1. Lebanese International University (LIU)
08/02/2012
ABET Takeoff for Engineering Programs & Curricula Enhancement Dean of School of Engineering
Lebanese International University (LIU)
Dr. Hisham El-Hajj

2. Outline Program Educational Objectives (PEOs)
Program Students Outcomes (PSOs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

3. Outline Program Educational Objectives (PEOs)
Program Students Outcomes (PSOs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

4. Program Educational Objectives PEOs: ABET Criterion 2
08/02/2012
Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.
What is needed to draft PEOs?
1. Institutional Mission Statement.
2. Constituents ( Industry , Alumni Survey, Faculty) that form IAB
3. Academic Advisory Board ( LIU FM & International FM)
How are PEOs drafted?
1. Internal Review Process
2. External Review Process

5. Internal PEOs review process
08/02/2012
Department –level faculty meeting
to discuss, ratify, and adopt PEOs
Active participation of all faculty members
to understand the assessment language (Bloom’s Taxonomy)
to relate the PEOs to the Mission Statement (keywords)
to distinguish the PEOs from the student outcomes
to formulate measurable PEOs
Break-out sessions (small teams of faculty members)
to craft/draft specific PEOs based on keywords
Reconvene as the entire department
to discuss, ratify, and adopt the revised PEOs

6. External PEOs review process
IAB meeting : Representation of industry and faculty at the meeting
to discuss relevancy of PEOs to the needs of industry
to make any revisions to the language and organization of each PEO
to reach a consensus on each PEO
to adopt the PEOs
to discuss, ratify, and adopt alumni survey questions for the revised PEO

7. Outline Program Educational Objectives (PEOs)
Program Students Outcomes (PSOs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

8. Program Students Outcomes (PSOs) :ABET Criterion 3
Program Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program.
Program Students 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

9. Program Student Outcomes (S/POs) :ABET Criterion 3 – Cont.
(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

10. Program Students Outcomes Vs. Performance Criteria
The primary difference between PSOs and Performance criteria ( Performance Indicators) is that program outcomes are intended to provide general information and thus are not measurable, while performance criteria indicate concrete measurable expectations. Performance criteria define PSOs in measurable terms.
Sample of Program Students Outcomes:
Students will have an understanding of the social influences that affected technology in culture.
Students will work effectively as a member of a team.
Students can apply the principles of math and science to a technical problem.
Students will have an appreciation for the need to be lifelong learners.

11. Students/Program Outcomes Vs. Performance Criteria – Cont.
Performance criteria indicate what concrete actions the student should be able to perform as a result of participation in the program and state minimum criterion for evaluation. Once program outcomes have been identified, the knowledge and skills necessary for the mastery of these outcomes should be listed. This will allow the desired behavior of the students to be described, and will eliminate ambiguity concerning demonstration of expected competencies. Performance criteria are made up of at least two main elements; action verb and content (referent). The expected behavior must be specified by name, using an observable action verb such as demonstrate, interpret, discriminate, or define.
Sample Performance Criteria
Students will know of a professional code of ethics. (knowledge)
Students will be able to locate technical information independently.(comprehension)
Students will solve research problems through the application of scientific methods. (Application)

12. Writing and Assessing Course Learning Outcomes
Although the term “Course Learning Outcome” may be new, the process of identifying the key concepts or skills that students are expected to learn during specific courses is not. Many people are more familiar with the terms “course objective” or “course competency”. Course Learning Outcomes are really very similar to both of these concepts, so if you already have course objectives or competencies, you are close to having Course Leaning outcomes for your class.
CLOs must be a part (Subset) of Program Students Outcomes (PSOs)

13. Course Learning Outcomes (CLOs) & Performance Criteria
08/02/2012
A syllabus of a course must identify Performance Criteria from the objectives stated in each chapter which must be correlated to (CLOs) which is a subset of ( PSOs).
The syllabus must also contain the Performance Criteria that enable us to measure CLOs. Reflection
Example

14. Outline Program Educational Objectives (PEOs)
Students /Program Outcomes (S/POs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

15. Continuous Improvement ABET Criterion 4 - Assessment
The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which both the program educational objectives and the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. Other available information may also be used to assist in the continuous improvement of the program.

