Accreditation Workshop

Mechanical Engineering Preparation for

The Accreditation Process

Dr. Taj Mohieldin
Visiting Professor of Thermal Sciences
College of Engineering
University of Bahrain
Fulbright Scholar
Old Dominion University
Norfolk, VA, USA

Developing Assessment Plans that Work

o Quality Assessment Program
o Program Assessment and Evaluation Matrix
o What we need to Accomplish?
o ABET, What we have do First?
o What is Urgent Now?
o Whose responsibility?
o Program Workshops to help your faculty use
assessment to improve teaching and learning
September 2005
o WEB PAGE
o Self-study report
ABET: Quality Assessment Program
What are we trying to do?
o Review/Develop
o Assess/Evaluate
o Document/use results
o Improve
o Satisfy customers
o Satisfy ABET
o Continue/Stop
How well can we do it?
o Good Assessment Plan
o Faculty ownership and
responsibility
o institution-wide support
How can we improve what
we are doing?
o Believe in it
o Do yours
o Cooperate
o Help other


Successful assessment
Flows from the institution's
mission and educational
purposes.
Emerges from a conceptual
framework.
Is marked by faculty ownership
and responsibility.
Has institution-wide support.
Relies on multiple measures.
Provides feedback to students
and the institution.
Is cost-effective.
Does not restrict or inhibit
goals of access, equity, and
diversity established by the
institution.
Leads to improvement.
Includes a process for
evaluating the assessment
program.
UOB Mission & Goals
College of Engineering
Mission & Goals

Database
Assessment Plan
Curricular Issues
Implementation
2
3
Interpretation of Effectiveness &
Improvements
4
Constituency
Feedback
Constituency
Feedback
Electronic Assessment
Database
Concept
Programs
Mission
PEOs & POs
1
Program Assessment and Evaluation Matrix
Goals:
What are the overall goals of the
program?
How do they complement institutional
and accreditation expectations?
Program Objectives:
What are the program objectives?
What should your students know and
be able to do?
Performance Criteria:
How will you know the objectives have
been met?
What level of performance meets each
objective?
Implementation Strategy:
How will the objectives be met?
What program activities (curricular
and co-curricular) help you meet each
objective?

Evaluation Methods:
What assessment methods will
you use to collect data?
How will you interpret and
evaluate the data?
Logistics:
When will you measure?
How often? Who will collect
and interpret the data and
report the results?
Feedback:
Who needs to know the
results?
How can you convince them
the objectives were met?
How can you improve your
program and your assessment
process?

Mechanical Engineering ABET Criteria

1. Students
Admit
Advise
Evaluate
Monitor
2. Program Educational
Objective
Published and Consistent
with Mission and These
Criteria
Process in Place to
Determine and
Periodically Evaluate
Based on of
Constituencies
Curriculum and
processes to ensure
achievement
Evaluation to Determine
Achievement
Results Used to Improve
Effectiveness of the
Program
3. Program Outcomes and Assessment
Assessment Process with Documented
Results to Measure Outcomes
Results Applied to Improvement of the
Program
Demonstration (incl. Process &
Measurements) that Graduates have:
a) ability to apply knowledge of math,
engineering, and science
b) ability to design and conduct
experiments as well as to analyze and
interpret data
c) ability to design system, component or
process to meet needs
d) ability to function on multi-disciplinary
teams
e) ability to identify, formulate, and solve
engineering problem
f) understanding of professional and
ethical responsibility
g) ability to communicate effectively
h) Broad education
i) recognition of need and ability to
engage in life-long learning
j) knowledge of contemporary issues
k) ability to use techniques, skills, and
tools in engineering practice
Mechanical Engineering ABET Criteria



4. Professional Component
Major Design Experience
One year of Mathematics and
Basic Science
One and one-half Years on
Engineering Topics
General Education Component,
Consistent with Program
Objectives
5. Faculty
Sufficient Number and Competencies
to Cover All Curricular Areas (FTE)
Levels of Student- Faculty Interaction
Advise and Counsel students
Actively involve in service (College &
University)
Interact with Practitioners and
Employers
Professional development
Monitor and evaluate effectively
6. Facilities
Classrooms
Laboratories
Equipment and Tools
Computing and Information
Infrastructure
Certified Technicians and qualified
operators

