Introduction to ABET EC 2000 A Road Map Proposal Workshop for Excel in Engineering Education Prof....

Introduction to ABET EC 2000A Road Map Proposal

Workshop for Excel in Engineering Education

Prof. Ali M. AlbahiProf. Reda M. Abdulaal

October 11, 2005

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Academic Accreditation Unithttp://engg.kaau.edu.sa/AAU

King Abdulaziz UniversityCollege of Engineering

AAUAAUAAUAAU

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What is ABET?What is ABET?

AAccreditation ccreditation BBoard for oard for EEngineering and ngineering and TTechnologyechnology Accredit degree programs in applied science, engineering, Accredit degree programs in applied science, engineering,

and technologyand technology A federation of 31 professional and technical societies A federation of 31 professional and technical societies

representing these fieldsrepresenting these fields Since 1932, ABET has provided quality assurance of Since 1932, ABET has provided quality assurance of

education through accreditationeducation through accreditation Accredits 2,500 programs at over 550 colleges and Accredits 2,500 programs at over 550 colleges and

universities in the U.Suniversities in the U.S

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Why is ABET accreditation Why is ABET accreditation important for students?important for students?

The accreditation criteria help to define what the degree should The accreditation criteria help to define what the degree should provide the studentprovide the student

The accreditation process helps the department to continually The accreditation process helps the department to continually analyze and improve its courses and curriculumanalyze and improve its courses and curriculum

The accreditation process requires that the student’s voice be heard The accreditation process requires that the student’s voice be heard in evaluating the programin evaluating the program

An Engineering degree must be from an ABET-accredited program An Engineering degree must be from an ABET-accredited program to meet requirements for professional licensure (Engineer In to meet requirements for professional licensure (Engineer In Training, Professional Engineer)Training, Professional Engineer)

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How does a degree program How does a degree program get accredited?get accredited? A panel of ABET experts evaluates the program: A panel of ABET experts evaluates the program:

courses, curriculum, people, and facilitiescourses, curriculum, people, and facilities The degree program must meet General Criteria that The degree program must meet General Criteria that

apply to all engineering degreesapply to all engineering degrees The program must also meet Program CriteriaThe program must also meet Program Criteria The department must demonstrate that it uses a The department must demonstrate that it uses a

continual process of evaluating the courses and continual process of evaluating the courses and curriculum, and makes changes when neededcurriculum, and makes changes when needed

The department must even show that it examines and The department must even show that it examines and improves its own evaluation processimproves its own evaluation process

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What is EC 2000?What is EC 2000?

Set of criteria by which the program is evaluatedSet of criteria by which the program is evaluated ABET old EC: ABET old EC: content basedcontent based

– Focused on what the students were taughtFocused on what the students were taught ABET EC 2000: ABET EC 2000: outcomes basedoutcomes based

– Focuses on what the students have learned or what actually Focuses on what the students have learned or what actually they can do.they can do.

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What is EC 2000?What is EC 2000?

ABET EC 2000 requires engineering programs to:ABET EC 2000 requires engineering programs to:– Define their own objectives and outcomes in Define their own objectives and outcomes in

consultation with their constituencies.consultation with their constituencies.– Measure their performance.: Measure their performance.: – Introduce program improvement where Introduce program improvement where

appropriate.appropriate.

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TerminologyTerminology

Objectives: Objectives: Statement that describe the expected accomplishments Statement that describe the expected accomplishments of graduates during of graduates during the first few years after graduationthe first few years after graduation

Outcomes:Outcomes: Statements that describe what students are expected to Statements that describe what students are expected to know and able to do know and able to do by the time of graduationby the time of graduation..

Assessment:Assessment: Processes that identify, collect, use, and prepare data Processes that identify, collect, use, and prepare data that can be used to evaluate achievements.that can be used to evaluate achievements.

Evaluation:Evaluation: A process of reviewing the result of data collection A process of reviewing the result of data collection and analysis and making a determination of the value of findings and analysis and making a determination of the value of findings and action to be taken.and action to be taken.

Performance Criteria:Performance Criteria: Specific, measurable, statements Specific, measurable, statements identifying the performances required to meet the outcome; identifying the performances required to meet the outcome; confirmable through evidence.confirmable through evidence.

