1. ABET Accreditation Process Chemical Engineering Department Prof. Emad Ali

2. ABET Stands for A ccreditation B oard for E ngineering and T echnology ABET is a U.S. Institution

3. ABET EC 2000 Emphasis on Skills: –Communication –Lifelong learning –Multi-disciplinary –Teamwork –Ethics and Profession Emphasis on Design Course Emphasis on learning NOT teaching

4. ABET EC-2000 Define objectives of program Determine measurable program outcomes required to achieve program objectives Design curriculum to achieve program outcomes; map program outcomes to course objectives. Measure student achievement of outcomes via assignments in courses Feedback and Continuous Improvement

5. ActionProcess Output ( outcomes ) Measurement / Comparison Intended Outcomes Feedback Outcome-Based Assessment (Outcome-based, learning focused, continuous feedback/improvement) Outcome-Based Assessment

6. CHE Vision & Mission Vision The department of chemical engineering aims at contributing to the nation’s development and improving the welfare of the society, through preparing professional chemical engineers and conducting theoretical and applied researches. Mission The chemical engineering department strives at providing rigorous and dynamic education to students in the various chemical engineering fields, serving local communities, contributing to the progress of the chemical engineering profession and leading in innovative applied research.

7. CHE Educational Objectives Educate the students in the fundamental principles of science and chemical engineering, and provide them with modern experimental and computational skills. Help the students to develop the ability to use chemical engineering education to tackle problems of practical importance to society while taking into consideration ethical, safety, economical and environmental factors. Provide students, through broad education, with necessary skills required for effective communication, team work and to be a productive and ethically conscience members of the professional community and society. Provide the students with industrial training to facilitate their integration into professional life.

8. Objectives Guidelines Program objectives should be related to university mission Program objectives should be related to College of Engineering mission Program objectives must be developed with constituents Records of development process must be available to the team on site

9. Objectives Guidelines …. Program objectives must be evaluated for three important characteristics –Have we and our constituents set the right objectives for ourselves? –Is the curriculum appropriate? –Are we accomplishing our objectives? This is a long term process Evaluation data must be collected and analyzed by the faculty Results used for Improvement

10. Industrial Advisory Council Usually industrial leaders –May include government leaders –May include other educators –Chaired by one of the industrial members Meet once or twice a year with the faculty and administration Team may want to meet with this group

11. ABET Outcomes (a) knowledge of mathematics, science, and engineering (b) design and conduct experiments, analyze data (c) design a system, component, or process (d) function on multi-disciplinary teams (e) identify, formulate, and solve engineering problems (f) understanding of professional and ethical responsibility (g) communicate effectively (h) broad education (i) recognition and engagement in life-long learning (j) knowledge of contemporary issues (k) Use of modern engineering tools

12. CHE Program Outcomes O1.Knowledge in the fundamentals of mathematics, chemistry and physics. O2.Knowledge in the major areas of chemical engineering: O3.Formulate and solve practical chemical engineering problems. O4.Select the appropriate numerical methods and use computers to solve chemical eng problems. O5.Design, run safely, gather and analyze experimental data relevant to chemical eng problems. O6.Design a process considering, ethical, safety, economical and environmental factors O7.Design Project tailored to their interests or to their professional goals. O8.Work effectively alone or as a part of multi-disciplinary teams. O9.Write correct and coherent technical reports and make effective oral presentations. O10.Appreciate the ethics of the chemical eng profession and its importance on local and global scales. O11.Knowledge of contemporary issues related to chemical eng or to other engineering or science fields. O12.Self learning skills to ensure life long learning.

