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Quality Assurance of Higher Education Programs: Notes on the ABET Accreditation Process

Quality Assurance of Higher Education Programs: Notes on the ABET Accreditation Process at the LAU School of Engineering George E. Nasr, Ph.D. Dean and Professor

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Quality Assurance of Higher Education Programs: Notes on the ABET Accreditation Process

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  1. Quality Assurance of Higher Education Programs: Notes on the ABET Accreditation Process at the LAU School of Engineering George E. Nasr, Ph.D. Dean and Professor A National Conference Towards a Comprehensive System for Quality Assurance of Higher Education in Lebanon, UNESCO Palace , Beirut, April 29-30, 2011

  2. ABET Criteria (1 to 9)

  3. ABET Requirements • A process that periodically documents and demonstrates that the Program Educational Objectives are based on the needs of the program's various constituents. • Assessment and evaluation processesthat periodically document and demonstrate the degree to which the Program Educational Objectives and the Program Outcomes are attained.

  4. Program Constituents • Students • Faculty • Alumni • Employers • Program Advisory Council (Industry Leaders and Alumni Leaders)

  5. Hierarchy of Statements Development of Outcomes • LAU Mission • School of Engineering Mission • Program Mission • Program Educational Objectives • Program Outcomes • Performance Criteria • Course Learning Outcomes Achievement of Outcomes

  6. Continuous Quality Improvement

  7. Program Educational Objectives Assessment of Educational Objectives • Alumni within 2 to 5 years of Alumni Surveys • graduation • Maintain a current database • Engage Alumni/Students • Immediate supervisors of Alumni • Career placement office • Maintain contact

  8. Program Outcomes Assessment of Program Outcomes

  9. Continuous faculty engagement • The accreditation process requires that the programs be fully responsible for the quality of teaching, learning, and assessment; but do faculty members believe that their institutions value their contributions in these areas when making decisions about promotion, tenure, and merit-based salary increases? • Perhaps, promotion guidelines should seriously recognize faculty work on learning assessment and quality assurance processes.

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