JIC ABET ACCREDITATION PROJECT A ROAD MAP TO

JIC ABET ACCREDITATION PROJECT A ROAD MAP TO ABET ACCREDITATION INTRODUCTION TO ABET ACCREDITATION Presented by: JIC ABET ACCREDITATION COMMITTEE JANUARY 2011

PRESENTATION PLAN v ABET HISTORY v WHAT IS ABET? v WHAT IS ABET ACCREDITATION? v WHY IS ABET ACCREDITATION IMPORTANT? v WHO SETS ABET QUALITY STANDARDS? v HOW DOES A DEGREE PROGRAM GET ACCREDITED? v TERMINOLOGY v ABET ENGINEERING CRITERIA (EC 2000) v SELF-STUDY REPORT : HOW IS IT ORGANIZED? v ACCREDITATION PROCESS – ABET EVALUATORS VISIT v ELEMENTS TO BE CONSIDERED FOR ABET REVIEW v JIC ABET COMMITTEE ACTION PLAN v JIC ABET ACCREDITATION PROJECT PLAN - TIMELINE v DEADLINES AND DUE DATES

ABET HISTORY Established in June 1932 under the name : Engineers' Council for Professional Development In 1980, it changed its name to : Accreditation Board for Engineering and Technology (ABET)

WHAT IS ABET? Currently, ABET accredits over 3, 100 programs in applied science, engineering, and technology at more than 600 colleges and universities worldwide. 29 professional and technical societies contribute to ABET's goals of leadership and quality assurance in applied science, computing, engineering, and technology education. ABET has been recognized by the Council for Higher Education Accreditation (CHEA) since 1997.

WHAT IS ABET ACCREDITATION? It is the assurance that a college or university program meets the quality standards established by the profession for which it prepares its students.

WHY IS ABET ACCREDITATION IMPORTANT? Helps to define what the degree should provide the student with. Helps the accredited department to continually assess, evaluate and improve its curriculum and courses based on input and feedback from different constituencies. Gives a structured mechanism to assess, evaluate, and improve the quality of the accredited program. Enables employers to recruit graduates they know are well prepared in their field.

WHO SETS ABET QUALITY STANDARDS? Quality Standards are set by ABET with collaboration from different professional and technical societies.

American Académies of Environmental Engineers (AAEE) CSAB IEEE Institute of Industrial Engineers (IIE) International Council on Systems Engineering (INCOSE) International Society of Automation (ISA) International Society for Optics and Photonics (SPIE) The Minerals, Metals, and Materials Society (TMS) National Council of Examiners for Engineering and Surveying (NCEES) Society of Automotive Engineers (SAE) Society of Fire Protection Engineers (SFPE) Society of Manufacturing Engineers (SME) Society for Mining, Metallurgy, and Exploration, Inc. (SME-AIME) American Ceramic Society's National Institute of Ceramic Engineers (ACERS/NICE) American Congress on Surveying and Mapping (ACSM) American Institute of Aeronautics and Astronautics (AIAA) American Institute of Chemical Engineers (AICHE) American Industrial Hygiene Association (AIHA) American Nuclear Society (ANS) American Society of Agricultural and Biological Engineers (ASABE) American Society of Civil Engineers (ASCE) American Society for Engineering Education (ASEE) American Society of Heating, Refrigerating, and Air- Conditioning Engineers (ASHRAE) American Society of Mechanical Engineers (ASME) Society of Naval Architects and Marine Engineers (SNAME) Society of Petroleum Engineers (SPE) American Society of Safety Engineers (ASSE) Biomedical Engineering Society (BMES) Associate Member Society Materials Research Society (MRS)

HOW DOES A DEGREE PROGRAM GET ACCREDITED? A panel of ABET experts evaluates the program: procedures, courses, curriculum, people, and facilities. The degree program must meet general criteria that apply to all engineering degrees.

TERMINOLOGY Mission Statement: Is a formal, short, written statement of the purpose of the institution. The mission statement should guide the actions of the institution, spell out its overall goal, provide a sense of direction, and guide decision-making. It provides the framework or context within which the institution 's strategies are formulated. Program Educational Objectives: Statements that describe the expected accomplishments of graduates during the first few years after graduation. Student Outcomes: Statements that describe what students are expected to know and able to do by the time of graduation.