13. CHE-ABET Outcome Map abcdefghijk O1 O2 O3 O4 O5 O6 O7 O8 O9 O10 O11 O12

14. Outcomes – Objectives Map Outcome\Objective1234 O1 ● ● O2●●● O3●●● O4●● O5●●● O6●● O7● O8 ●● ● O9● O10●● O11●●● O12●●●

15. Course-Outcome Map Courses CHE 201CHE 202CHE 302CHE 304CHE 307CHE 308CHE 309CHE 312CHE 313CHE 314CHE 316CHE 321CHE 323CHE 331CHE 401CHE 402CHE 403CHE 404CHE 405 CHE 411 CHE 413CHE 421CHE 422CHE 423CHE 426CHE 432CHE 441CHE 498CHE 499 Outcomes a 321232333322133222331 xx23322 b 2 1 33 3 1 11 c 3 1111 2 2 13312xx11222 d 1 22 11 e 2222222333222111113322xx12233 f 22 xx 11 g 1 33 xx 33 h 1 xx 122 i 1 22 22 j 1 11 2 xx 22 k 2 1 2 2 322 2111xx 3133

16. Assessment: Measures of Student Learning Outcomes DirectTestsRubricsPortfolios Capstone projects Field supervisor ratings Employer ratings Special student achievement, prize, publication, presentation Archival records Oral exams Behavioral observation Indirect Course grades Surveys Focus Groups Student self ratings Course evaluations Graduate school admissions National standard exams External reviewer

17. Assessment Tools Course Course Assessment Report Student Course Evaluation Course Portfolio Oral Presentation Course Grades Program Faculty Survey Alumni Survey Employer Survey Assessment Rubrics External Advisor

18. Assessment Guidelines Outcomes must be assessed –Your choice as to what methods –Surveys alone are insufficient –Student surveys are insufficient –Methods must show that all required outcomes acquired by all students to some extent

19. Assessment Guidelines –Grades are insufficient unless all outcomes assigned to a course are assessed on at least one examination –Need more than one assessment method –Faculty are the most important assessors –Design courses important here. Most outcomes can be assessed here.

20. Responsibilities of Course Instructors Establish course objectives Map course objectives to program outcomes Prepare the Course portfolio each semester Measure student achievement via assignments each semester Assess course outcomes and produce Course performance memo Apply or Allow for Course Evaluation survey annually Complete Faculty survey annually Adjust lectures and lab organization to reasonably address the course outcomes (periodically) Design exams and other assignments in an outcomes- based fashion (periodically)

21. Course Portfolio Contents Course title and number. Course syllabus Course notes and/or outlines Student work: homework, quizzes, examination and projects. Lab reports Statement/questions for each assignment Student Final Grades and distribution Course performance report

22. Problems Course Portfolio Contents Course Performance Report Industrial Advisory Board Employer Survey Direct Assessment Skills: Ethics, Multi-disciplinary, lifelong

23. Course Binder status 2005-2006II C 201C 202C 302C 304C 307C 308C 309C 312C 313C 314C 316C 323C 331C 401C 402C 403C 404C 405C 411C 413C 421C 422C 423C 426C 432C 441 Course Binder YYYYYYYYYYYYYYYYYYYNYNNYYY HW Q NNNNNNNYYYNNNYYYNYNNNNNNNN HW A NNNNNNNYYYNNNYYYNYNNNNNNNN Midterm NNNNNNNYYYNNNY N NNNNNNNN Final Exam Q YY`YNYNYYYYYYYY Y YYYYYYYY Final Exam A YNYNYNNYNYNNNY Y YYYYYYNY Report NNNNNNNNNNNNNNNNNNNNNNNNNN

24. Course Binder Content 2006-2007I C 201C 202C 302C 304C 307C 308C 309C 312C 313C 314C 316C 323C 331C 401C 402C 403C 404C 405C 411C 413C 421C 422C 423C 426C 432C 441 Course Binder YYYYYYYYYYYYYYYYYYYYNYN YN N HW Q YYYYYYNYYYYYYYY-N-N-YN-N-YN YN YN N HW A YYYYYYYYYYYYYYYYYYYYN YN YN N Midterm YYYYYYYYYYYNYNN-N-N-YN-N-YN NN YN N Final Exam Q YYYNYYYYYYYNYNY-N-N-YN-N-YN NN YN N Final Exam A YYYNYYYYNYYNYNY-N-N-YN-N-YN NN YN N Report NNNNNNNNNNNNNNNNNNNNNNNNNN

25. Course Binder Status Not available2006-2007II Not available2007-2008I Not available2007-2008II Depends on you2008-2009I

