Dr. Mohorjy, Prof. Reda, Dr. Ahmed EC 2000 1 بسم الله الرحمن الرحيم

11Dr. Mohorjy, Prof. Reda, Dr. Ahmed EC 2000EC 2000

الرحيم الرحمن الله الرحيم بسم الرحمن الله بسم



CRITERIA FOR ACCREDITINGCRITERIA FOR ACCREDITINGENGINEERING PROGRAMS ENGINEERING PROGRAMS

CAPSTONE DESIGN REQUIREMENTS

ABETAccreditation Board for Engineering and Technology

Dr. Abdullah MohorjyDr. Abdullah Mohorjy

Prof. Reda AbdulaalProf. Reda Abdulaal

Dr. Yasser HegazyDr. Yasser Hegazy

Dr. Ahmed KhanDr. Ahmed Khan

By

1426H – 20051426H – 2005


CONTENTSCONTENTS

• CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

• STATISTICS AND PROBABILITY• MARKETING AND FINANCIAL ANALYSIS• ENVIRONMENTAL IMPACT STATEMENT


SESSION EC 2k AGENDASESSION EC 2k AGENDA

EC2k PRESENTATION 10 Min

HANDS ON EXPERIENCE 15 Min

REVIEW OF A TEMPLATE 5 Min

PROCESS CHECK 5 Min


PURPOSEPURPOSE

• “The Criteria are intended to assure QUALITY and to foster the systematic pursuit of IMPROVEMENT in the quality of ENGINEERING EDUCATION that satisfies the needs of CONSTITUENCIES in a dynamic and competitive environment.”

• “It is the responsibility of the institution seeking accreditation of an engineering program to DEMONSTRATE clearly that the program meets the criteria”.


HOW TO?HOW TO?

• QUALITY IS A JOB THAT NEVER ENDS..• “IMMERSION” INTO THE CRITERIA IS

THE SUGGESTED KEYWORD


CONSTITUENCIES for the PROGRAMSCONSTITUENCIES for the PROGRAMS

• FACULTY• CURRENT STUDENTS• DEPARTMENTAL ADVISORY BOARD• ALUMNI• INDUSTRY• GRADUATE SCHOOLS


UPDATE as of December 1, 2004UPDATE as of December 1, 2004

The Latest Criteria Effective for Evaluations During the 2004-2005 Accreditation Cycle Incorporates all Changes approved by the ABET Board of Directors as of November, 2003. Even…

Proposed Changes/Revisions to 2004-2005 EAC General Criteria ( Criteria for Accrediting Engineering Programs) have been included in the Latest Criteria!!!


Accreditation ObjectivesAccreditation Objectives

• Serve the public, industry, and the profession by stimulating the development of improved

engineering education.

• Encourage curricular improvements in existing programs

• Assist in the development of educational models for the establishment of new programs

• Identify programs that meet the ABET criteria for accreditation


What is new in EC 2000…. ?What is new in EC 2000…. ?

+ Program Criteria

7. Institutional Support and Financial Resources

7. Institutional Commitment

6. Facilities 6. Institutional Facilities

5. Faculty 5. Administration

4. Professional Component 4. Student Body

3. Program Outcomes and Assessment 3. Curricular Content

2. Program Educational Objectives 2. Curricular Objective

1. Students 1. Faculty

EC 2000 CriteriaEC 2000 CriteriaConventional CriteriaConventional Criteria


Engineering Criteria 2000Engineering Criteria 2000• EC 2000 Philosophy ~ Institution PhilosophyEC 2000 Philosophy ~ Institution Philosophy

• EC 2000 is a Continuous Improvement EC 2000 is a Continuous Improvement ApproachApproach

• EC 2000 is a Two Loop processEC 2000 is a Two Loop process

• Criteria of EC 2000Criteria of EC 2000


EC 2000 Philosophy ~ Institution PhilosophyEC 2000 Philosophy ~ Institution Philosophy

Programs demonstrates how criteria and educational objectives are being met

Student, Faculty, Facilities, Institutional Support and Financial Resource issues linked to Program Objectives

Emphasize on outcomes – preparations for professional practice.

