LEEAP Workshop - ABET Accreditation.
Leadership in Engineering
Education Accreditation
Program (LEEAP)
©
ASU Presenters
Dr. Scott Danielson
Director, VULII
Associate Dean Global Engineering
Ira A Fulton Schools of Engineering, Arizona State University
Dr. Kathy Wigal
Associate Director Curricular Innovation
Global Outreach and Extended Education
Ira A Fulton Schools of Engineering, Arizona State University
©
Workshop Goals
• Overview
• Budgeting for ABET Accreditation
• Leading Continuous Improvement
• Role of Dean and Faculty
• Program Educational Objectives
• Program Outcomes
• Mapping Objectives and Outcomes
©
Team Roles
•
•
•
•
Note taker
Time keeper
Reporter
Facilitator
©
ABET
An specialized accredita9on organiza9on,
based in the USA, that accredits programs
across the world.
©
ABET’s Organiza9onal Design
• ABET is a federation of 33 professional and
technical societies, not connected with the
government.
• Neither institutions/universities nor
individuals are members of ABET.
• ABET relies on the services of almost
2,200 volunteers supported by 33 full-time
and seven part-time staff.
Adapted from ABET, Inc. 2014
©
ABET’s Accredita9on Ac9vi9es
(As of 1 October 2013)
• Accredited 3,367 programs at 684 colleges
and universi9es in 24 countries
• Non‐U.S. Programs
Accredited 365 programs at 72 ins9tu9ons in 23
countries
Uniform accredita9on criteria, policies and
procedures used for all visits, regardless of
loca9on
Copyright © 2014 by ABET
©
What Does ABET Accredit?
• An academic program leading to a
specific degree in a specific discipline
Not institutions
Not schools, colleges, or departments
Not facilities, courses, or faculty
Not graduates
NOT a specific curriculum
Adapted from ABET, Inc. 2014
©
Result of ABET Accredita9on
• Binary Result:
• Accredited
• Not Accredited
• No rankings issued
Adapted from ABET, Inc. 2014
©
What Types of Programs Does
ABET Accredit?
• Academic program leading to a specific degree
in a specific discipline
Assigned commission depends on program name
• Applied Science (ASAC): AS, BS, MS
Examples: Health Physics, Industrial Hygiene, Industrial &
Quality Management, Safety Sciences, Surveying & Mapping
• Compu9ng (CAC): BS
Computer Science, Info Systems, Info Technology
• Engineering (EAC): BS, MS
• Engineering Technology (ETAC): AS, BS
Adapted from ABET, Inc. 2014
©
Engineering Accredita8on (EAC)
General Criteria for Engineering Programs
• Criterion 1. Students
• Criterion 2. Program Educa9onal Objec9ves
• Criterion 3. Student Outcomes
• Criterion 4. Con9nuous Improvement
• Criterion 5. Curriculum
• Criterion 6. Faculty
• Criterion 7. Facili9es
• Criterion 8. Ins9tu9onal Support
• Criterion 9. Program Criteria (if applied)
©
Cost of ABET Accredita9on
Some costs are fixed—you don’t have
control of them.
An example is the fee ABET charges for a
program to seek accredita9on or the
yearly fee for an accredited program.
©
Fixed Costs of ABET Accredita9on
(as of fall 2014)
Step 1: Readiness Review (necessary if
ins9tu9on has no prior experience with
ABET accredita9on): $1000 USD
Adapted from ABET, Inc. 2014
©
Fixed Costs of ABET Accredita9on
Step 2: Site Visit of Evalua9on Team:
• Base Fee: $8000 USD (independent of
number of programs)
• *Program fee: $8000 USD per program
evaluator (typically one per program &
min of 3)
• Actual travel costs of team (airfare, in‐
country costs)
*Addi9onal minor fees assessed if special situa9ons apply.
