JIC ABET WORKSHOP No 10 v STATUS OF

JIC ABET WORKSHOP No. 10 v STATUS OF JIC ABET ACCREDITATION PROJECT. v GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES. v RUBRICS FOR THE ASSESSMENT OF STUDENT PERFORMANCES Presented by: JIC ABET COMMITTEE Venue: JIC Auditorium Date: Monday Nov 28, 2011 Time: 10: 00 AM

STATUS OF JIC ABET ACCREDITATION PROJECT

ACHIEVEMENTS Task Form the Departmental ABET Committees Description • One SSR committee per program • One Assessment Committee per program • One Display committee per program Status All Committees were formed Obstacles Some committees have been changed. • Program Advisory and Evaluation Committee for each program. Difficulty in Not all programs have contacting submitted final nominations External PAEC members • Students Identified and are accessible None • Alumni Data base is created None • Employers Data base is created None • Faculty Identified and are accessible None Define JIC Mission Defined and published None Define Department Mission Defined and published None Define Program Educational Objectives (PEO’s) Defined , published and Mapped to JIC Mission None Define Student Outcomes (SO’s) Defined , published and Mapped to PEO’s None Define Performance Indicators Defined None Identify Constituencies

ACHIEVEMENTS Task Description • Display Program elements in departments • Power point presentation on AS Conduct Student program elements. Awareness Activities Design Curriculum §Train faculty on how to design an outcome based Course Description §Define Course learning Outcomes (CLO’s) §Update the Course description to meet ABET standards. Status Obstacles AS Program elements are displayed in the corridors of each department. None One PPT has been developed for each program and will be submitted to department for implementation. The presentations are to be conducted during weeks 12 and 13 for all the sections of one of the program courses per block. Departmental and Library facilities may be used. Arrangements are to be done by the departments. A workshop on Blooms Taxonomy was conducted. CLO’s were Defined by departments’ programs using Blooms Taxonomy. None Course descriptions were rewritten as per ABET standards • Mapping Course Learning In progress Outcomes to Performance Map Curriculum Indicators Guidelines and tools have been prepared and will to Student • Mapping the Curriculum to Student be submitted to departments Outcomes • Check for Curriculum Consistency • Define Key Courses (Courses that will serve as source for assessment) None

ACHIEVEMENTS Task Description Define assessment and evaluation activity timeline for PEO’s Status In progress Assessment of Student Outcomes Define assessment and evaluation activity timeline for SO’s In progress Design Direct and Indirect Assessment flow charts for SO’s Developed and will be submitted to departments for feedback before implementation in the SIS Design Direct Assessment Tools Course assessment Chart Done and implemented Course assessment Report Done and implemented Electronic tool for CLOs and SOs direct assessment ITC was approached and will assist in the development of SIS based assessment module. Obstacles

Task JIC Website Description ACHIEVEMENTS Update the information in JIC Website 1. JIC mission 2. Department Mission 3. PEO’s 4. SO’s 5. Course Descriptions 6. Course page 7. Student Handbook 8. Faculty Handbook PAEC Involvement of Constituencies in program Continuous Alumni Improvement Employers Students Faculty Status Obstacles ITC will be approached for Full support from updating information ITC department is expected. In progress Some PEA Committees were not formed yet Alumni Surveys conducted Employer Surveys conducted Course satisfaction and Exit Surveys conducted Faculty Surveys conducted Difficulty in contacting External PAEC members None

Task Description ACHIEVEMENTS Status Obstacles In progress Some assessment data are still not available for program evaluation. Achievements Guidelines have been prepared and submitted to departments. Informative workshops have been conducted. Some elements of the report ( Mission , PEOs, SOs ) have been defined. Self-Study Report Staff are over loaded Remaining tasks Define and document Assessment strategies. Collect and analyse assessment data. Document other program elements for the remaining criteria.

GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES

COLLEGE MISSION Provide well -educated and highlytrained manpower Offer careerfocused and marketdriven programs Work in partnership with business, industry, and community Support programs for local and national development 1. To prepare graduates who are capable of performing satisfactorily in the field of electrical power engineering technology. x x 2. To prepare graduates who are capable of working as individuals or in teams. x x 3. To prepare graduates who are capable of effectively communicating technically in written, oral and graphic forms. x x x PROGRAM EDUCATIONAL OBJECTIVES 4. To prepare graduates who are motivated and capable of pursuing life-long learning through higher education, and continuous professional development. 5. To prepare graduates who understand, appreciate and demonstrate ethical behavior, social responsibility, and respect for diversity. x x x

Student Outcomes By the end of the program, the students should be able to: a. b. c. d. e. f. g. h. i. apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities; apply knowledge of mathematics, science, engineering and technology to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive practical knowhow; conduct standard tests and measurements, and to conduct, analyze and interpret experiments; function effectively as a member of a technical team; identify, analyze, and solve narrowly defined engineering technology problems; apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; understand the need for and engage in self-directed continuing professional development; understand show a commitment to address professional and ethical responsibilities, including a respect for diversity; and show a commitment to quality, timeliness, and continuous improvement.

GUIDELINES ON THE ASSESSMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND STUDENT OUTCOMES

Relationship of Student Outcomes to Program Educational Objectives Student Outcomes By the end of the program, the students should be able to: a. a. apply the acquired knowledge, techniques, skills and the use of modern tools to narrowly defined electrical power engineering technology activities; apply knowledge of mathematics, science, engineering and technology to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive practical knowhow; 1 2 3 4 x x x 5 a. conduct standard tests and measurements, and to conduct, analyze and interpret experiments; function effectively as a member of a technical team; a. analyze, and solve narrowly defined engineering technology problems; x x a. apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; x x a. understand the need for and engage in self-directed continuing professional development; x x x a. understand show a commitment to address professional and ethical responsibilities, including a respect for diversity; and x x show a commitment to quality, timeliness, and continuous improvement. x x a. x x x

Performance Indicators a b c d e f g h i Student Outcomes Performance Indicators Apply the acquired knowledge, techniques, skills and the use of modern a. 1 Select appropriate techniques and tools for a specific task in electrical power tools to narrowly defined electrical power engineering technology. activities. a. 2 Use computer-based and other resources effectively in assignments and projects. b. 1 Apply basic mathematical knowledge to solve basic problems. Apply knowledge of mathematics, science, engineering and technology b. 2 Apply principles of physics to solve simple practical problems in the field of electrical to solve practical problems in the field of electrical power engineering technology that require limited application of principles but extensive b. 3 Apply principles of general chemistry to solve simple practical problems in the field practical knowhow. of electrical power engineering technology. c. 1 Demonstrate good laboratory practices. c. 2 Identify, select and use appropriate equipment/apparatus/specimen/device for a Conduct standard tests and measurements, and to conduct, analyze and specific experiment. interpret experiments. c. 3 Configure set-up, perform measurements, relate parameters and explain system operation. d. 1 Recognize and perform his role in a team. Function effectively as a member of a technical team. d. 2 Integrate input from all team members to solve problems. d. 3 Show respect for his teammates. e. 1 Identify and describe basic problems. Identify, analyze, and solve narrowly defined engineering technology e. 2 Analyze problem constraints. problems. e. 3 Recognize standard procedures. e. 4 Manage information and solve basic problems. f. 1 Listen carefully and respond to questions appropriately. Apply written, oral, and graphical communication in both technical and f. 2 Use appropriate graphics in oral and written communications. non-technical environments; and an ability to identify and use f. 3 Use mechanics and grammar appropriately. appropriate technical literature. f. 4 Paraphrase technical and non-technical literature satisfactorily. g. 1 Acknowledge the importance of professional development. Understand the need for and engage in self-directed continuing g. 2 Show initiative, interest, and get involved in learning about specialty- related subjects. professional development. h. 1 Know code of ethics for the profession. Understand show a commitment to address professional and ethical h. 2 Recognize the influence his profession has on the community. responsibilities, including a respect for diversity. h. 3 Demonstrate positive attitude towards faculty and peers. h. 4 Show awareness for diverse ideas and cultural differences. i. 1 Identify the quality requirements for a specific task. Show a commitment to quality, timeliness, and continuous i. 2 Develop a plan to conduct a specific task within a given timeframe. improvement. i. 3 Identify weaknesses and take appropriate actions for improvement.