Emphasize knowledge required for entry to the engineering profession

Institutions and programs define mission and objectives to meet needs of constituencies

Develop a process of Continuous Improvement with input from constituencies

InstitutionInstitutionEC 2000EC 2000


EC 2000 as Continuous Improvement ApproachEC 2000 as Continuous Improvement Approach

Continuous Quality ImprovementContinuous Quality Improvement

A systematic pursuit of excellence and A systematic pursuit of excellence and satisfaction of the needs of constituencies, satisfaction of the needs of constituencies, in a in a dynamicdynamic and and competitivecompetitive environment environment


EC 2000 as Continuous Improvement ApproachEC 2000 as Continuous Improvement Approach

A Guide for Continuous ImprovementA Guide for Continuous Improvement• Who are our constituencies?Who are our constituencies?

• What are the services we produce? Are our objectives What are the services we produce? Are our objectives understood by our constituencies?understood by our constituencies?

• What services, facilities, and policies must be present if we are What services, facilities, and policies must be present if we are to satisfy our constituencies? Do our suppliers and to satisfy our constituencies? Do our suppliers and

institutional leaders understand our needs?institutional leaders understand our needs?• What steps do we perform to produce our services?What steps do we perform to produce our services?

• How do we measure our results?How do we measure our results?• How do we use these measurements to continually improve the How do we use these measurements to continually improve the

services we provide?services we provide?• Are we achieving our objectives? Are we improving?Are we achieving our objectives? Are we improving?

• Are our constituencies satisfied?Are our constituencies satisfied?


EC 2000 is a Two Loop ProcessEC 2000 is a Two Loop Process

Key TerminologyKey Terminology

Statements that describe what students are expected to know and be able to do at the time of graduation

Statements that describe the expected accomplishments of graduates during the first few years after graduation

Program Program OutcomesOutcomesEducational Educational ObjectivesObjectives


EC 2000 is a Two Loop ProcessEC 2000 is a Two Loop Process


ABET – EC 2000ABET – EC 2000

Criteria #1: Students

Criteria #6: Facilities

Criteria #7: Institutional Support & Financial Resources

Criteria #4: Professional Component

Criteria #5: Faculty

Criteria #2: Program Educational Objectives

Criteria #3: Program Outcomes and assessment


StudentsStudentsCriteria #1

• The quality and performance of students and graduates is an The quality and performance of students and graduates is an important success factor.important success factor.

• To determine success in meeting program objectives, the To determine success in meeting program objectives, the

institution must:institution must:– AdviseAdvise

– EvaluateEvaluate– MonitorMonitor

• Assure that all students meet all institution’s program Assure that all students meet all institution’s program

requirements.requirements.


AssessmentAssessment

Learning ObjectivesLearning

Objectives

InstructionInstructionLearning

OutcomesLearning

Outcomes

Program-course outcomesStudents results

Educational taxonomy

Bloom & KrathwohlInstructor Goals

Alumni survey

Classroom assessment

Other surveys

Tests & Exams

Other measures

Ability

Effectiveness

Team Based

Active Learning

Labs

Lectures

Other techniques

StudentsStudents


Program Educational ObjectivesProgram Educational Objectives

Criteria #2• Detailed, published educational objectives that are consistent Detailed, published educational objectives that are consistent

with the mission of the institution and these criteria.with the mission of the institution and these criteria.

• A process, based on needs of constituencies, in which A process, based on needs of constituencies, in which

objectives are determined and periodically evaluated.objectives are determined and periodically evaluated.

• A curriculum and processes that prepare students for the A curriculum and processes that prepare students for the achievement of these objectives.achievement of these objectives.

• A system of ongoing evaluation that demonstrates achievement A system of ongoing evaluation that demonstrates achievement

of these objectives and uses the results to improve the of these objectives and uses the results to improve the effectiveness of the program.effectiveness of the program.

Each Engineering Program Must Have


Program Outcomes and AssessmentProgram Outcomes and Assessment

Criteria #3

• Define program outcomes including (a-k)Define program outcomes including (a-k)

• Implement an assessment process with documented Implement an assessment process with documented results.results.

• Demonstrate that graduates have achieved desired Demonstrate that graduates have achieved desired outcomesoutcomes

• Apply results to further develop and continuously Apply results to further develop and continuously improve the programimprove the program


Program Outcomes including (a-k)Program Outcomes including (a-k)

Criteria #3

a)a) An ability to apply knowledge of An ability to apply knowledge of mathematicsmathematics, , sciencescience and and engineeringengineering appropriate to the discipline appropriate to the discipline

b)b) An ability to An ability to designdesign and conduct and conduct experimentsexperiments, , analyzeanalyze and and interpretinterpret data data

c)c) An ability to An ability to designdesign a system, component, or a system, component, or processprocess to meet to meet desired needsdesired needs

d)d) An ability to function on An ability to function on multi-disciplinary teamsmulti-disciplinary teams

