome Matrix (Part of) 12

  13. Evaluating the Matrix • Criteria used by the School? • Balance of totals in the five Learning Outcomes? • What is rationale of the School for the distribution of totals? • Are there any unusual features? • If necessary, check a sample of rows and columns. 13

  14. Decision 1. Outcomes from last accreditation visit 2. Teaching programme and Learning Outcomes 3. Admission, progression, award, destination 4. Major individual project 5. Group projects 6. Staffing 7. Resources and facilities 8. Quality assurance 14

  15. Conclusions • Devolving accreditation from ECUK gives decisions to experts. • Different methods promotes improvement. • Matrix enables overview and testing of Learning Output claims. • Context ensures Learning Outcomes are achievable by students entering the programme. 15

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