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EC 2000 General CriteriaEC 2000 General Criteria

An engineering program must demonstrate that the An engineering program must demonstrate that the program meets the following criteria:program meets the following criteria:

1.1. StudentsStudents2.2. Program Education objectives.Program Education objectives.3.3. Program Outcomes and Assessment.Program Outcomes and Assessment.4.4. Professional Component (curriculum).Professional Component (curriculum).5.5. Faculty.Faculty.6.6. Facilities.Facilities.7.7. Institutional Support and Financial Resources.Institutional Support and Financial Resources.8.8. Program Criteria.Program Criteria.

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EC 2000 General CriteriaEC 2000 General Criteria

Criterion 1. Criterion 1. StudentsStudents– Part1: sets requirements for evaluating, advising and Part1: sets requirements for evaluating, advising and

monitoring students to determine success in meeting monitoring students to determine success in meeting program objectives:program objectives:1.1. Evaluation through appropriate grading standards.Evaluation through appropriate grading standards.

2.2. Advising through faculty advisers.Advising through faculty advisers.

– Part2: requires institutions to set and enforce:Part2: requires institutions to set and enforce:1.1. Policies for evaluating transfer courses.Policies for evaluating transfer courses.

2.2. Procedures to verify that each student met all program Procedures to verify that each student met all program requirements.requirements.

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EC 2000 General Criteria EC 2000 General Criteria (continued)(continued)

Criterion 2. Criterion 2. Program Educational ObjectivesProgram Educational Objectives– Each engineering program must have in place:Each engineering program must have in place:

a)a) Educational objectivesEducational objectives that are: that are:1.1. consistent with the institution mission.consistent with the institution mission.

2.2. consistent with ABET criteria.consistent with ABET criteria.

b)b) A process for establishing and maintaining the objectivesA process for establishing and maintaining the objectives based based on the needs of the program’s constituencies.on the needs of the program’s constituencies.

c)c) A curriculum and processesA curriculum and processes to ensure the achievement of the to ensure the achievement of the objectives.objectives.

d)d) A system of ongoing evaluationA system of ongoing evaluation to demonstrate achievement of to demonstrate achievement of these objectives and use the results to identify and introduce these objectives and use the results to identify and introduce improvement where appropriate.improvement where appropriate.

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Criterion 3. Program Outcomes and AssessmentCriterion 3. Program Outcomes and Assessment– Engineering programs must demonstrate that their graduates have:Engineering programs must demonstrate that their graduates have:

a)a) an ability to apply knowledge of mathematics, science, and engineeringan ability to apply knowledge of mathematics, science, and engineeringb)b) an ability to design and conduct experiments, as well as to analyze and an ability to design and conduct experiments, as well as to analyze and

interpret datainterpret datac)c) an ability to design a system, component, or process to meet desired needsan ability to design a system, component, or process to meet desired needsd)d) an ability to function on multi-disciplinary teamsan ability to function on multi-disciplinary teamse)e) an ability to identify, formulate, and solve engineering problemsan ability to identify, formulate, and solve engineering problemsf)f) an understanding of professional and ethical responsibilityan understanding of professional and ethical responsibilityg)g) an ability to communicate effectivelyan ability to communicate effectivelyh)h) the broad education necessary to understand the impact of engineering the broad education necessary to understand the impact of engineering

solutions in a global and societal contextsolutions in a global and societal contexti)i) a recognition of the need for, and an ability to engage in life-long learninga recognition of the need for, and an ability to engage in life-long learningj)j) a knowledge of contemporary issuesa knowledge of contemporary issuesk)k) an ability to use the techniques, skills, and modern engineering tools necessary an ability to use the techniques, skills, and modern engineering tools necessary

for engineering practice.for engineering practice.

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Criterion 3. Program Outcomes and Assessment Criterion 3. Program Outcomes and Assessment (continued)(continued)

– Each engineering program must have an ASSESSMENT Each engineering program must have an ASSESSMENT PROCESS with DOCUMENTED RESULTS:PROCESS with DOCUMENTED RESULTS:1.1. To demonstrate that outcomes are being achieved. To demonstrate that outcomes are being achieved.

2.2. And to use the results for further development and improvement And to use the results for further development and improvement of the program where achievement is weaker than desired.of the program where achievement is weaker than desired.