16. Continuous Improvement ABET Criterion 4 – Assessment
Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes and program educational objectives.
Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the objective or outcome being measured. Appropriate sampling methods may be used as part of an assessment process.

17. Continuous Improvement ABET Criterion 4 - Assessment
Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments are quizzes, and assignments.

18. Continuous Improvement ABET Criterion 4 - Assessment
Summative Assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include, a midterm exam, a final project, a paper, a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
Once the semester is over the Course file should contain a report that identify weaknesses that student might have so that the instructor of the subsequent course plans for improvement.

19. Continuous Improvement ABET Criterion 4 – Cont.
Types of Summative Course Assessment
Comprehensive
Assessing student Performance (SP) based on Course Learning Outcomes (CLOs) using data from every assessment task.
This is difficult if grade-books are organized incorrectly.
It is not necessary for ABET
Targeted Assessment
Look for the most demonstrative, authoritative assessment.
Course Assessment
Course Learning Outcomes and Performance Criteria
Data needs
Streamlining data gathering and consolidation tasks.(well-Organized Grade-Book)
Streamlining data Analysis and reporting tasks ( Categories are grouped by Course Learning Outcomes not Assignment Type)

20. Continuous Improvement ABET Criterion 4 - Assessment
Assessment and Evaluation Sheet (AES) & Coordinator Statistical Tool (CST) Quality Assurance Forms Exit Assessment at BS & MS Level. (Design PEng Technical Examination for each department within Three years by spring for BS and ).

21. Continuous Improvement ABET Criterion 4 - Assessment
CLOs Vs. Performance Criteria:

22. Continuous Improvement Developing Rubrics
Evaluation
A rubric is a set of categories developed from the performance criteria that define and describe progression toward meeting important components of work being completed, critiqued, or assessed.

23. Continuous Improvement Developing Rubrics
For Example
Performance criteria (indicators) for written communication skills:
Student provides adequate detail to support his/her solution/argument.
Student uses language and appropriate word choice for the audience.
Student work demonstrates an organizational pattern that is logical and conveys completeness.
Student uses the rules of standard English.
Objective: Graduates will exhibit effective communications skills.
Outcomes: By the time of graduation, students will:
demonstrate effective written communication skills.
demonstrate effective oral communication skills.

24. Continuous Improvement Developing Rubrics
The development of rubrics allow faculty to assess student work in a way that identifies the progress students are making toward achieving the performance criteria.
PC/PI
Student provides adequate detail to support his/her solution/argument.
Categories:
Ample
Adequate
Some details
Inconsistent
Back

25. Continuous Improvement ABET Criterion 4 - Evaluation
Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes and program educational objectives are being attained. Evaluation results in decisions and actions regarding program improvement

26. Quality Assessment Cycle

27. Quality Assessment Cycle
Tool of Assessment:
Alumni Survey
Summary Report for SOs
Industrial Academic Board (IAB) Report
PEng. Exist Exam

28. Outline Program Educational Objectives (PEOs)
Students /Program Outcomes (S/POs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

29. Curricula – ABET Criterion 5
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include:
(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences.

30. Curricula – ABET Criterion 5
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.
(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.

31. Curricula – ABET Criterion 5 Curricula Design
Classification of Learning Objective within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom to improve communication between educators on the design of curricula and examinations.

32. Curricula – ABET Criterion 5 Target Requirements

33. Outline Program Educational Objectives (PEOs)
Students /Program Outcomes (S/POs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

34. Students: ABET Criterion 1
Student performance must be evaluated. Student progress must be monitored to foster success in attaining student outcomes, thereby enabling graduates to attain program educational objectives. Students must be advised regarding curriculum and career matters. The program must have and enforce policies for accepting both new and transfer students, awarding appropriate academic credit for courses taken at other institutions, and awarding appropriate academic credit for work in lieu of courses taken at the institution. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements.

35. Outline Program Educational Objectives (PEOs)
Students /Program Outcomes (S/POs)
Continuous Improvement
a. Assessment
b. Evaluation
Curricula
Students
General

36. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS
Students
Program Educational Objectives
Student Outcomes
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support