Adapted from ABET, Inc. 2014
©
Fixed Costs of ABET Accredita9on
Step 3: Annual fees for accredited
programs:
• Base Fee: $1285 USD (independent of
number of programs)
• Program fee: $1285 USD per program
plus $250 USD curricular fee
Adapted from ABET, Inc. 2014
©
Total Fixed Costs
of ABET Accredita9on
$9000 USD base fee for ini9al process
$8000 USD per program + travel costs for
site visit
$1285 USD annual fee ager accredited
$1285 USD per program ager accredited
Adapted from ABET, Inc. 2014
©
ABET Fee website for interna9onal
programs:
hip://www.abet.org/accredita9on/get‐
accredited‐2/cost‐of‐accredita9on/fees‐
for‐programs‐outside‐the‐u‐s/
Video on ASU Innova9on Showcase
hips://vimeo.com/101467903
©
Interna9onal Engineering Alliance
• Organiza9on has fostered various
interna9onal agreements or accords
• Interna9onal agreement between
bodies responsible for accredi9ng
engineering degree programs
• The agreements provide recogni9on
of the “substan9al equivalency” of the
accredi9ng systems
©
©
Interna8onal Accords and Engineering Accredita8on
• The Dublin Accord focuses on 2 or 3‐year engineering
technician programs.
• The Sydney Accord Global focuses on accredita9on of
4‐year (B.S.) engineering technology programs.
• The Washington Accord focuses on accredita9on of 4
year engineering programs
• The program characteris9cs related to these accords
are described in more detail in the Interna8onal
Engineering Alliance (IEA) documents.
©
Continuous
Quality
Improvement
Copyright © 2014 by ABET
©
Con9nuous Quality Improvement
(CQI Process)
• CQI process includes a clear understanding of:
Mission (your purpose)
Cons9tuents (your customers)
Objec9ves (what one is trying to achieve)
Outcomes (learning that takes place to meet objec9ves)
Processes (internal prac9ces to achieve the outcome)
Facts (data collec9on)
Evalua9on (interpreta9on of facts)
Ac9on (change, improvement)
©
Copyright © 2014 by ABET
• Assessment: How Well Are We Doing?
Use Results
for Decision
Making
Establish
Purpose and
Set Goals
Define/Refine
Objectives
and
Outcomes
Evaluate
Assessment
Findings
Design and
Conduct
Assessment
s
Copyright © 2014 by ABET
©
Assessment
Common Issues (slide 1)
• Faculty and/or staff fail to put adequate
aien9on to what data need to be
gathered to assess and evaluate, especially
for student outcomes.
Common mistake: gathering much more data
than needed
Failure to logically evaluate data prevents
reasonable conclusion that an objec9ve or
outcome is being aiained
Copyright © 2014 by ABET
©
Assessment
Common Issues (slide 2)
• Many large programs hand off all
assessment ac9vi9es to a staff person
(some qualified, some not).
Program evaluators look for faculty knowledge
of processes and results.
Experience shows that most (preferably all)
faculty members must be involved for the
requirements of Criterion 4 (Con9nuous
Improvement) to be fully met.
©
Copyright © 2014 by ABET
The Path to ABET Accredita8on Requires:
A Quality Assurance System that involves:
Program Educa9onal Objec9ves (Criterion 2)
Program Student Learning Outcomes (Criterion 3)
An Assessment System to Gather Data (Criterion 4)
An Evalua9on System to Determine the Meaning of the
Assessment Data (Criterion 4)
Ac9ons to improve program taken based on evalua9on
(Criterion 4)
©
Heart of the ABET Criteria
The Con9nuous Improvement Process (CIP)
• Embedded in Criteria 2, 3, and 4
• Criteria 2 is about Program Objec9ves
• Criteria 3 is about Student Outcomes for the
Program
• Criteria 4 is about the Assessment and Evalua9on
process
©
The goal of assessment is datadriven decision making.
Are faculty asking the right question?
What do we have to do for accreditation?
How do we improve student learning?
