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

2. 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

3. 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

4. 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.

5. 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

6. 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

7. 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)

8. 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.

9. 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.

10. 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.

11. 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)

12. Supporting material Supporting material
E -  FACULTY - STUDENT EDUCATIONAL RESOURCE
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

13. 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

14. 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