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Criterion 3. Program Outcomes and Assessment (continued)Criterion 3. Program Outcomes and Assessment (continued) Does a program need to demonstrate that each and every graduating student has achieved each and every element listed in (a) through (k)?Does a program need to demonstrate that each and every graduating student has achieved each and every element listed in (a) through (k)?

1.1. Programs must have a curriculum and other requirements that provide students opportunities to Programs must have a curriculum and other requirements that provide students opportunities to learnlearn, , practicepractice and and demonstratedemonstrate eacheach element in (a) through (k). element in (a) through (k).

2.2. Programs must show, even by appropriate sampling, that there is Programs must show, even by appropriate sampling, that there is convincing evidenceconvincing evidence to assume that to assume that allall students by students by graduation timegraduation time have demonstrated achievement, to a level acceptable to the have demonstrated achievement, to a level acceptable to the programprogram, of , of everyevery item listed in (a) through (k).item listed in (a) through (k).

3.3. The assessment process should include direct and indirect measures and does not rely only on self-report surveys and evidence that the material is The assessment process should include direct and indirect measures and does not rely only on self-report surveys and evidence that the material is “covered”“covered” in the curriculum. Student self assessment , opinion in the curriculum. Student self assessment , opinion surveys, and course grades are not by themselves or collectively, acceptable methods for demonstrating achievement of outcomes.surveys, and course grades are not by themselves or collectively, acceptable methods for demonstrating achievement of outcomes.

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Criterion 3. Program Outcomes and Assessment (continued)Criterion 3. Program Outcomes and Assessment (continued)

ABET Guidelines on Interpreting and Meeting Standards Set Forth in Criterion 3ABET Guidelines on Interpreting and Meeting Standards Set Forth in Criterion 3

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Required Features of Criterion 3

Possible Evidence Generally not acceptable

Demonstration of Student Outcomes

Evidence must be directly linked to the specific outcome being assessed. A limited set of performance indicators have been developed that define each of the outcomes to be assessed. Data collection methods are focused on the indicators and can include such things as: student portfolios; subject content examinations; performance evaluation of work/study, intern or co-ops; and/or performance observations. Surveys and other indirect measures provide secondary evidence and should be used in conjunction with direct measures such as those above.

Student learning outcomes that have not been defined (e.g., What is “effective communication skills?” How will you know “effective communication skills” when you see it?) Student self-assessments and surveys are used as the only evidence of student outcomes. Using course mapping as an indicator of student learning.

Outcomes

linked to the curriculum

Map of outcomes to the curriculum or associated program activities (student professional groups); course syllabi that indicate the desired program learning outcomes that are ‘covered’ in the course.

Making the assumption that students achieve all outcomes by merely completing the curriculum.

Assessment Process Schematic drawing of the assessment process with a timeline that reflects systematic processes. Documentation of how the process is being sustained and what multiple assessment methods are being used to assess the various outcomes.

Collecting information that is not used to evaluate outcomes.; inappropriate use of assessment methods; no direct measures of student learning, overuse of surveys; data collection is irregular; inefficient process; inordinate faculty program assessment load; faculty not involved in the decision making process.

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With

documented results

Summary of results are available that reflects evidence of systematic outcomes assessment. Summaries, evaluation of results and action taken is presented outcome by outcome.

Documentation that does not focus directly on the process; presentation of raw data or charts of raw data instead of brief summaries of findings and action taken (i.e., “data dump”).

Results

applied for program improvement

Data must be evaluated by the faculty or a group of faculty and recommendations for action documented. For those institutions that have had multiple cycles of assessment, documentation should reflect the results of previous improvements.

Ad hoc consideration of program improvement; “traditional” course evaluations & student “satisfaction” surveys used as basis for improvements. Failure to document how the changes that are made relate to the evaluation of the assessment data

Measurement

of outcomes

Outcomes are measurable, in that there are performance indicators for each outcome, which enable direct measurement.

Faculty not involved in decisions about assessment; assessment is done by external parties; use of methods that do not align with program’s own definition of its outcomes

Outcomes related to Program Educational Objectives

Clear linkages between the after graduation program objectives and student learning outcomes.