©
Toward Continuous Improvement
•
Outcomes assessment is becoming an
international standard of quality
•
We need to provide evidence of students’
attainment of program outcomes
•
We need assessment processes consistent with
institutional values and faculty priorities
©
ABET Criterion 2
The program must have published program
educa9onal objec9ves that are consistent with the
mission of the ins9tu9on, the needs of the program’s
various cons'tuencies, and these criteria. There must
be a documented, systema8cally u9lized, and
effec8ve process, involving program cons8tuencies,
for the periodic review of these program educa9onal
objec9ves that ensures they remain consistent with
the ins9tu9onal mission, the program’s cons9tuents’
needs, and these criteria.
©
ABET Criterion 3
The program must have documented student
outcomes that prepare graduates to aiain the
program educa9onal objec9ves. EAC lists outcomes
a‐k.
©
Objectives
Outcomes
What is the difference?
©
2‐3 years ager gradua9on
• What is your vision for your students?
• What type of careers might they have?
• What will they be able to do beyond the
skills they had a gradua9on.
Program Objectives
©
Program Educa'onal Objec'ves:
Program Objec3ves are broad statements that
describe what graduates are prepared to
aiain or be able to accomplish within a few
years of gradua9on.
Source: ABET
Program Objec3ves reflect the needs of
those that hire your graduates!
©
Graduation
Work
School
Outcomes
Objectives
raise fish
run fish business
play badminton
win tournament
work on teams lead teams
©
At gradua9on
• What skills and knowledge do your
students need to make that possible?
Program Level Student Outcomes
©
Student outcomes describe what
students are expected to know and be able
to do by the time of graduation. These
relate to the knowledge, skills, and
behaviors that students acquire as they
progress through the program.
©
Program Educa'onal Objec'ves:
Understanding The Language of Objec3ves
©
Sample Program Educa'onal Objec'ves
Graduates will be able to combine skills gained through
their academic program so they can:
Engage in con3nued learning to improve
professional skills to improve quality of
company opera3ons via con3nuous
improvement processes and adapt to
changing social condi3ons and policies.
©
Sample Program Educa'onal Objec'ves
Graduates will be able to combine skills gained
through their academic program so they can:
Incorporate economic, environmental, social
and sustainability considera3ons into the
prac3ce of mechanical engineering
technology to [improve the engineering
efforts in the region and country] OR [improve
the economic status of the region or
businesses].
©
Program Objec9ves are usually 3 to 5 in number
(these are different than course objec9ves!).
Graduates integrate specific skills
learned in the program into broader
skill sets.
Statistics
Engineering
Design
Failure Analysis
Think of these as
“marke9ng
statements”
about your
program!
©
Graduation
Work
School
Outcomes
Objectives
raise fish
manage a fishery
work on teams
lead teams
©
Think about what your graduates will be doing
if they are successful in two‐three years aQer
gradua8on!
apply
lead
optimize
exhibit
Graduates will be able to __________
incorporate
continue
succeed
Ac8on
Word
©
Using the format “Two- three years after graduation,
program graduates will be able to combine skills gained
through their academic program to. . .”
write two or three program objectives.
1. [action word] . . . . .
2. [action word] . . . . .
3.
[action word] . . . . .
Brainstorm
***
Cluster Ideas
***
Write Objec'ves
©
Linking Program Objec'ves to the
Mission of Your Ins'tu'on
Your program objec9ves have to support your
College and University mission!
This linkage is usually very general in nature!
University Mission
Program Educa8onal
Objec8ves
©
Ins8tu8onal Mission
How Many?
Must
cover
ABET
(a-k or
a-i)
Program Objec8ves
(2‐3 years ager gradua9on
from program)
Program level Student Learning Outcomes
(at point of gradua9on)
3‐5
12‐15
All the Courses That Make Up the Program
Course Learning Outcomes (CLOs) for each course
40–55
courses ©
Cons'tuent Review of Program Objec'ves
Who are your relevant cons9tuencies for
review and feedback of your academic
program objec9ves?
• The people/groups to whom your program
is important.
• Stakeholders
©
Cons'tuent Review of Program Objec'ves
What is your plan for conduc9ng
cons9tuent review, incorpora9ng
feedback, and conduc9ng periodic review
of your program objec9ves?
