Accreditation Workshop

1. Mechanical Engineering Preparation for The Accreditation Process Dr. Taj Mohieldin Visiting Professor of Thermal Sciences College of Engineering University of Bahrain Fulbright Scholar Old Dominion University Norfolk, VA, USA Accreditation Workshop

2. Quality Assessment Program Program Assessment and Evaluation Matrix What we need to Accomplish? ABET, What we have do First? What is Urgent Now? Whose responsibility? Program Workshops to help your faculty use assessment to improve teaching and learning  September 2005 WEB PAGE Self-study report Developing Assessment Plans that Work

3. What are we trying to do? Review/Develop Assess/Evaluate Document/use results Improve Satisfy customers Satisfy ABET Continue/Stop How well can we do it? Good Assessment Plan Faculty ownership and responsibility institution-wide support How can we improve what we are doing? Believe in it Do yours Cooperate Help other Successful assessment Flows from the institution's mission and educational purposes. Emerges from a conceptual framework. Is marked by faculty ownership and responsibility. Has institution-wide support. Relies on multiple measures. Provides feedback to students and the institution. Is cost-effective. Does not restrict or inhibit goals of access, equity, and diversity established by the institution. Leads to improvement. Includes a process for evaluating the assessment program. ABET: Quality Assessment Program

4. UOB Mission & Goals Electronic Assessment Database Concept Assessment Plan College of Engineering Mission & Goals Curricular Issues 2 Implementation 3 Database Constituency Feedback Constituency Feedback 4 Interpretation of Effectiveness & Improvements 1 Program’s Mission PEO’s & PO’s

5. Goals: What are the overall goals of the program? How do they complement institutional and accreditation expectations? Program Objectives: What are the program objectives? What should your students know and be able to do? Performance Criteria: How will you know the objectives have been met? What level of performance meets each objective? Implementation Strategy: How will the objectives be met? What program activities (curricular and co-curricular) help you meet each objective? Evaluation Methods: What assessment methods will you use to collect data? How will you interpret and evaluate the data? Logistics: When will you measure? How often? Who will collect and interpret the data and report the results? Feedback: Who needs to know the results? How can you convince them the objectives were met? How can you improve your program and your assessment process? Program Assessment and Evaluation Matrix

6. Mechanical Engineering ABET Criteria 3. Program Outcomes and Assessment • Assessment Process with Documented Results to Measure Outcomes • Results Applied to Improvement of the Program • Demonstration (incl. Process & Measurements) that Graduates have: • ability to apply knowledge of math, engineering, and science • ability to design and conduct experiments as well as to analyze and interpret data • ability to design system, component or process to meet needs • ability to function on multi-disciplinary teams • ability to identify, formulate, and solve engineering problem • understanding of professional and ethical responsibility • ability to communicate effectively • Broad education • recognition of need and ability to engage in life-long learning • knowledge of contemporary issues • ability to use techniques, skills, and tools in engineering practice • Students • Admit • Advise • Evaluate • Monitor 2. Program Educational Objective • Published and Consistent with Mission and These Criteria • Process in Place to Determine and Periodically Evaluate • Based on of ConstituenciesCurriculum and processes to ensure achievement • Evaluation to Determine Achievement • Results Used to Improve Effectiveness of the Program

7. Mechanical Engineering ABET Criteria 4. Professional Component • Major Design Experience • One year of Mathematics and Basic Science • One and one-half Years on Engineering Topics • General Education Component, Consistent with Program Objectives 5. Faculty • Sufficient Number and Competencies to Cover All Curricular Areas (FTE) • Levels of Student- Faculty Interaction • Advise and Counsel students • Actively involve in service (College & University) • Interact with Practitioners and Employers • Professional development • Monitor and evaluate effectively 6. Facilities • Classrooms • Laboratories • Equipment and Tools • Computing and Information • Infrastructure • Certified Technicians and qualified operators 7. Institutional Support & Financial Resources • Sufficient to Assure Quality and Continuity of the Program • Sufficient to Attract and Retain a Well-Qualified Faculty • Sufficient to Acquire, Maintain, and Operate Facilities and Equipment 8. Program Criteria • Curricular Topics • Faculty Qualifications • Other

8. Departmental Accreditation Committee (DAC) Program’s Mission Program Constituencies Program Educational Objectives (PEO’s) Program Outcomes (PO’s) Program Industrial Advisory Committee (PIAC). Program ABET Web Page. Electronic Assessment Database. Plan of Improvement & Assessment (PIA) Develop performance criteria for each objective/outcome. Conduct Assessments and Write Up Results Document Use of Results for Program Improvement What We Have To Do First?

