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ABETABET معايير معايير المعتمدة لكليات المعتمدة لكليات الهندسة للحصول الهندسة للحصول على االعتمادية على االعتمادية

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ABET

What is ABET?

• A non-profit and non-governmental accrediting agency for academic programs in the disciplines:

1.Applied Science

2.Computing

3.Engineering

4.Engineering Technology

Who Recognizes ABET?

• ABET is the recognized accreditor in the United States by the Council for Higher Education Accreditation.

• ABET accredits programs internationally.

• ABET has accredited over 3,400 applied science, computing, engineering, at nearly 700 colleges and universities in 28 countries worldwide.

Accreditation Matters!

• Accreditation is an assurance that the professionals that serve us have a solid educational foundation and are capable of leading the way in innovation, emerging technologies, and in anticipating the welfare and safety needs of the public.

History of ABET

• Has been providing accreditation services for technical education programs for nearly 80 years.

• ABET was founded in 1932 as the Engineers’ Council for Professional Development (ECPD).

What is Accreditation?

• A process by which educational programs or institutions are reviewed to determine if they meet certain standards of quality.

• Accredited status is not permanent; it has to be renewed through periodic review.

What Accreditation Matters to Programs and Institutions

When a program becomes ABET accredited, it means that it:

•It has received international recognition of its quality

•Promotes “best practices” in education

•Directly involves faculty and staff in self-assessment and continuous quality improvement processes

• Is based on learning outcomes, rather than teaching inputs

• ABET recognition enables academic institutions to demonstrate to the public that they are serious about advancing the quality of their programs

Mathematical and Basic Sciences Requirement

• One year of a combination of college level mathematics and basic science (some with experimental experience) appropriate to the discipline. Examples of mathematics are differential and integral calculus, differential equations, and statistics.

• Basic sciences are defined as biological, chemical, and physical sciences

Engineering Topics Requirement

• One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study.

What are Engineering Sciences?

• 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.

• Examples are statics, dynamics, thermodynamics, your program courses.

What is Engineering Design

• Engineering design is the process of designing 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.

General Education Requirement

• Curriculum must have a general education component that complements the technical content of the curriculum and is consistent with the program and institutional objectives.

• The general education requirement probably consists of language courses, religious course and history courses.

CRITERION 1 STUDENTS

Key Elements:

1. Student performance must be evaluated.

2. Student progress must be monitored.

3. Students must be advised regarding curriculum and career matters.

4. Program must have and enforce policies for accepting both new and transfer students.

Need Help

• Your students enter your programs with credit from high school for some basic math, physics, and chemistry.

• What happens if student does not qualify?

• Are there remedial courses or no admittance?

• On the official transcript of student, how is this previous training recognized?

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

• Definition: 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 various constituencies.

Criterion 2 Section Self Study Template

Process for Review of the Program Educational Objectives

• Describe the process that periodically reviews the program educational objectives including how the program’s various constituencies are involved in this process.

Look at Table 5-1

• Table 5-1 is part of the self study template that programs must use when writing the self study. This template could change every year but many times these changes are minimal such as numbering.

Criterion 3 Student Outcomes Key Elements

1. Program must have documented student outcomes that prepare graduates to attain the program educational objectives. You will have to describe how the student outcomes prepare graduates to attain the program educational objectives in the self study. Always show a matrix with objectives on one axis and outcome on the other.

2. Student outcomes are still the famous (a) through (k) plus any additional outcomes that may be articulated by the program.

Criterion 4 Continuous Improvement

• The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which 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.

Criterion 4 Continuous Improvement

• Key Elements:

1. Must regularly use appropriate, documented processes for assessing and evaluating the extent to the student outcomes are being attained.

Regularly? Each semester? Every year? Some outcomes every other year?

Most programs are using at least once a year for all outcomes.

Criterion 4 Continuous Improvement

2. Results of evaluations of student outcomes must be systematically utilized as input for the continuous improvement of the program. Input?

3. Other available information may also be used to assist in the continuous improvement of the program. For example student exit surveys and alumni surveys.

Design Courses in Your Program

• Examine Table 5-1 and find the design courses.

• Every program must have a senior design course as required in Criterion 5.

More About Engineering Design

• 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. There should be alternative designs considered. You must designate those courses which contain significant design.

Major Design Experience

• 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. Usually occurs in last year and many programs use two courses.

Major Design Experience

• The course syllabus for this major design experience should contain the requirement that students should use knowledge and skills. from previous courses in their curriculum, a discussion of appropriate engineering standards, and a discussion of multiple constraints.

Student Preparation for Major Design Experience

• Curriculum should contain design courses scattered throughout the curriculum which requires the design of certain components. The requirements of these design courses should be a group project and require a written design project perhaps with an oral presentation. Students must experience design experience in order to be able to design this final capstone design course.

Courses with Team Projects

• Find courses in your program that require some type of team projects. You have to use these courses for assessment of ability to work in teams.

Ethics in Your Culture• Discussion of ethical and professional

responsibility.• Remember that just because ethics

material is introduced into a course does not provide assessment. This is a process and assessment implies some type of measurement.

• Does your program contain an ethical course?

General Criterion 5 Curriculum

The curriculum requirements specify subject areas appropriate in 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.

Criterion 6 Faculty

Key Topics:

1. Sufficient number and competencies to cover all of the curricular areas of the program.

2. Sufficient number to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industry and employers of students.

Criterion 7 Facilities

Key Topics:

1. Adequate classrooms, laboratories, and equipment to safely accomplish the program objectives.

2. Opportunities for students to learn modern engineering tools.

3. Computing and information infrastructures in place.

Issues With Criterion 7 Facilities

1. Computing/Information Infrastructure

2. Insufficient Space

3. Laboratories – Unsafe conditions. An issue for programs with

dangerous equipment.– Inoperable equipment– Lack of modern instrumentation– Lack of funds for upgrading (cited with Crit. 8)– Overcrowded laboratories and classrooms

Comments about Criterion 7 Facilities

1. Most programs use student surveys and alumni surveys which ask questions about facilities. Be sure and put the results of these surveys in this section of the self study. These comments could be information used for program improvement.

Criterion 8 Institutional Support

Key Topics:1. Adequate to assure the quality and

continuity of the program.2. Sufficient to attract, retain, and provide

for continued professional development of well-qualified faculty.

3. Sufficient to acquire, maintain, and operate equipment.

4. Support personnel.

Issues With Criterion 8 Institutional Support

1. Unstable leadership affecting programs– Dean/Dept Chair positions open or filled by “interim”

appointments for an extended period– Frequent turnover of university administration and

engineering school leadership

2. Inadequate operating budget affecting:– Acquisition and maintenance of laboratories and

computing equipment– Faculty salaries, promotions, and professional

development affecting hiring and retention

Issues With Criterion 8 Supportcontinued

3. Insufficient Support Staff– Teaching assistants– Technicians for instructional laboratories,

machine shops, and laboratory services– Administrative/clerical

All of these issues will originate from visits with faculty and students.

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