Engineering programs must demonstrate that Engineering programs must demonstrate that their graduates have:their graduates have:



Criteria #3

e)e) An ability to An ability to identify, formulate identify, formulate andand solve solve engineering problemsengineering problems

f)f) An understanding of An understanding of professionalprofessional and and ethicalethical responsibility responsibility

g)g) An ability to An ability to communicatecommunicate effectively effectively

h)h) The broad education necessary to understand the The broad education necessary to understand the impactimpact of of engineering solutions in a societal contextengineering solutions in a societal context

i)i) A recognition of the need for, and an ability to engage in A recognition of the need for, and an ability to engage in life-life-long learninglong learning



Criteria #3

j)j) A knowledge on A knowledge on contemporarycontemporary issues issues

k)k) An ability to use the An ability to use the techniquestechniques, , skillsskills, and , and modernmodern engineering engineering toolstools necessary for engineering practice. necessary for engineering practice.


Performance OutcomesPerformance Outcomes

Levels of Analysis

Student Course Program Graduation/Completion

Graduation/Completion

Professional

Knowledge & UseKnowledge & UseSelf-Driven LearningSelf-Driven Learning

EffectivenessEffectivenessMultimedia supportMultimedia supportInstructor qualityInstructor quality

InterrelationsInterrelationsMultidisciplinary inputsMultidisciplinary inputs

Lab supportLab support

Completion ratesCompletion ratesJob entryJob entry

Graduate school entryGraduate school entry

FeedbackFeedback

Employer satisfactionEmployer satisfactionHiring/promotion ratesHiring/promotion rates

RetrainingRetrainingLevels of incomeLevels of income


Professional ComponentProfessional Component

Criteria #4

• Curriculum must devote adequate attention and time to each Curriculum must devote adequate attention and time to each curricular components, consistent with objectives of the curricular components, consistent with objectives of the

program and institutionprogram and institution

• Prepare students for engineering practicePrepare students for engineering practice– Major design experienceMajor design experience

– Subject areas appropriate to engineeringSubject areas appropriate to engineering



Criteria #4

• A culminating experience, based on knowledge and skills A culminating experience, based on knowledge and skills acquired in earlier courseworkacquired in earlier coursework

• Must incorporate engineering standards and realistic Must incorporate engineering standards and realistic constraints, including most of the following considerations:constraints, including most of the following considerations:

Major Design Experience

– Economic– Environmental– Sustainability– Manufacturability

– Ethical– Health and Safety– Social– Political



Criteria #4

• One year of a combination of college level mathematics and basic sciences One year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline(some with experimental experience) appropriate to the discipline

• One and one-half years of engineering topics, to include engineering One and one-half years of engineering topics, to include engineering sciences and engineering design appropriate to the student’s field of studysciences and engineering design appropriate to the student’s field of study

• A general education component that complements the technical content of A general education component that complements the technical content of the curriculum and is consistent with the program and institution objectivesthe curriculum and is consistent with the program and institution objectives

Subject Areas


FacultyFaculty

Criteria #5

• SufficientSufficient number number– Adequate levels of student-faculty interactionAdequate levels of student-faculty interaction

– Student advising and counselingStudent advising and counseling– University service activitiesUniversity service activities

– Industry interactionIndustry interaction– Professional developmentProfessional development

• Competent to cover all curricular areas of programCompetent to cover all curricular areas of program

• Ensure proper guidance of the program, its evaluation Ensure proper guidance of the program, its evaluation and developmentand development


FacilitiesFacilities

Criteria #6• Classrooms, laboratories and equipment must be Classrooms, laboratories and equipment must be

adequate to:adequate to:– Accomplish program objectivesAccomplish program objectives

– Foster faculty-student interactionFoster faculty-student interaction– Encourage professional developmentEncourage professional development

• Must provide opportunities for students to learn use of Must provide opportunities for students to learn use of modern engineering toolsmodern engineering tools

• Computing and information infrastructure must be Computing and information infrastructure must be adequate to support:adequate to support:

– Scholarly activities of students and facultyScholarly activities of students and faculty– Educational objectivesEducational objectives


Institutional Support & Financial ResourcesInstitutional Support & Financial Resources

Criteria #7

• Constructive LeadershipConstructive Leadership

• Financial ResourcesFinancial Resources– Sufficient to acquire, maintain and operate facilitiesSufficient to acquire, maintain and operate facilities

– Sufficient to attract, retain, and provide for continued Sufficient to attract, retain, and provide for continued professional development of facultyprofessional development of faculty