9. Example Mission Mechanical Engineering The mission of the Department of Mechanical Engineering is to: Provide high quality education in mechanical engineering for undergraduate students Provide support for faculty to conduct high quality research and ensure high quality education Increase the program’s national and international reputation Enhance the community through civic responsibility and the promotion of economic development Provide technical expertise and training to industry on advanced technologies Program’s Mission

10. Program’s Mission Program’s Mission Example mission Mechanical Engineering The undergraduate program in Mechanical Engineering has the following educational objectives: To graduate students who • Can effectively use science, mathematics, and engineering concepts necessary for successful mechanical engineering careers. • Can communicate effectively, work in teams, and provide leadership. • Can adapt to and influence the future technological environment in response to industrial and global changes. • Are aware of the ethical, social, and environmental impact of their professional actions. • Can succeed in advanced study including graduate school, self-study, and industrial short courses.

11. Program Constituencies

12. PEO’s are consistent with the mission Ensure that PEO’s are well-stated and measurable. PEO’s can be linked with the curriculum for the Program Involve constituencies Program Educational Objectives (PEO’s)

13. Example PEO’s Create well-rounded engineers who possess theoretical and practical skills, and understand the significance of humanities and social sciences. Produce graduates who have the necessary teamwork and leadership skills to excel in multidisciplinary team environments. Develop innovative and creative thinking with an understanding of entrepreneurship. Develop science, mathematics, analytical, computational, and experimental, skills, and apply them to formulate and solve engineering problems. Instill in students an appreciation of the impact of engineering solutions in a global and societal context, including the broad implications of professional ethics. Instill in students the flexibility to adapt to changing technology and an understanding of the need for continuous improvement and lifelong learning. Program Educational Objectives (PEO’s)

14. The Department Mechanical Engineering To provide the skills and instill the values necessary for success in the engineering profession and/or graduate-level study through rigorous instruction in fundamentals and engineering practice. 2. To acquire the technological skills to practice modern mechanical engineering in today's global marketplace, and to provide the opportunity to develop specialized interests through electives, involvement in research projects, and industrial internships. To provide comprehensive training in design and laboratory practice. 4. To encourage the development of communication and leadership skills increasing awareness of environmental and ethical responsibilities as a professional engineer. Program Educational Objectives (PEO’s)

15. Example PEO’s To provide our students with a strong technical education that will enable them to have successful careers as professional mechanical engineers, as educators in academia, and as members of other professions; To prepare our students for rapid technological change with the core knowledge central to assuring that they are able to improve their skills continuously across a range of disciplines throughout their professional careers; To prepare our students to communicate effectively and to deal knowledgeably and ethically with the impact of technology in our society and on global issues. Program Educational Objectives (PEO’s)

16. PO’s satisfy the 11 ABET criteria PO’s must be measurable and specify an appropriate method for measurements Outcomes must specify a criterion for judging findings. satisfies professional component For academic programs, include both of the following:a. Curricular outcomesb. Learning outcomes at the course level Direct as well as indirect methods of measurement are to be used. Map PO’s into PEO’s Map PO’s into ABET “a – k” criteria Curriculum achieves PO’s Curriculum satisfies professional component Curriculum meets program specific criteria Program Outcomes (PO’s)

17. ABET 11 Outcomes ability to apply knowledge of math, engineering, and science ability to design and conduct experiments as well as to analyze and interpret data ability to design system, component or process to meet needs ability to function on multi-disciplinary teams ability to identify, formulate, and solve engineering problem understanding of professional and ethical responsibility ability to communicate effectively Broad education recognition of need and ability to engage in life-long learning knowledge of contemporary issues ability to use techniques, skills, and tools in engineering practice Program Outcomes (PO’s)

18. Relationship of PEO’s to EC2000 Criteria

21. What is Urgent Now? (DAC) Submit • Program’s Mission • Program’s Constituencies • Program’s Educational Objectives (PEO’s) • Program’s Outcomes (PO’s) • Tabulated Current Curriculum • Program Industrial Advisory Committee (PIAC). Faculty Submit: • ABET Course Syllabus • ABET Resume • Passport Photo (for Web Page) • Collect sample of students work this semester • Record of tests grades this semester

22. Test # Grade Distribution

23. UOB Mission COE Mission COIT Mission Programs Missions On-line Employer Survey Alumni Survey Senior Exit Survey Faculty Survey Industrial Advisory Committee Programs Self-study Reports ABET Documentations CE, CHE, ET, ME CS, CEIT, MIS Programs Curriculum Program Faculty Students Information

24. Grades are global evaluations that represent the overall proficiency of students. They don’t tell you about student performance on individual learning goals… First, answer these questions 1. What do you really want students to know and learn? 2. What are your students actually learning? 3. What can you do to help students learn what you believe they need to know? Then, follow these steps 1. Identify and articulate what students should learn in your class 2. Develop tools to measure student learning 3. Establish systems to compile and analyze the data you collect with these tools 4. Use the information gathered to improve/adapt curricula, pedagogy, and goals