How will you get feedback from each group?
• Students
• Faculty
• Employers / Alumni
©
Consider efficiency of face to face
review with immediate feedback.
©
Program Level – Student Learning Outcomes:
Understanding The Language of Outcomes
©
ABET Criterion 3
The program must have documented student
outcomes that prepare graduates to aiain the
program educa9onal objec9ves. EAC lists outcomes
a‐k.
©
Ins8tu8onal Mission
How Many?
Must
cover
ABET
(a-k or
a-i)
Program Objec8ves
(2‐3 years ager gradua9on
from program)
Program level Student Learning Outcomes
(at point of gradua9on)
3‐5
12‐15
All the Courses That Make Up the Program
Course Learning Outcomes (CLOs) for each course
40–55
courses ©
At gradua9on
• What skills and knowledge do your
students need to make that possible?
Program Level Student Outcomes
©
Student outcomes describe what
students are expected to know and be able
to do by the time of graduation. These
relate to the knowledge, skills, and
behaviors that students acquire as they
progress through the program.
©
Graduation
Work
School
Outcomes
Objectives
raise fish
manage a fishery
work on teams
lead teams
©
Student Outcomes
Student outcomes describe what students are expected to know and be able to do
by the time of graduation. These relate to the knowledge, skills, and behaviors that
students acquire as they progress through the program.
Source: ABET
1. Knowledge and skills you want the student
to have by the time they graduate.
2. Think about what they will have to do to
show they possess the knowledge and skill.
This is the outcome.
?
Students will __________
Ac8on
Word
©
Electronics
English spoken and written
Critical thinking
Presentation skills
Communication skills
Teamwork skills—multidisciplinary teams
Ability to learn, life-long learning
Math and basic sciences—physics, chemistry
Social science—psychology, economics,
philosophy, industrial management
Engineering fundamentals
Electronics fundamentals—C++, Java,
specialized engineering knowledge, IC Design,
telecommunication, automation, optimizing,
modern equipment and tools
Design and analyze electronic systems
©
Mechanical
Math—geometry, algebra, calculus
Science—physics,
Social science—philosophy,
Engineering—cad/cam, component design,
manufacturing processes, additive manufacturing,
robust design,
Computer skills (office)
Communication skills
Teamwork
Time management
Presentation skills
English language
©
model
identify
define
calculate
DO?
Students will __________
predict
compare
design
Ac8on
Word
©
Bloom’s Taxonomy
Cogni9ve Domain
Bloom, B.S. (1984). Taxonomy of educa3onal objec3ves. 1. Cogni3ve Domain. New York: Longman,
95
©
Blooms Taxonomy (Cogni9ve Domain)
96
©
Upon graduation from [program], students will:
1. [action word] . . . . .
Upon graduation from the industrial engineering
program, students will be able to design, develop,
implement, and improve IE systems of people,
materials, information, capital, and energy so as
to improve competitiveness
©
Using the format “students will . . .” write 3 outcomes for
your program (note – a complete set is 12-15 outcomes).
Upon graduation from [program], students will:
1. [action word] . . . . .
2. [action word] . . . . .
3. [action word] . . . . .
.
.
.
©
Which of these ABET outcomes below does each of your
program outcomes support?
ABET Criterion 3 – Student Outcomes (4 year programs)
The program must have documented student outcomes that prepare graduates to
attain the program educational objectives. Student outcomes are outcomes (a)
through (k) plus any additional outcomes that may be articulated by the program
A. an ability to apply knowledge of mathematics, science, and engineering
B. an ability to design and conduct experiments, as well as to analyze and interpret
data
C. an ability to design a system, component or process to meet desired needs
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability.
