Outcome-Based Instruction: Self-Study Report by Dr. Mayez Al-Mouhamed Professor, Computer Engineering Department King Fahd University of Petroleum and Minerals

Contents Motivation to ABET EC 2K Objectives Steering to EC 2K Awareness of EC 2K Steering classroom teaching and exams Steering Lab instruction and organization Supporting material Status of Self-Study Report Conclusion

Motivation to ABET EC 2K Cost of education (mid 90’s): More than 15% of median family income Industry mutation: Engineers should be educated in a way to facilitate their adaptation to important industry mutation (Bio, Nano, Health, Comp. Technology, change in products, etc) (not to be tight to one original area of formation) Demographic issues, population aging, etc. Shift in Engineering Education Teacher-Centered Focus Traditional classroom Distance learning using synchronous video-conferencing Learner-Centered Focus (outcome-based) Interactive multimedia Educational solutions designed by multi-skilled academic teams Asynchronous learning (any time and anywhere) Since 1995 a shift in ABET criterion: “A meaningful, major engineering design experience …” Pilote ABET visits in 96-98, required to meet EC 2K by 2001

Objectives Preparing the writing of the Self-Study Report (SSR) for the COE department according the ABET EC 2K criterion (COE ABET Committee) EC 2K refers to an Outcome-Based Instruction Standard The COE department is still using conventional Teacher-Centered (Lecture-Exam) instruction! Appears to be contradictory First ABET visit is based on the minimum condition rule: a convincing self-assessment system (in-place) that is capable of producing improvements according the EC 2K standards EC 2K quantifies education using measurable outcomes ranging from the acquisition of knowledge, the learning of skills, and the development of some attitude or behavior The self-study report is to document a program having consistent educational objectives and outcomes, carry out direct (student evaluation) and indirect (surveys) self-assessment, and feedback the results in terms of program improvements.

Objectives Self-Study Report progress in T061 Data-independent: Set up the objectives (PEO-061), outcomes (PO-051-2), course outcomes (051 and 061), course evaluation (051), surveys, evaluation forms, etc. Advisory board, Alumni and Employer DB, Background, student, objectives, outcomes, faculty, facility, curriculum, program criteria Data-dependent (!): Assessment committee (AC): Control the direct and indirect assessment processes, data collection and presentation, and delivery to the undergraduate committee Undergraduate Committee (UC): analysis of assessment data, carry out revision of objectives, outcomes, curriculum, etc. Need to document above 2 tasks, data, and revision in SSR

Objectives Requirements from KFUPM ABET Committee for T062 Plan for a progress Self-Study Report by March 19 after documenting: The assessment process carried out by AC (T061 and start of T062) The analysis carried out by the UC and its decisions Submit a complete SSR to KFUPM Committee by April 15, 2007 Submit a revised SSR to KFUPM Committee at end of T062 (likely) Pre-requisite for success Faculty and students need to be prepared to carry out the assessment tasks Promote the culture of outcome-based instruction The invested time is not wasted: Outcome-based education and assessment at KFUPM is a continuous process, Next accreditation cycle (+4y) Education is outcome-based, Graduates meet minimum acceptable scores for each program outcome ABET Committee proposed this ABET Workshop Some guidelines and resource are set up to facilitate this task

Steering to EC 2K This is not implementing outcome-based instruction! Faculty are somewhat aware of ABET Engineering Criterion 2000 (EC 2K) Faculty have the desire to moderately change their lectures and lab organization to reasonably address the course outcomes Faculty are willing to design exams and other assignments in an outcomes-based fashion The students are cooperative and receptive of new instruction style Supporting material is available for faculty and students EC 2K evaluation forms and surveys are available (pervasively)

Awareness of EC 2K criterion Being convinced of the need to Having time to learn about EC 2K Assessing based on EC 2K requires outcome-based exposure at the instruction level Use of the developed guidelines Dedicate time for reading Ask the student to read and summarize outcome-based knowledge Design surveys and evaluation forms based on outcome description Use the selected papers on engineering education Read and encourage reading of outcome-based education papers Ask students, in lecture or lab, to summarize (for bonus) some selected papers on engineering education, use of math and science, life-long learning, professional ethics, global impacts of engineering solution, etc.