No clear distinction between objectives and outcomes. Terms are used interchangeably throughout the document, and it is not clear that a distinction has been made between how they are assessed and evaluated.

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Criterion 3. Program Outcomes and Assessment (continued)Criterion 3. Program Outcomes and Assessment (continued)

Courses has to be redesigned to address and assess the achievement of the outcomes (a) through (k).Courses has to be redesigned to address and assess the achievement of the outcomes (a) through (k).

Course-files have to be reformatted and student’s portfolios are to become mandatory to prove achievement of program outcomes by each student.Course-files have to be reformatted and student’s portfolios are to become mandatory to prove achievement of program outcomes by each student.

Attention must be given to non-technical outcomes (6 out of 11).Attention must be given to non-technical outcomes (6 out of 11).

Teamwork has to be Multi-disciplinaryTeamwork has to be Multi-disciplinary to satisfy outcome (d).to satisfy outcome (d).

To satisfy outcome (b), courses involving experimental work should be reorganized such that students learn and practice how to design experiments instead of only learning how to perform an experiment.To satisfy outcome (b), courses involving experimental work should be reorganized such that students learn and practice how to design experiments instead of only learning how to perform an experiment.

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Establish Indicatorsthat Objectives are

Being Achieved

Determine HowOutcomes will be

Assessed

Determine HowOutcomes will be

Achieved

Determine OutcomesRequired to Achieve

Objectives

Determine educational objectives

Evaluate/Assess

Input fromConstituencies

Formal InstructionStudent Activities

Evaluation and Assessment Loops (Criteria 2 & 3Criteria 2 & 3))

Inner Loop

Outer Loop

Course evaluations and other surveys

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Criterion 4. Professional Component (Curriculum)Criterion 4. Professional Component (Curriculum)– The curriculum must include:The curriculum must include:

1.1. One year of a combination of college level mathematics and basic One year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the sciences (some with experimental experience) appropriate to the discipline.discipline.

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

3.3. A general education component that complements the technical content A general education component that complements the technical content of the curriculum and is consistent with the program and institution of the curriculum and is consistent with the program and institution objectives.objectives.

– Students must be prepared for engineering practice through a major Students must be prepared for engineering practice through a major design experience.design experience. (C (Capstone Design Projectapstone Design Project))

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Capstone Design Project:Capstone Design Project:

The engineering design must include most of the The engineering design must include most of the following featuresfollowing features

– Development of student creativity.Development of student creativity.– Use of open-ended problems.Use of open-ended problems.– Development and use of design theory and methodology.Development and use of design theory and methodology.– Formulation of design problem statements and specifications.Formulation of design problem statements and specifications.– Consideration of alternative solutions.Consideration of alternative solutions.– Feasibility considerations.Feasibility considerations.– Production processes.Production processes.– Concurrent engineering design.Concurrent engineering design.– Detailed system descriptions. Detailed system descriptions. – It is essential to include a variety of realistic constraints, such as It is essential to include a variety of realistic constraints, such as

economic factors, safety, reliability, aesthetics, ethics and social economic factors, safety, reliability, aesthetics, ethics and social impact. impact.

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EC 2000 General Criteria: EC 2000 General Criteria: (continued)(continued)

Capstone Design Project:Capstone Design Project: (continued)(continued)

A capstone design experience should better involve, in addition to the "A capstone design experience should better involve, in addition to the "establishment of objectives and criteria, synthesis, and analysisestablishment of objectives and criteria, synthesis, and analysis", a room for "", a room for "construction, testing, and evaluationconstruction, testing, and evaluation." ."

Currently our B.Sc. projects are Currently our B.Sc. projects are designs on papersdesigns on papers and does not involve any construction, testing, or evaluation. and does not involve any construction, testing, or evaluation.

MIT and other leading institutions are following now a new widely spreading approach to satisfy ABET Design requirement. MIT and other leading institutions are following now a new widely spreading approach to satisfy ABET Design requirement.

The approach is based on asserting that graduating engineers are able to: The approach is based on asserting that graduating engineers are able to: CConceive, onceive, DDesign, esign, IImplement & mplement & OOperate (perate (CDIOCDIO) complex value-added engineering systems in a modern team-based ) complex value-added engineering systems in a modern team-based environment.environment.