• Technical and Clerical ServicesTechnical and Clerical Services


Program CriteriaProgram Criteria

• Each program must satisfy applicable Program CriteriaEach program must satisfy applicable Program Criteria– Curricula topicsCurricula topics

– Faculty qualificationsFaculty qualifications

• Must satisfy all Program Criteria implied by title of Must satisfy all Program Criteria implied by title of programprogram


Accreditation ProcessAccreditation Process


Accreditation ProcessAccreditation Process

• On-going compliance with EC 2000On-going compliance with EC 2000

• Apply to ABET for accreditationApply to ABET for accreditation

• Prepare Program Self-Study ReportsPrepare Program Self-Study Reports

• Assemble supporting materials to Assemble supporting materials to demonstrate achievement of outcomesdemonstrate achievement of outcomes

• Assess level of implementationAssess level of implementation


Apply to ABET for AccreditationApply to ABET for Accreditation


HANDS ON EXPERIENCEHANDS ON EXPERIENCEECKPRES.DOCECKPRES.DOC• EXAMPLES 1 and 2

• Review of a Course Design Template and Assessment form


Prepare Program Self-Study ReportPrepare Program Self-Study Report• Background InformationBackground Information

– Degree TitlesDegree Titles

– Program modesProgram modes– Actions to correct previous deficienciesActions to correct previous deficiencies

• Accreditation Summary– How each element of criteria is met (in order)How each element of criteria is met (in order)

– This is the focal point of the Self-Study ReportThis is the focal point of the Self-Study Report

• Appendix I – Program Tabular Information

• Appendix II – Institutional ProfileAppendix II – Institutional Profile– Background information relative to institutionBackground information relative to institution– Background information relative to engineering unitBackground information relative to engineering unit

An ExampleAn Example


Accreditation SummaryAccreditation Summary

• For each of the Eight Criteria:For each of the Eight Criteria:– A complete description of how the program A complete description of how the program

satisfies each of the EC 2000 requirementssatisfies each of the EC 2000 requirements

– Evidence that demonstrates that each of the EC Evidence that demonstrates that each of the EC 2000 requirements has been achieved2000 requirements has been achieved

– A description of additional evidence that will be A description of additional evidence that will be provided during the campus visitprovided during the campus visit

Prepare Program Self-Study ReportPrepare Program Self-Study Report


Program Tabular InformationProgram Tabular Information

Appendix I – Program Self-Study ReportAppendix I – Program Self-Study Report– Basic-Level Curriculum TableBasic-Level Curriculum Table

– Course and Section Size Summary TableCourse and Section Size Summary Table– Faculty Workload Summary TableFaculty Workload Summary Table

– Faculty Analysis TableFaculty Analysis Table– Support Expenditures TableSupport Expenditures Table

– Course SyllabiCourse Syllabi– Faculty Curriculum Vitae (2 pages)Faculty Curriculum Vitae (2 pages)



Institutional ProfileInstitutional ProfileProgram evaluatorsProgram evaluators will require some information about the will require some information about the institutioninstitution and the and the engineering unitengineering unit. Therefore, information . Therefore, information

about the institution and the engineering unit should be about the institution and the engineering unit should be supplied as Appendix II which may be attached to each Program supplied as Appendix II which may be attached to each Program

Self-Study Report or supplied as a separate documentSelf-Study Report or supplied as a separate document..

The institution may employ any means it chooses to represent The institution may employ any means it chooses to represent itself to ABET and the visiting team. Consequently, the itself to ABET and the visiting team. Consequently, the

references to specific tables in the following are for guidance references to specific tables in the following are for guidance only. The only. The informationinformation may be presented in may be presented in any mannerany manner the the

institution choosesinstitution chooses..



Institution PreparationInstitution Preparation


Institution PreparationInstitution Preparation

• Implementation planImplementation plan

• Questions institution will need to answerQuestions institution will need to answer

• Keep in MindKeep in Mind


Implementation PlanImplementation Plan

ASPECTS OF PLANNINGASPECTS OF PLANNING::– AdministrativeAdministrative– AwarenessAwareness– Application/PreparationApplication/Preparation– ResponseResponse– Pre-assessmentPre-assessment– Abet TimelineAbet Timeline


ADMINISTRATIVEADMINISTRATIVE

•The College Level CommitteeThe College Level Committee

(Steering Committee)(Steering Committee)

