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ABET 2000 Preparation: the Final Stretch

ABET 2000 Preparation: the Final Stretch. Carnegie Institute of Technology Department Heads Retreat July 29, 1999. Outline. ABET 2000 Criteria Key ideas from Ad Hoc Committee Discussions Who is Responsible for What Time Schedule Department Presentations Chemical Engineering

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ABET 2000 Preparation: the Final Stretch

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  1. ABET 2000 Preparation: the Final Stretch Carnegie Institute of Technology Department Heads Retreat July 29, 1999

  2. Outline • ABET 2000 Criteria • Key ideas from Ad Hoc Committee Discussions • Who is Responsible for What • Time Schedule • Department Presentations • Chemical Engineering • Civil and Environmental Engineering • Electrical and Computer Engineering • Engineering and Public Policy • Materials Science and Engineering • Mechanical Engineering

  3. ABET 2000 Criteria • Emphasis has shifted from prescriptive to outcome-based requirements • Each school bears the responsibility of • Defining specific objectives for their programs • Evaluating to ensure their objectives as well as ABET’s are met • Implementing and documenting mechanisms for continuous improvement

  4. Basic Level Accreditation Criteria 1. Students 2. Program Educational Objectives 3. Program Outcomes and Assessment 4. Professional Component 5. Faculty 6. Facilities 7. Institutional Support & Financial Resources 8. Program Criteria Source: ABET

  5. Program Outcomes • Engineering programs must demonstrate that their graduates have: a. An ability to apply knowledge of mathematics, science and engineering appropriate to the discipline b. An ability to design and conduct experiments, analyze and interpret data c. An ability to design a system, component, or process to meet desired needs d. An ability to function on multi-disciplinary teams e. An ability to identify, formulate and solve engineering problems Source: ABET

  6. Program Outcomes(continued) (red: particularly challenging issue) f. An understanding of professional and ethical responsibility g. An ability to communicate effectively h. The broad education necessary to understand the impact of engineering solutions in a societal context I.A recognition of the need for, and an ability to engage in life-long learning j. A knowledge of contemporary issues k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Source: ABET

  7. Determine educational objectives Determine Outcomes Required to Achieve Objectives Determine How Outcomes will be Achieved Assess Outcomes/ Evaluate Objectives Input from Constituencies Determine How Outcomes will be Assessed Formal Instruction Student Activities Establish Indicators for Outcomes to Lead to Achievement of Objectives Evaluation & Assessment Cycles “A 2-Loop Process” Source: ABET

  8. Concerns and Challenges • Participation, buy-in and support by Faculty, Department Heads, and Dean are critical • Should not simply be a show run by the Dept. ABET representatives • Making the continuous improvement process integral • Data collection should not just occur in spurts immediately preceding ABET visits • There should be clear and direct ways of using the data to improve the curriculum

  9. Key Ideas from Ad Hoc Committee • Most departments are using some form of a matrix to ensure coverage of program objectives • Web-based surveys • Conduct each semester • Directed toward ABET objectives • Automated data processing • Compare student responses with stated course objectives • incentives for participation (picnic? Prize drawing?)

  10. Example: Mechanical Engineering Target Skills Outcomes Matrix

  11. Key Ideas (continued) • Other Surveys: Most departments plan to use some or all of the following: • University: Senior survey • College: Senior, Faculty, and Recruiter surveys • Department: Program-specific surveys • Explore the use of pre/post tests to evaluate course effectiveness in meeting objectives (pilot experiments underway with 1st year courses) • Use annual reports for obtaining feedback on course modifications and updates • Portfolios: Some departments more interested than others

  12. Who is Responsible for What(Reference to EC2000 Table of Contents,EC2000 Self Study at http://www.abet.org/downloads.htm) • Departments: • Program Self Study Report • Appendix I - Additional Program Information • Department-specific surveys • Dean’s Office: • Appendix II - Institutional Profile • CIT survey data • Administer annual senior survey • Administer survey of graduates after 5 years • Seek input from newly-formed Leadership Council • Coordinate survey of CIT recruiters • Coordinate time schedule

  13. Schedule for the Visit(Details on Handout) • September 1999 - Begin collecting data for self-study document • January 2000 - School requests visit • July 1, 2000 - Self-study due to ABET • July 2000 - Team Chair and Dean meet at annual ABET meeting and plan visit • August 2000 - Team Chair assembles team • August-September 2000 - Schools send self-study to program evaluators • September-November 2000 - Visit

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