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Criterion 5. FacultyCriterion 5. Faculty– The program faculty:The program faculty:

1.1. must be of sufficient number to accommodate adequate levels of must be of sufficient number to accommodate adequate levels of student-faculty interaction, student advising ,… etc.student-faculty interaction, student advising ,… etc.

2.2. must have the competencies to cover all of the curricular areas of must have the competencies to cover all of the curricular areas of the program.the program.

3.3. must have appropriate qualifications and sufficient authority to:must have appropriate qualifications and sufficient authority to:– ensure the proper guidance of the program ensure the proper guidance of the program – to develop and implement processes for the evaluation, assessment, to develop and implement processes for the evaluation, assessment,

and continuing improvement of the program, its educational and continuing improvement of the program, its educational objectives and outcomes.objectives and outcomes.

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Criterion 6. FacilitiesCriterion 6. Facilities– Classrooms, laboratories, and associated equipment must be adequate Classrooms, laboratories, and associated equipment must be adequate

to:to: accomplish the program objectives accomplish the program objectives provide an atmosphere conducive to learning. provide an atmosphere conducive to learning.

– Appropriate facilities must be available to:Appropriate facilities must be available to: foster faculty-student interaction.foster faculty-student interaction. create a climate that encourages professional development and create a climate that encourages professional development and

professional activities. professional activities.

– Programs must provide opportunities for students to learn the use of Programs must provide opportunities for students to learn the use of modern engineering tools.modern engineering tools.

– Computing and information infrastructures must be in place to support Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational the scholarly activities of the students and faculty and the educational objectives of the program and institution.objectives of the program and institution.

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Criterion 7. Institutional Support and Financial Criterion 7. Institutional Support and Financial ResourcesResources

– Institutional support, financial resources, and constructive leadership Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the must be adequate to assure the quality and continuity of the engineering program. engineering program.

– Resources must be sufficient to attract, retain, and provide for the Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. continued professional development of a well-qualified faculty.

– Resources also must be sufficient to acquire, maintain, and operate Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the engineering program.facilities and equipment appropriate for the engineering program.

– In addition, support personnel and institutional services must be In addition, support personnel and institutional services must be adequate to meet program needs.adequate to meet program needs.

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Criterion 8. Program CriteriaCriterion 8. Program Criteria– Each program must satisfy applicable Program Criteria derived from Each program must satisfy applicable Program Criteria derived from

the requirements set forth by the corresponding professional societies the requirements set forth by the corresponding professional societies (e.g. AIAA, IEEE, ASME, ……) (e.g. AIAA, IEEE, ASME, ……)

– For example the Criteria for Aeronautical Engineering Programs For example the Criteria for Aeronautical Engineering Programs include:include:1.1. CurriculumCurriculum : Aeronautical engineering programs must demonstrate that : Aeronautical engineering programs must demonstrate that

graduates have a knowledge of aerodynamics, aerospace materials, graduates have a knowledge of aerodynamics, aerospace materials, structures, propulsion, flight mechanics, and stability and control. structures, propulsion, flight mechanics, and stability and control. Programs must also demonstrate that Programs must also demonstrate that graduates have design competence graduates have design competence that includes integration of aeronautical topicsthat includes integration of aeronautical topics..

2.2. FacultyFaculty: Program faculty must have responsibility and sufficient authority : Program faculty must have responsibility and sufficient authority to define, revise, implement, and achieve program objectives. to define, revise, implement, and achieve program objectives. The The program must demonstrate that faculty teaching upper-division courses program must demonstrate that faculty teaching upper-division courses have an understanding of current professional practice in the aerospace have an understanding of current professional practice in the aerospace industryindustry..

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Some Urgent tasksSome Urgent tasks Preparing a roadmap with a timeline for the self-study processPreparing a roadmap with a timeline for the self-study process

Setting up a web site for ABET-related activities in the department.Setting up a web site for ABET-related activities in the department.