Steering classroom teaching-exams Classroom: willingness to moderately steer the lecture to better address course outcomes Might require shortening of the technical material Emphasize reasonably the application of math and science (if app.) Expose the methodology of engineering design (if app.) Address directly or indirectly non-technical issues (life-long learning, ethical responsibility, impact of eng solutions, etc.) Course coordinator may minimize overhead by planning: The best way to assess an outcome is to teach problem-model for that outcome Lecture: “Which part of the material should address specific outcomes and how” Exam: “student can be asked to solve different instances How to apply desired knowledge to solving a problem (3A): define the principle, appropriateness to problem, adapt to solution. Ex: power-of-2 calculus in computer arithmetic, probabilistic performance analysis, .. Outcome 3C: problem-oriented instruction, gradual multiplier design, datapath solutions vs constraints on resource, case studies of different cache organization vs performance, etc. Non-Technical outcomes: web-based education, essays study, summarizing papers, focus groups, etc.

Steering lab instruction and organization Lab: Willingness to moderately re-organize the lab and its instruction to better address course outcomes Might require shortening of the technical material Promote team work among students Shift the experiment/project to a problem-based eng. des. (same manual) Explain (or point to) good engineering practices (see guidelines) Accept grading different engineering solutions (if app.) Use of Lab Notebook as a student dairy of instruction Address directly or indirectly non-technical issues Assign reading material on communication strategies, group dynamics, etc. Course coordinator may minimize overhead by planning Reformulate a smaller set of experiments as problem-based design to allow different solutions (if app) Students starts a problem-based definition and move to specification, design methodology, implementation, test and evaluation, and conclusion (as per notebook) Grade notebooks and value valid engineering methodology Ask to read about non-technical outcomes: web-based education, essays study, summarizing papers, focus groups, etc.

Supporting material Guidelines to “ABET A-K OUTCOMES: DESCRIPTION, INSTRUCTION, AND ASSESSMENT” Outcome description, Instructional plan Assessment plan Guidelines to COE Lab instruction and organization Lab instructional aspects Lab organizational aspects LABORATORY NOTEBOOK Guidelines Sample Notebook (with section headings) http://www.ccse.kfupm.edu.sa/~mayez/mayez_message_abet.html

Supporting material Supporting material E -  FACULTY - STUDENT EDUCATIONAL RESOURCE http://www.ccse.kfupm.edu.sa/~mayez/mayez_message_abet.html Overview of Self-Study Report preparation ABET EC 2000 education Advisory board, Employer, and Alumni Analysis Capstone Course Communication Skills Contemporary Issues Engineering Ethics Engineering Education Engineering Mathematics Impact of Engineering Solutions Life-Long Learning Outcome-based instruction Professional Engineering Practices Seminar Course Senior Design Project Student Portfolio Team working A student guide to accreditation

Self-Study Report Status The Background: under revision C 1 - The Students (Criterion 1): to be prepared C 2 - Program Educational Objectives: under revision C 3 - Program Outcomes: partial submission C 4 - Assessment and Evaluation: to be prepared C 5 - Curriculum: in progress C 6 - Faculty: missing minor faculty data C 7 - Facilities: under revision C 8 - Support: nearly ready C 9 - Program Criteria: under revision Under revision: submitted on time (thanks) and currently, under revision based on feedback, to be resubmitted no later than March 14 Partial submission: submitted material not matching the need or incomplete To be prepared: some pre-requisite information or data is not yet available Missing minor faculty data First Draft of the Self-Study Report is due to KFUPM ABET Committee by March 19, 2007

Conclusion Collect assessment data and Analysis Need for an Assessment Committee to provide an assessment plan for T062 (plan) Need for an Undergraduate Committee to analyze all data collected in T061 and later in T062, carry out curriculum revision (if any), and write finding in SSR (plan) Need for coordinators to plan and follow up some outcome-based instruction in their courses, exams, and laboratory instruction and organization (instructional and lab plans) Need to ask the faculty to do their best in steering their lecture/exam to better address the course outcomes and to cooperate with the course coordinator in the instructional plan Need to ask the Lab Supervisors to do their best to teamwork the students, steer the experiment/project to a problem-based form, value the engineering approach, enforce the use of lab Notebook, and cooperate with course coordinator