D. an ability to function on multidisciplinary teams
E. an ability to identify, formulate, and solve engineering problems
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 global, economic, environmental, and 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
©
Homework – we will do a follow‐
up with you this spring to see your
progress and to provide any help
possible. July 24, 2015
1. Program Objec9ves
2. Cons9tuency review
3. Program Level Student Outcomes
©
Education Accreditation
Program (LEEAP)
©
ASU Presenters
Dr. Scott Danielson
Director, VULII
Associate Dean Global Engineering
Ira A Fulton Schools of Engineering, Arizona State University
Dr. Kathy Wigal
Associate Director Curricular Innovation
Global Outreach and Extended Education
Ira A Fulton Schools of Engineering, Arizona State University
©
Workshop Goals
• Overview
• Budgeting for ABET Accreditation
• Leading Continuous Improvement
• Role of Dean and Faculty
• Program Educational Objectives
• Program Outcomes
• Mapping Objectives and Outcomes
©
Team Roles
•
•
•
•
Note taker
Time keeper
Reporter
Facilitator
©
ABET
An specialized accredita9on organiza9on,
based in the USA, that accredits programs
across the world.
©
ABET’s Organiza9onal Design
• ABET is a federation of 33 professional and
technical societies, not connected with the
government.
• Neither institutions/universities nor
individuals are members of ABET.
• ABET relies on the services of almost
2,200 volunteers supported by 33 full-time
and seven part-time staff.
Adapted from ABET, Inc. 2014
©
ABET’s Accredita9on Ac9vi9es
(As of 1 October 2013)
• Accredited 3,367 programs at 684 colleges
and universi9es in 24 countries
• Non‐U.S. Programs
Accredited 365 programs at 72 ins9tu9ons in 23
countries
Uniform accredita9on criteria, policies and
procedures used for all visits, regardless of
loca9on
Copyright © 2014 by ABET
©
What Does ABET Accredit?
• An academic program leading to a
specific degree in a specific discipline
Not institutions
Not schools, colleges, or departments
Not facilities, courses, or faculty
Not graduates
NOT a specific curriculum
Adapted from ABET, Inc. 2014
©
Result of ABET Accredita9on
• Binary Result:
• Accredited
• Not Accredited
• No rankings issued
Adapted from ABET, Inc. 2014
©
What Types of Programs Does
ABET Accredit?
• Academic program leading to a specific degree
in a specific discipline
Assigned commission depends on program name
• Applied Science (ASAC): AS, BS, MS
Examples: Health Physics, Industrial Hygiene, Industrial &
Quality Management, Safety Sciences, Surveying & Mapping
• Compu9ng (CAC): BS
Computer Science, Info Systems, Info Technology
• Engineering (EAC): BS, MS
• Engineering Technology (ETAC): AS, BS
Adapted from ABET, Inc. 2014
©
Engineering Accredita8on (EAC)
General Criteria for Engineering Programs
• Criterion 1. Students
• Criterion 2. Program Educa9onal Objec9ves
• Criterion 3. Student Outcomes
• Criterion 4. Con9nuous Improvement
• Criterion 5. Curriculum
• Criterion 6. Faculty
• Criterion 7. Facili9es
• Criterion 8. Ins9tu9onal Support
• Criterion 9. Program Criteria (if applied)
©
Cost of ABET Accredita9on
Some costs are fixed—you don’t have
control of them.
An example is the fee ABET charges for a
program to seek accredita9on or the
yearly fee for an accredited program.
©
Fixed Costs of ABET Accredita9on
(as of fall 2014)
Step 1: Readiness Review (necessary if
ins9tu9on has no prior experience with
ABET accredita9on): $1000 USD
Adapted from ABET, Inc. 2014
©
Fixed Costs of ABET Accredita9on
Step 2: Site Visit of Evalua9on Team:
• Base Fee: $8000 USD (independent of
number of programs)
• *Program fee: $8000 USD per program
evaluator (typically one per program &
min of 3)
• Actual travel costs of team (airfare, in‐
country costs)
*Addi9onal minor fees assessed if special situa9ons apply.
