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Enhancing Higher Education Quality: ABET Accreditation at LAU School of Engineering

This article by Dr. George E. Nasr discusses the ABET accreditation process at LAU School of Engineering, emphasizing quality assurance through continuous improvement, assessment of educational objectives and outcomes, and faculty involvement. It explores the importance of aligning program objectives with stakeholders' needs and engaging stakeholders for feedback and evaluation.

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Enhancing Higher Education Quality: ABET Accreditation at LAU School of Engineering

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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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