2012 ABET SYMPOSIUM

Amin Karim – DeVry University

Mohammed Simsim – Umm Al-Qura University

Muhammad Malik – Umm Al-Qura University

Structuring an Engineering Curriculum for Compliance

with the EAC of ABET

Topics • Umm Al-Qura University – Al-Lith Campus

• EAC of ABET Criteria – Curriculum Implications

• Program Development Process

• Course Design Process

• Course Terminal Objectives

• Cognitive Levels of Student Outcomes (a-k)

• Curriculum Implications for Developing Design Skills

• Summary & Questions

Umm Al-Qura University (UQU)

• Established in 1981 in Makkah, Saudi Arabia

• The Electrical Engineering and Mechanical Engineering programs at the Makkah campus are currently undergoing EAC of ABET accreditation process.

• The Al-Lith campus of UQU will be establishing a college of engineering in fall, 2012

• Curriculums for the Al-Lith engineering programs are being developed clean slate to assure EAC of ABET compliance

EAC of ABET Criteria – Curriculum Implications

• General Criteria 2. Program Educational Objectives:

– The program must provide training via curricular and co-curricular experience for graduates to achieve a list of these objectives after graduation

• General Criteria 3. Student Outcomes

– The program must provide training via curricular and co-curricular experience to develop student outcomes (a-k plus any additional) by the time of graduation (to help achieve the program educational objectives).

EAC of ABET Criteria – Curriculum Implications (cont’d)

• General Criteria 4. Continuous Improvement

– The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which both the program educational objectives and the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program (curricular, co-curricular and other).

EAC of ABET Criteria – Curriculum Implications (cont’d)

• General Criteria 5. Curriculum

– Curriculum components must comply with requirements for math, science, engineering, general education, and a major design experience incorporating appropriate engineering standards and multiple realistic constraints.

• PROGAM CRITERIA

– Curriculum must satisfy Program Criteria applicable to a given discipline.

UQU’s Program Development Process

1. Identify External and Internal Constraints:

– Saudi Ministry of Higher Education & UQU requirements, and EAC of ABET criteria

2. Formative Inputs:

– External Advisory groups, faculty and staff suggestions, and validation from faculty of top-tier universities

UQU’s Program Development Process (cont’d)

3. Environmental scan:

– an industry and technology assessment: to identify business, technology, and higher education trends globally

4. Skills and knowledge assessment:

– consult with employer groups to identify competencies for career entry and growth

UQU’s Program Development Process (cont’d)

6. Develop program structure:

– program charts/schemes with courses and course sequences

7. Develop curriculum guides:

– course descriptions, course terminal objectives, and teaching strategies and plans

Course Design Process – Curriculum Guide

1. Each course is documented in a standard “Curriculum Guide”

- Each guide includes the following elements:

Course Description including prerequisites

Course Strategy that includes scope, cognitive level of course objectives, rationale for designing the course in a particular way, and teaching suggestions

A set of Course Terminal Objectives (CTOs) and associated Enabling Objectives

Topic outline & time allocation, sample syllabus, textbook, references, & bibliography, lab assignments, and sample exam questions (to assure achievement of learning outcomes at appropriate cognitive levels)

Course Design Process – Curriculum Guide (cont’d)

2. Guide authors use the following process (ADDIE*) to finalize a curriculum guide:

- analyze instructional goals, learners and context; design course terminal objectives (learning outcomes); develop & select academic resources learning activities, and assessment instruments; implement by distributing the guide to colleagues for

formal inputs; and evaluating inputs and improving to assure success of desired instructional goals

* ADDIE process. Dick,W.O,.Carey, L., Carey, J.O.(2004) Systematic Design of

Instruction. Boston,MA:Allyn&Bacon

Levels of Objectives

Student Outcomes

Program Educational Objectives

UQU Objectives: Mission and Purposes

Course Terminal Objectives

Skills/Abilities at

Graduation

Graduate

Accomplishments

Skills/Abilities developed in individual courses

Course Terminal Objectives (CTO)

1. Student outcomes (ABET and any additional) are developed at appropriate cognitive levels depending on the placement of the course in the program

2. Each objective describes expectations of student performance to be demonstrated under specific conditions and complying to certain standards (criterion)

3. A CTO generally consists of several “enabling objectives”. They describe a sequence of student tasks required to achieve the CTO

Example of a CTO

1. Given the schematic diagram of an electronic subsystem, design a 2-layer printed circuit board layout using a schematic capture software, such as the Multisim, complying to IPC standards.