26. Course Performance Report, KAU

27. Our Course Report

28. C201C202C302C304C307C308C309C312C313C314C316C321C323C331C401C402C403C404C405C411C413C421C422C423C426C432C441 Outcomes A60 1150604043234330295014754312 50213014 13 503033 B 15 10 18 21 10 C 33 20148 29 252130144013 251022 D 11 12 E40 225040 29234330295029251466252130294013 252022 F 12 13 G 14 18 13 H 8 11 I 8 12 J 8 1014 29 13 K 22 8 20 29 4312 01410142013 3011 Course Outcome Weights Course Performance Report …

29. Outcome AddressedCourse objectives related to the outcomes Methods or tools used to assess the outcome a1,4,8HW#1, Q2 b1,2,5,6EX2, Q1(a) Assessment Results outcomeScore (out of 5) a3.4 b2.7 Direct embedded method

30. Course performance report … che 201 outcomeTargetscorecomment A 6038.7 OK B 00.0NA C 00.0NA D 00.0NA E 4025.8Warn F 00.0NA G 00.0NA H 00.0NA I 00.0 NA J 00.0NA K 00.0NA sum 10064.5 Score/target>60% ok 40%<score/target<60% warn Score/target<40% alarm 0.0/0.0 NA Indirect embedded method

31. What is Rubric? Rubrics offer the Instructor an opportunity to assess the student's understanding of a scientific topic by levels of performance on certain criteria Rubrics can be designed such that they track a student’s performance across several courses or learning experiences and show improvements in performance over time rather than in a single instance

32. How to design a Rubric faculty must first identify the key elements (criteria) of a work or performance, and then develop the standards that discriminate between poor and excellent accomplishments on those key elements.

33. Why use rubrics A carefully designed rubric: 1. Focuses instruction by identifying the key elements and minimum standards of a skill, knowledge, or attitude; 2. Helps the instructor provide feedback that is focused and meaningful; 3. Characterize the desired results in a relatively objective manner by clearly describing expectations; 4. Operationalizes performance standards such that students know in advance what is expected of them; 5. Rubrics, when given in advance and used constantly, develop self-assessment competence in students; 6. Can be developed with the involvement of students, helping them understand the issue in greater depth.

34. Rubrics continued What to use? We developed Rubrics for evaluating: 1. Design Project 2. Data analysis, Experiment Design 3. Written Communication 4. Oral Communication 5. Ethics, Life-long learning and Teamwork

35. Rubric Example Written Communication Assessment Rubric course No Date Student Reviewer Topic UnacceptableMarginalAcceptableExceptional Points (Weight) 0123 Organization & Style Sequence of information is difficult to follow. No apparent structure or continuity. Purpose of work is not clearly stated. Work is hard to follow as there is very little continuity. Purpose of work is stated, but does not assist in following work. Information is presented in a logical manner, which is easily followed. Purpose of work is clearly stated assists the structure of work. Information is presented in a logical, interesting way, which is easy to follow. Purpose is clearly stated and explains the structure of work. Content & Knowledge No grasp of information. Clearly no knowledge of subject matter.No questions are answered. No interpretation made. Uncomfortable with content. Only basic concepts are demonstrated and interpreted. At ease with content and able to elaborate and explain to some degree. Demonstration of full knowledge of the subject with explanations and elaboration. Format & Aesthetics Work is illegible, format changes throughout, e.g. font type, size etc Figures and tables are sloppy and fail to provide intended information. Mostly consistent format. Figures and tables are legible, but not convincing. Format is generally consistent including heading styles and captions. Figures and tables are neatly done and provide intended information. Format is consistent throughout including heading styles and captions. Figures and tables are presented logically and reinforce the text. ` Spelling & Grammar Numerous spelling and grammatical errors. Several spelling and grammatical errors. Minor misspellings and/or grammatical errors. Negligible misspellings and/or grammatical errors. References No referencing system used. Inadequate list of references or references in text. Inconsistent or illogical referencing system. Minor inadequacies in references. Consistent referencing system. Reference section complete and comprehensive. Consistent and logical referencing system. OVERALL Unacceptable Marginal Acceptable Exceptional TOTAL PERFORMANC E POINTS REQUIRED 0-45-78-1112-15