Preparing course-level documentationsPreparing course-level documentations

Preparing program-level documentationsPreparing program-level documentations

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Keys to successful implementation ofKeys to successful implementation ofABET EC 200OABET EC 200O

Well-laid-out process Well-laid-out process Involvement of the entire faculty in the Involvement of the entire faculty in the

processprocess

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Proposed PlanProposed Plan

COURSE ASSESSMENT FLOW CHARTCOURSE ASSESSMENT FLOW CHART

OUTCOME ASSESSMENT FLOW CHARTOUTCOME ASSESSMENT FLOW CHART

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Proposed Departmental Proposed Departmental PlanPlan ABET and Senior Project CommitteeABET and Senior Project Committee Alumni CommitteeAlumni Committee Educational Improvement & Development CommitteeEducational Improvement & Development Committee Student’s Advising CommitteeStudent’s Advising Committee Workshops & Labs CommitteeWorkshops & Labs Committee Outcome Champions (one for a set of outcomes a-k)Outcome Champions (one for a set of outcomes a-k) Courses Coordinator (one for each discipline)Courses Coordinator (one for each discipline) Meetings are to be documented (agendas & minutes or minutes summaries in English) Meetings are to be documented (agendas & minutes or minutes summaries in English)

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Some Concluding PointsSome Concluding Points1.1. There is no unique way to satisfy ABET EC2000 requirements.There is no unique way to satisfy ABET EC2000 requirements.

2.2. Creativity is essential for such open- ended or DESIGN projectCreativity is essential for such open- ended or DESIGN project..

– The project brief is:The project brief is: “to “to CConceive, onceive, DDesign, esign, IImplement, & mplement, & OOperate a learning based education system to satisfy ABET EC2000.”perate a learning based education system to satisfy ABET EC2000.”

– Our customers areOur customers are::1. ABET Evaluators 1. ABET Evaluators 2. Our Students2. Our Students 3. Our Society. 3. Our Society.

– Our design specifications areOur design specifications are: : “ABET EC2000.”“ABET EC2000.”

– Existing similar productsExisting similar products: : A limited number of products exists on the market (ABET accredited programs), satisfying the requirements in different ways and A limited number of products exists on the market (ABET accredited programs), satisfying the requirements in different ways and to different extends.to different extends.

– Constraints:Constraints: include not only time limits (3 years and 2 cycles) but also new challenging competitive products implemented by top ranked international include not only time limits (3 years and 2 cycles) but also new challenging competitive products implemented by top ranked international universities. universities.

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Some Concluding Points Some Concluding Points (continued)(continued)3.3. ABET does not accredit colleges or universities, it accredits programs. Each program is evaluated by a separate ABET body.ABET does not accredit colleges or universities, it accredits programs. Each program is evaluated by a separate ABET body.

4.4. The relation between ABET and a program is a direct one.The relation between ABET and a program is a direct one.

5.5. The College has to support different programs but does not have to do their work.The College has to support different programs but does not have to do their work.

6.6. Each program could have its unique approach, unique solution and even, to some extend, unique format.Each program could have its unique approach, unique solution and even, to some extend, unique format.

7.7. Academic Accreditation Unit is the Academic Accreditation Unit is the ”guide at the side””guide at the side” not the not the “sage on the stage.”“sage on the stage.”

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ConclusionConclusion To get the accreditation we need to demonstrate to ABET evaluators that:To get the accreditation we need to demonstrate to ABET evaluators that:

1.1. WE KNOW WHAT WE DO.WE KNOW WHAT WE DO.

2.2. WE KNOW WHY WE DO IT.WE KNOW WHY WE DO IT.

3.3. WE KNOW HOW TO DO IT.WE KNOW HOW TO DO IT.

4.4. WE DO IT WELL.WE DO IT WELL.

5.5. WE CAN PROVE IT.WE CAN PROVE IT.

6.6. WE RECEIVE INPUT AND FEEDBCAK.WE RECEIVE INPUT AND FEEDBCAK.

7.7. WE HAVE A PROCESS TO MAKE CONTINUOUS IMPROVEMENTS. WE HAVE A PROCESS TO MAKE CONTINUOUS IMPROVEMENTS.

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ROAD MAPROAD MAP

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Important LinksImportant Links

• ABET WEB SITEABET WEB SITE : http://abet.org : http://abet.org

AAU WEB SITEAAU WEB SITE : : http://engg.kau.edu.sa/aauhttp://engg.kau.edu.sa/aau

AAU E-MAILAAU E-MAIL : [email protected] : [email protected]

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