Mapping Course Learning Outcomes to Performance Indicators Course Code Course Title EEE 101 Electrical Circuits I Course Learning Outcomes (CLOs) 1. Learn the basic and derived units for various fundamental terms in Electrical and Electronic Engineering. 2. Understand the characteristics & concepts of DC series, Q 1 Mid-Term EX parallel and series-parallel circuits. Ass 1 Final Ex 3. Take measurements of resistance, voltage and currents in different combinations of DC circuits and prove the results by computer-based experiments. 4. Understand apply circuit theorems. 5. Learn the construction and concepts of capacitor and inductor and their applications. 6. Take measurements of resistance, voltage and currents in different combinations of DC circuits and prove the results by computer-based experiments. 7. Understand apply circuit theorems. 8. Learn the construction and concepts of capacitor and inductor and their applications. EEE 121 ELC 103 Instrumentation and Measurements I English III Assessment Activities And Weights (%) Assessment Perform ance indicator s Weight addresse d by the % course 25 25 Student Outcome s addresse d by the course a. 1/ a. 2 a, b b. 1/ b. 2/

Mapping the Curriculum to Student Outcomes

Curriculum Consistency Checklist Criteria Each CLO is stated using Blooms taxonomy. Each CLO addresses not more than three Student Outcomes. The number of CLOs per course does not exceed twelve. Each CLO addresses specific skills. CLOs are neither repetitive nor overlapping. Each CLO is addressed by at least one teaching topic or activity. At least one assessment activity is defined for each CLO. Each Student Outcome is addressed by at least two courses. Each course addresses at least one Student Outcome. * If not applicable, please revise and take necessary action Please tick if applicable *

Key Courses that will serve as source for Assessment • A key course for a Student Outcome should address substantially the performance indicators of that outcome. • For each Student Outcome, Identify at least two but not more than three key courses that will serve as source for Assessment of the Outcome.

Assessment and evaluation activity timeline for Student Outcomes

Assessment Planning Matrices for Student Outcomes

Direct Assessment flowchart for a Student Outcome

Summary of Performance Indicators/Outcome Results (Direct Assessment)

Indirect Assessment flow chart for a Student Outcome

Summary of Student Outcomes Results (Indirect Assessment)

RUBRICS FOR THE ASSESSMENT OF PERFORMANCE CRITERIA /STUDENT OUTCOMES

What is a rubric? Rubrics generally contain three components: • Dimensions (performance criteria), • Scale levels of performance), • Descriptors

• Rubrics are not required for all outcomes • Rubrics guide faculty in the assessment process and provide understanding of areas of strength and weakness in student performance related to specific performance criteria

Purpose of Rubric • Overall examination of student performance • Specific information to/about student competence

Types of Rubrics v Holistic Rubric v Analytic Rubric

Holistic Rubric ü Raters make judgments by forming an overall impression of a performance and matching it to the best fit from among the descriptions on the scale ü Each category on the scale describes performance on several performance criteria

Advantages: Ø They are often written generically and can be used with many tasks. Ø They save time by minimizing the number of decisions raters must make. Ø Trained raters tend to apply them consistently, resulting in more reliable measurement. Disadvantages: Ø They do not provide specific feedback about the strengths and weaknesses of student performance. Ø Performances may meet criteria in two or more categories, making it difficult to select the one best description. (If this occurs frequently, the rubric may be poorly written. ) Criteria cannot be differentially weighted.

Analytic Rubric • Analytic scales tend to focus on important dimensions of student performance related to performance criteria. • Dimensions are presented in separate categories and rated individually. • Points with associated descriptors are assigned for performance on each of the dimensions.

Advantages: Ø They provide useful feedback about areas of strength and weakness in student performance. Ø Their dimensions can be weighted to reflect relative importance. Ø They can demonstrate progress over time in some or all dimensions when the same rubric categories are used repeatedly Disadvantages: Ø They take more time to create and use. Ø There are more possibilities for raters to disagree. Ø It is more difficult to achieve intra- and inter-rater reliability on all of the dimensions in an analytic rubric than on a single score yielded by a holistic rubric.