Adapted from ABET, Inc. 2014
©
Fixed Costs of ABET Accredita9on
Step 3: Annual fees for accredited
programs:
• Base Fee: $1285 USD (independent of
number of programs)
• Program fee: $1285 USD per program
plus $250 USD curricular fee
Adapted from ABET, Inc. 2014
©
Total Fixed Costs
of ABET Accredita9on
$9000 USD base fee for ini9al process
$8000 USD per program + travel costs for
site visit
$1285 USD annual fee ager accredited
$1285 USD per program ager accredited
Adapted from ABET, Inc. 2014
©
ABET Fee website for interna9onal
programs:
hip://www.abet.org/accredita9on/get‐
accredited‐2/cost‐of‐accredita9on/fees‐
for‐programs‐outside‐the‐u‐s/
Video on ASU Innova9on Showcase
hips://vimeo.com/101467903
©
Interna9onal Engineering Alliance
• Organiza9on has fostered various
interna9onal agreements or accords
• Interna9onal agreement between
bodies responsible for accredi9ng
engineering degree programs
• The agreements provide recogni9on
of the “substan9al equivalency” of the
accredi9ng systems
©
©
Interna8onal Accords and Engineering Accredita8on
• The Dublin Accord focuses on 2 or 3‐year engineering
technician programs.
• The Sydney Accord Global focuses on accredita9on of
4‐year (B.S.) engineering technology programs.
• The Washington Accord focuses on accredita9on of 4
year engineering programs
• The program characteris9cs related to these accords
are described in more detail in the Interna8onal
Engineering Alliance (IEA) documents.
©
Continuous
Quality
Improvement
Copyright © 2014 by ABET
©
Con9nuous Quality Improvement
(CQI Process)
• CQI process includes a clear understanding of:
Mission (your purpose)
Cons9tuents (your customers)
Objec9ves (what one is trying to achieve)
Outcomes (learning that takes place to meet objec9ves)
Processes (internal prac9ces to achieve the outcome)
Facts (data collec9on)
Evalua9on (interpreta9on of facts)
Ac9on (change, improvement)
©
Copyright © 2014 by ABET
• Assessment: How Well Are We Doing?
Use Results
for Decision
Making
Establish
Purpose and
Set Goals
Define/Refine
Objectives
and
Outcomes
Evaluate
Assessment
Findings
Design and
Conduct
Assessment
s
Copyright © 2014 by ABET
©
Assessment
Common Issues (slide 1)
• Faculty and/or staff fail to put adequate
aien9on to what data need to be
gathered to assess and evaluate, especially
for student outcomes.
Common mistake: gathering much more data
than needed
Failure to logically evaluate data prevents
reasonable conclusion that an objec9ve or
outcome is being aiained
Copyright © 2014 by ABET
©
Assessment
Common Issues (slide 2)
• Many large programs hand off all
assessment ac9vi9es to a staff person
(some qualified, some not).
Program evaluators look for faculty knowledge
of processes and results.
Experience shows that most (preferably all)
faculty members must be involved for the
requirements of Criterion 4 (Con9nuous
Improvement) to be fully met.
©
Copyright © 2014 by ABET
The Path to ABET Accredita8on Requires:
A Quality Assurance System that involves:
Program Educa9onal Objec9ves (Criterion 2)
Program Student Learning Outcomes (Criterion 3)
An Assessment System to Gather Data (Criterion 4)
An Evalua9on System to Determine the Meaning of the
Assessment Data (Criterion 4)
Ac9ons to improve program taken based on evalua9on
(Criterion 4)
©
Heart of the ABET Criteria
The Con9nuous Improvement Process (CIP)
• Embedded in Criteria 2, 3, and 4
• Criteria 2 is about Program Objec9ves
• Criteria 3 is about Student Outcomes for the
Program
• Criteria 4 is about the Assessment and Evalua9on
process
©
The goal of assessment is datadriven decision making.
Are faculty asking the right question?
What do we have to do for accreditation?
How do we improve student learning?