•The Program ChairmenThe Program Chairmen

•The Departmental RepresentativesThe Departmental Representatives



AWARENESSAWARENESS

• Final StatementsFinal Statements

• EC 2000 ~ Conventional Criteria PresentationsEC 2000 ~ Conventional Criteria Presentations

• Workshops & SeminarsWorkshops & Seminars



APPLICATION / PREPARATIONAPPLICATION / PREPARATION

• Departmental Applications / PreparationDepartmental Applications / Preparation

• EC 2000 GuidelinesEC 2000 Guidelines

• Inspections Inspections



RESPONSERESPONSE

• Senior Project SamplesSenior Project Samples• Interim Reports Interim Reports

• To ABETTo ABET



PRE-ASSESSMENTPRE-ASSESSMENT

• Self Study QuestionnairesSelf Study Questionnaires• Pre-assessment by:Pre-assessment by:

PILOT DEPTS.PILOT DEPTS.COLLEGECOLLEGE

PEER REVIEWPEER REVIEW



ABET TIMELINEABET TIMELINE

• One Year And 8 Months DurationOne Year And 8 Months Duration



ACTIVITY PLANACTIVITY PLAN

(For the planned activities indicated in the table; the (For the planned activities indicated in the table; the exact timing may be modified, if needed.) exact timing may be modified, if needed.)




Questions to AnswerQuestions to Answer ObjectivesObjectives

– How were the objectives determined?How were the objectives determined?– Are they consistent with the mission statement?Are they consistent with the mission statement?– Are they measurable?Are they measurable?– What is your process to review and update?What is your process to review and update?– How do you know when you have achieved your objectives?How do you know when you have achieved your objectives?

ConstituenciesConstituencies– Who are your constituencies?Who are your constituencies?– How do you involve your constituencies in the continuous How do you involve your constituencies in the continuous

improvement process?improvement process?– Explore with the students whether they believe they are Explore with the students whether they believe they are

providing input and receiving feedback.providing input and receiving feedback.


Questions to AnswerQuestions to Answer OutcomesOutcomes

• What should students know and be able to do upon graduation?What should students know and be able to do upon graduation?• Do students know what the required outcomes are?Do students know what the required outcomes are?

ProcessesProcesses• What is your process to achieve your objectives? How is it What is your process to achieve your objectives? How is it

documented?documented?• What does it do? How do you know it does what you say it does?What does it do? How do you know it does what you say it does?• Who is responsible for maintaining and improving the process? Who is responsible for maintaining and improving the process?

What is your personal involvement?What is your personal involvement?


Questions to AnswerQuestions to Answer AssessmentAssessment

• Are there measurements for each outcomes?Are there measurements for each outcomes?• What is measured? How often?What is measured? How often?• How do you use the data you collect?How do you use the data you collect?• Do your measures provide the discrimination you want?Do your measures provide the discrimination you want?• What is your process to continuously improve outcomes?What is your process to continuously improve outcomes?• Where is the feedback loop?Where is the feedback loop?• What actions have been taken to improve outcomes as a result What actions have been taken to improve outcomes as a result

of the assessment process?of the assessment process?


Questions to AnswerQuestions to Answer ResultsResults

• How do you demonstrate that outcomes are achieved?How do you demonstrate that outcomes are achieved?• What is your assessment of the quality of the program?What is your assessment of the quality of the program?• What evidence do you have to demonstrate that your efforts to What evidence do you have to demonstrate that your efforts to

improve the program are producing results?improve the program are producing results?• Based on your analysis of assessment data, what are your Based on your analysis of assessment data, what are your

plans for additional improvement?plans for additional improvement?• Are your constituencies pleased with the results? How do you Are your constituencies pleased with the results? How do you

know this?know this?


Keep in MindKeep in MindThe visitor is The visitor is NOTNOT expected to be an expert on expected to be an expert on

assessment.assessment.You must provide You must provide evidenceevidence that you have a working and that you have a working and

effective system in place.effective system in place.You must describe a You must describe a clear relationshipclear relationship between program between program

objectives, outcomes, and objectives, outcomes, and measurable indicatorsmeasurable indicators of of successsuccess

You must demonstrate the level to which you have You must demonstrate the level to which you have achieved achieved YOURYOUR objectives and required outcomes objectives and required outcomes

The visitor will assess the program The visitor will assess the program based onbased on the criteria the criteria and the strength of the evidence you provide, and the strength of the evidence you provide, notnot personal personal preferences.preferences.


Documents

Dr. Mohorjy, Prof. Reda, Dr. Ahmed EC 2000 1 بسم الله الرحمن الرحيم