Assessment: Processes that identify, collect, use, and prepare data that can be used to evaluate achievement of Student Outcomes and Program Educational Objectives. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures. Evaluation: One or more processes for interpreting the data and evidence accumulated through assessment processes. It results in decisions and actions regarding program improvement. Constituencies: May include students, alumni, faculty, parents, employers, community and the government.

ABET ENGINEERING CRITERIA (EC 2000) It is a set of criteria by which the program is evaluated. The old ABET Engineering Criteria was content based: It focused on what the students were taught. EC 2000 is outcomes based: It focuses on what the students have learned or what they can actually do. It requires engineering programs to: o Define their own objectives and outcomes in consultation with their constituencies. o Measure their performance. o Introduce program improvement where appropriate.

ABET ENGINEERING CRITERIA (EC 2000) An engineering program must demonstrate that it meets the following criteria: Criterion 1 : Students Criterion 2 : Program Educational Objectives Criterion 3 : Student Outcomes Criterion 4 : Continuous Improvement Criterion 5 : Curriculum Criterion 6 : Faculty Criterion 7 : Facilities Criterion 8 : Support Criterion 9 : Program Criteria (if applicable)

CRITERION 1: STUDENTS Student Admission Transfer Students and Transfer Courses Work in lieu of courses taken at the institution Evaluating Student Performance Monitoring student progress to promote success in attaining Student Outcomes and Program Educational Objectives. Advising and Career Guidance Graduation Requirements Process for Assessing the student’s satisfaction

CRITERION 2: PROGRAM EDUCATIONAL OBJECTIVES The Mission Statement and Program Educational Objectives should be published on the Institution’s Website. Consistency of the Program Educational Objectives with the Mission of the Institution and the needs of Program’s various constituencies. Documented and effective process involving program constituencies for the review of the Program Educational Objectives.

CRITERION 3: STUDENT OUTCOMES Identified and documented. Published on the Program’s Website Consistency of Student Outcomes with the Program Educational Objectives. Process used for establishing and revising Student Outcomes. Evidence of Students’ work that relates to satisfaction of ABET Outcomes.

For associate degree programs, the student outcomes should include, but not limited to, the following learned capabilities. a. an ability to apply the knowledge, techniques, skills, and modern tools of the discipline to narrowly defined engineering technology activities. Note: Narrowly defined activities are those that involve limited resources, that involve the use of conventional processes and materials in new ways, and that require a knowledge of basic operating processes. b. an ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge. c. an ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments.

d. an ability to function effectively as a member of a technical team. e. an ability to identify, analyze, and solve narrowly defined engineering technology problems. f. an ability to apply written, oral, and graphical communication in both technical and non technical environments; and an ability to identify and use appropriate technical literature. g. an understanding of the need for and an ability to engage in selfdirected continuing professional development. h. an understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity. i. a commitment to quality, timeliness, and continuous improvement.

CRITERION 4: CONTINUOUS IMPROVEMENT The program must use documented processes for regularly assessing and evaluating the extent to which the Program Educational Objectives and Student Outcomes are being attained. The results of the evaluation must be systematically utilized as input for the continuous improvement of the program.

ASSESSMENT AND EVALUATION PROCESS

CRITERION 5: CURRICULUM Program must effectively develop the following subject areas: ü ü ü Communications. Mathematics. Physical and Natural Science. Social Sciences and Humanities. Technical Content. Ø Must focus on applied aspects Ø Represent from 1/3 to 2/3 of the total credit hours. Ø Must include Technical core & Technical specialities Ø Must develop student competency in using equipment and tools common to the discipline. Note: Capstone or other integrating experiences are optional for associate degree programs. ü Cooperative education : Ø Must include an appropriate academic component evaluated by the program faculty. Advisory Committee : ü Must be utilized to periodically review the program’s curriculum and advice on: Ø The establishement, review, and revision of PEO’s. Ø Current and future aspects of the technical fileds for whitch the graduates are being prepared.

CRITERION 6: FACULTY Faculty Qualifications. The competance of faculty members Faculty Workload. Faculty Size. Authority and Responsibility of Faculty.