©
Toward Continuous Improvement
•
Outcomes assessment is becoming an
international standard of quality
•
We need to provide evidence of students’
attainment of program outcomes
•
We need assessment processes consistent with
institutional values and faculty priorities
©
ABET Criterion 2
The program must have published program
educa9onal objec9ves that are consistent with the
mission of the ins9tu9on, the needs of the program’s
various cons'tuencies, and these criteria. There must
be a documented, systema8cally u9lized, and
effec8ve process, involving program cons8tuencies,
for the periodic review of these program educa9onal
objec9ves that ensures they remain consistent with
the ins9tu9onal mission, the program’s cons9tuents’
needs, and these criteria.
©
ABET Criterion 3
The program must have documented student
outcomes that prepare graduates to aiain the
program educa9onal objec9ves. EAC lists outcomes
a‐k.
©
Objectives
Outcomes
What is the difference?
©
2‐3 years ager gradua9on
• What is your vision for your students?
• What type of careers might they have?
• What will they be able to do beyond the
skills they had a gradua9on.
Program Objectives
©
Program Educa'onal Objec'ves:
Program Objec3ves are broad statements that
describe what graduates are prepared to
aiain or be able to accomplish within a few
years of gradua9on.
Source: ABET
Program Objec3ves reflect the needs of
those that hire your graduates!
©
Graduation
Work
School
Outcomes
Objectives
raise fish
run fish business
play badminton
win tournament
work on teams lead teams
©
At gradua9on
• What skills and knowledge do your
students need to make that possible?
Program Level Student Outcomes
©
Student outcomes describe what
students are expected to know and be able
to do by the time of graduation. These
relate to the knowledge, skills, and
behaviors that students acquire as they
progress through the program.
©
Program Educa'onal Objec'ves:
Understanding The Language of Objec3ves
©
Sample Program Educa'onal Objec'ves
Graduates will be able to combine skills gained through
their academic program so they can:
Engage in con3nued learning to improve
professional skills to improve quality of
company opera3ons via con3nuous
improvement processes and adapt to
changing social condi3ons and policies.
©
Sample Program Educa'onal Objec'ves
Graduates will be able to combine skills gained
through their academic program so they can:
Incorporate economic, environmental, social
and sustainability considera3ons into the
prac3ce of mechanical engineering
technology to [improve the engineering
efforts in the region and country] OR [improve
the economic status of the region or
businesses].
©
Program Objec9ves are usually 3 to 5 in number
(these are different than course objec9ves!).
Graduates integrate specific skills
learned in the program into broader
skill sets.
Statistics
Engineering
Design
Failure Analysis
Think of these as
“marke9ng
statements”
about your
program!
©
Graduation
Work
School
Outcomes
Objectives
raise fish
manage a fishery
work on teams
lead teams
©
Think about what your graduates will be doing
if they are successful in two‐three years aQer
gradua8on!
apply
lead
optimize
exhibit
Graduates will be able to __________
incorporate
continue
succeed
Ac8on
Word
©
Using the format “Two- three years after graduation,
program graduates will be able to combine skills gained
through their academic program to. . .”
write two or three program objectives.
1. [action word] . . . . .
2. [action word] . . . . .
3.
[action word] . . . . .
Brainstorm
***
Cluster Ideas
***
Write Objec'ves
©
Linking Program Objec'ves to the
Mission of Your Ins'tu'on
Your program objec9ves have to support your
College and University mission!
This linkage is usually very general in nature!
University Mission
Program Educa8onal
Objec8ves
©
Ins8tu8onal Mission
How Many?
Must
cover
ABET
(a-k or
a-i)
Program Objec8ves
(2‐3 years ager gradua9on
from program)
Program level Student Learning Outcomes
(at point of gradua9on)
3‐5
12‐15
All the Courses That Make Up the Program
Course Learning Outcomes (CLOs) for each course
40–55
courses ©
Cons'tuent Review of Program Objec'ves
Who are your relevant cons9tuencies for
review and feedback of your academic
program objec9ves?
• The people/groups to whom your program
is important.
• Stakeholders
©
Cons'tuent Review of Program Objec'ves
What is your plan for conduc9ng
cons9tuent review, incorpora9ng
feedback, and conduc9ng periodic review
of your program objec9ves?