“Given” and “using” - situation/scenario

“design” - performance stated by an action verb at a particular cognitive level that can be measured or observed

“complying” – criteria for judging the performance

Example of Enabling Objectives for Achieving CTO #1

1. How to read data sheets

2. How to use a schematic capture software

3. Layout package outlines

4. Connect outlines and symbols

5. Schematic capture

Levels of Performance According to Bloom’s Taxonomy

for Cognitive Objectives* 1. Evaluation (judgment by criteria)

2. Synthesis (put parts into a new whole)

3. Analysis (breakdown into parts)

4. Application (transfer information to new situations)

5. Understanding (relationships among things)

6. Knowledge (recall of pieces of information)

* Bloom, B., Englehatt, M., Furst, E., Hill, W., and Krathwohl, D., Taxonomy of Educational Objectives: Handbook 1 – Cognitive Domain, McKay, New York, 1956.

Level of Performance of a CTO

In a baccalaureate curriculum, all CTO’s must be written at least at the APPLICATION LEVEL

Enabling Objectives may contain lower level objectives

Cognitive Levels of ABET a-k Student Outcomes*

(a) an ability to apply knowledge of mathematics, science, and engineering - Application (b) an ability to design and conduct experiments, as well as to analyze and interpret data - Analysis (c) an ability to 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 - Synthesis (d) an ability to function on multidisciplinary teams - Application (e) an ability to identify, formulate, and solve engineering problems - Application

Cognitive Levels of ABET a-k Student Outcomes* (cont’d)

(f) an understanding of professional and ethical responsibility – Analysis (g) an ability to communicate effectively – Analysis/Synthesis (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context - Comprehension (i) a recognition of the need for, and an ability to engage in life-long learning - Application (j) a knowledge of contemporary issues - Application (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. - Application

* Body of Knowledge Committee of the Committee on Academic Prerequisites for Professional Practice . (2008). Civil Engineering Body of Knowledge for the 21st

Century: Preparing the Civil Engineer for the Future. Second Edition.

Example: Curriculum Implications for developing Design Skills

Related Criteria:

General Criteria 3c an ability to 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 – Synthesis

General Criteria 5 …. Curriculum components must comply with requirements ……, and a major design experience incorporating appropriate engineering standards and multiple realistic constraints. – Synthesis

Curriculum Implications for Developing Design Skills (cont’d)

A typical Curriculum Guide has 10-12 CTOs. Cognitive levels of CTOs should be distributed based on the semester placement of a course. Following is a suggested guideline (loose):

Freshman Courses: 50-70% Application level; 20-30% Analysis; 10-20% Synthesis

Sophomore Courses: 40-50% Application level; 20-30% Analysis; 20-30% Synthesis

Junior Courses: 30-40% Application level; 30-50% Analysis; 30-40% Synthesis

Senior Courses: 20-30% Application level; 30-40% Analysis; 40-50% Synthesis

How is Learning of Engineering Standards Incorporated?

1. Students acquire basic knowledge of standards in a freshman-level course.

2. In mid-program course(s) (4th or 5th semester), students learn to use relevant standards by studying case studies. A written paper justifying the use of a particular standard can be used for assessment

3. As the final step, students incorporate the constraints of standards in the capstone design course.

Summary • A systematic curriculum development process

allows faculty to design courses and learning materials to help develop Student Outcomes rather than cover contents

• Curriculum Guide for each course documents a roadmap for both faculty and students regarding what outcomes are to be achieved during the course

• These outcomes are learned and reinforced across the curriculum to assure achievement of Student Outcomes and produce a successful graduate

• EAC of ABET criteria on Student Outcomes, Curriculum, and consequently on Program Educational Objectives are satisfied.

THANK YOU!