Quality Assurance of Higher Education Programs:

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Presentation transcript:

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

ABET Criteria (1 to 9) 1. Students 2. Program Educational Objectives 3. Program Outcomes 4. Continuous Improvement 5. Curriculum 6. Faculty 7. Facilities 8. Support 9. Program Criteria

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 processes that periodically document and demonstrate the degree to which the Program Educational Objectives and the Program Outcomes are attained.

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

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

Continuous Quality Improvement

Program Educational Objectives Assessment of Educational Objectives Alumni Surveys Employer Surveys 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

Program Outcomes Assessment of Program Outcomes Curriculum Analysis Scoring Rubrics Locally-developed or Standard Exams Exit Surveys Course-embedded Questions Internship Surveys

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.