How will you get feedback from each group?
• Students
• Faculty
• Employers / Alumni
©
Consider efficiency of face to face
review with immediate feedback.
©
Program Level – Student Learning Outcomes:
Understanding The Language of Outcomes
©
ABET Criterion 3
The program must have documented student
outcomes that prepare graduates to aiain the
program educa9onal objec9ves. EAC lists outcomes
a‐k.
©
Ins8tu8onal Mission
How Many?
Must
cover
ABET
(a-k or
a-i)
Program Objec8ves
(2‐3 years ager gradua9on
from program)
Program level Student Learning Outcomes
(at point of gradua9on)
3‐5
12‐15
All the Courses That Make Up the Program
Course Learning Outcomes (CLOs) for each course
40–55
courses ©
At gradua9on
• What skills and knowledge do your
students need to make that possible?
Program Level Student Outcomes
©
Student outcomes describe what
students are expected to know and be able
to do by the time of graduation. These
relate to the knowledge, skills, and
behaviors that students acquire as they
progress through the program.
©
Graduation
Work
School
Outcomes
Objectives
raise fish
manage a fishery
work on teams
lead teams
©
Student Outcomes
Student outcomes describe what students are expected to know and be able to do
by the time of graduation. These relate to the knowledge, skills, and behaviors that
students acquire as they progress through the program.
Source: ABET
1. Knowledge and skills you want the student
to have by the time they graduate.
2. Think about what they will have to do to
show they possess the knowledge and skill.
This is the outcome.
?
Students will __________
Ac8on
Word
©
Electronics
English spoken and written
Critical thinking
Presentation skills
Communication skills
Teamwork skills—multidisciplinary teams
Ability to learn, life-long learning
Math and basic sciences—physics, chemistry
Social science—psychology, economics,
philosophy, industrial management
Engineering fundamentals
Electronics fundamentals—C++, Java,
specialized engineering knowledge, IC Design,
telecommunication, automation, optimizing,
modern equipment and tools
Design and analyze electronic systems
©
Mechanical
Math—geometry, algebra, calculus
Science—physics,
Social science—philosophy,
Engineering—cad/cam, component design,
manufacturing processes, additive manufacturing,
robust design,
Computer skills (office)
Communication skills
Teamwork
Time management
Presentation skills
English language
©
model
identify
define
calculate
DO?
Students will __________
predict
compare
design
Ac8on
Word
©
Bloom’s Taxonomy
Cogni9ve Domain
Bloom, B.S. (1984). Taxonomy of educa3onal objec3ves. 1. Cogni3ve Domain. New York: Longman,
95
©
Blooms Taxonomy (Cogni9ve Domain)
96
©
Upon graduation from [program], students will:
1. [action word] . . . . .
Upon graduation from the industrial engineering
program, students will be able to design, develop,
implement, and improve IE systems of people,
materials, information, capital, and energy so as
to improve competitiveness
©
Using the format “students will . . .” write 3 outcomes for
your program (note – a complete set is 12-15 outcomes).
Upon graduation from [program], students will:
1. [action word] . . . . .
2. [action word] . . . . .
3. [action word] . . . . .
.
.
.
©
Which of these ABET outcomes below does each of your
program outcomes support?
ABET Criterion 3 – Student Outcomes (4 year programs)
The program must have documented student outcomes that prepare graduates to
attain the program educational objectives. Student outcomes are outcomes (a)
through (k) plus any additional outcomes that may be articulated by the program
A. an ability to apply knowledge of mathematics, science, and engineering
B. an ability to design and conduct experiments, as well as to analyze and interpret
data
C. an ability to design a system, component or process to meet desired needs
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability.
D. an ability to function on multidisciplinary teams
E. an ability to identify, formulate, and solve engineering problems
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 global, economic, environmental, and 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
©
Homework – we will do a follow‐
up with you this spring to see your
progress and to provide any help
possible. July 24, 2015
1. Program Objec9ves
2. Cons9tuency review
3. Program Level Student Outcomes
©