CRITERION 7: FACILITIES Adequate Offices, Classrooms, Laboratories, Equipment, and Computing Resources must be: available, accessible, and systematically maintained and upgraded to enable students to attain Outcomes and to support the program needs. Students must be provided with appropriate guidance regarding the use of the tools, equipment, computing resources and laboratories. Library services and the computing and information infrastructure must be adequate to support the scholarly and professional activities of the students and faculty.

CRITERION 8: INSTITUTIONAL SUPPORT Institutional Support and Leadership Ø Ensure Quality Ø Ensure Continuity Institutional services, Financial Support, and Staff Ø Adequate to meet program needs Resources available to the program Ø Attract and retain qualified faculty Ø Recruit sufficient staff Ø Provide for the continued professional development Ø Acquire, maintain, and operate the infrastructures, facilities and equipment. Ø Provide an environment in whitch student outcomes can be attained.

ACCREDITATION PROCESS – ABET EVALUATORS VISIT Team Review of Self-Study Report On-Campus Visit Draft Statement 30 -Day Due Process Full Commission Review Final Statement

SELF-STUDY REPORT A degree program must prepare an extensive Self-Study Report and submit it to ABET Assessors in preparation for an eventual on-site visit.

The Self-Study Report: Describes the program to ABET Assessors. Presents the elements of the program as they relate to the criteria. Gives the ABET Assessors a first impression of the extent to which the program meets the criteria. Provides an initial view of the institution’s preparation for the upcoming visit.

In the Self-Study Report, the program must provide detailed information on all aspects of the program in line with ABET criteria.

The Self-Study Report is expected to be a qualitative and quantitative assessment of the strengths and limitations of the program.

A good Self-Study Report will include complete description of how and the extent to which the program satisfies each of the criteria requirements.

HOW IS THE SELF-STUDY REPORT ORGANIZED? Background Information Contact information / Program History / Options / Organizational Structure / Program delivery modes / Program locations. Criteria-related Information Students / Program Educational Objectives / Student Objectives / Continuous Improvement / Curriculum / Faculty / Support / Program criteria. Appendix A. Course Syllabi Appendix B. Faculty Resumes Appendix C. Laboratory Equipment Appendix D. Institutional Summary

ELEMENTS TO BE CONSIDERED FOR ABET REVIEW Display Material Evaluation team members meet with Faculty, Administration, Staff and Students Program Website

JIC ABET COMMITTEE ACTION PLAN The plan starts at the end of the first semester of the current academic year 2010/2011 (1431/1432) and would be applicable to all educational departments and other JIC supporting units.

TASKS AND ACTIONS Form the Departmental Sub-Committees. Establish the JIC ABET project website and Launch the JIC ABET Accreditation Newsletter. Define Constituencies & establish Alumni website. Organize workshops/seminars on ABET Accreditation activities. Set Assessment & Evaluation processes for Continuous Improvement. Assist academic departments in preparing the Self-Study Reports. Conduct visits to institutions offering ABET accredited programs and attend seminars on ABET.

JIC ABET ACCREDITATION PROJECT PLAN-TIMELINE

DEADLINES AND DUE DATES

DEADLINES AND DUE DATES July Deadline to submit Self. Study Reports for evaluation visit to take place in fall is July 1. December Submission of the first version of Self. Study Reports to JIC ABET Committee for review July December- February January Request accreditation for programs by January 31 February - June January Start the preparation of JIC for ABET Accreditation Year 1 (2011) February - April Respond to draft statement(s) within 30 days. Draft statements are edited and sent to the institution for response. September - December Visit takes place, draft statement written and finalized following 7 days response period. Prepare Program Self. Study Reports for evaluation visit. (Must be submitted no later than July 1) March - June ABET commission assigns visit team chair(s) and visit team members. Visit date(s) is chosen. Year 2 (2012) Annual Summer Commission Meeting held. Commissioners review final statement(s) and determine final accreditation action(s). August Institution is notified of final accreditation action(s). May - June Final changes are made to draft statement(s) if necessary, based on institutional response. Statement(s) is finalized. Year 3 (2013)