7. Institutional Support &
Financial Resources
Sufficient to Assure Quality
and Continuity of the Program
Sufficient to Attract and Retain
a Well-Qualified Faculty
Sufficient to Acquire, Maintain,
and Operate Facilities and
Equipment
8. Program Criteria
Curricular Topics
Faculty Qualifications
Other
What We Have To Do First?
Departmental Accreditation Committee (DAC)
Programs Mission
Program Constituencies
Program Educational Objectives (PEOs)
Program Outcomes (POs)
Program Industrial Advisory Committee (PIAC).
Program ABET Web Page.
Electronic Assessment Database.
Plan of Improvement & Assessment (PIA)
Develop performance criteria for each
objective/outcome.
Conduct Assessments and Write Up Results
Document Use of Results for Program Improvement

Programs Mission
Example Mission
Mechanical Engineering
The mission of the Department of Mechanical Engineering is to:

Provide high quality education in mechanical engineering
for undergraduate students
Provide support for faculty to conduct high quality research
and ensure high quality education
Increase the programs national and international
reputation
Enhance the community through civic responsibility and the
promotion of economic development
Provide technical expertise and training to industry on
advanced technologies
Programs Mission
Example mission
Mechanical Engineering
The undergraduate program in Mechanical Engineering has
the following educational objectives:
To graduate students who
Can effectively use science, mathematics, and engineering
concepts necessary for successful mechanical engineering
careers.
Can communicate effectively, work in teams, and provide
leadership.
Can adapt to and influence the future technological environment in
response to industrial and global changes.
Are aware of the ethical, social, and environmental impact of their
professional actions.
Can succeed in advanced study including graduate school, self-
study, and industrial short courses.
Programs Mission
Program Constituencies
Constituencies Means of
Interaction and Feedback
Current Students Course outcome surveys
Student satisfaction survey
Senior students exit survey

Faculty

Feedback on course outcomes surveys
Department Accreditation committee
Department meetings
Potential employers of
program graduates
Employers survey
Former graduates and Alumni Alumni survey
Industrial advisory committee Committee meetings
Student Advisory committee

Committee meetings

Program Educational Objectives (PEOs)
PEOs are consistent with the mission
Ensure that PEOs are well-stated and
measurable.
PEOs can be linked with the curriculum for
the Program
Involve constituencies




Program Educational Objectives (PEOs)
Example PEOs
Create well-rounded engineers who possess theoretical and
practical skills, and understand the significance of humanities
and social sciences.
Produce graduates who have the necessary teamwork and
leadership skills to excel in multidisciplinary team
environments.
Develop innovative and creative thinking with an understanding
of entrepreneurship.
Develop science, mathematics, analytical, computational, and
experimental, skills, and apply them to formulate and solve
engineering problems.
Instill in students an appreciation of the impact of engineering
solutions in a global and societal context, including the broad
implications of professional ethics.
Instill in students the flexibility to adapt to changing technology
and an understanding of the need for continuous improvement
and lifelong learning.
Program Educational Objectives (PEOs)

The Department Mechanical Engineering
1. To provide the skills and instill the values necessary for success in
the engineering profession and/or graduate-level study through
rigorous instruction in fundamentals and engineering practice.

2. To acquire the technological skills to practice modern mechanical
engineering in today's global marketplace, and to provide the
opportunity to develop specialized interests through electives,
involvement in research projects, and industrial internships.

3. To provide comprehensive training in design and laboratory practice.

4. To encourage the development of communication and leadership
skills increasing awareness of environmental and ethical
responsibilities as a professional engineer.


Program Educational Objectives (PEOs)
Example PEOs
1. To provide our students with a strong technical
education that will enable them to have successful
careers as professional mechanical engineers, as
educators in academia, and as members of other
professions;
2. To prepare our students for rapid technological
change with the core knowledge central to assuring
that they are able to improve their skills continuously
across a range of disciplines throughout their
professional careers;
3. To prepare our students to communicate effectively
and to deal knowledgeably and ethically with the
impact of technology in our society and on global
issues.
Program Outcomes (POs)
POs satisfy the 11 ABET criteria
POs must be measurable and specify an appropriate
method for measurements
Outcomes must specify a criterion for judging findings.
satisfies professional component
For academic programs, include both of the following:
a. Curricular outcomes
b. Learning outcomes at the course level
Direct as well as indirect methods of measurement are to
be used.
Map POs into PEOs
Map POs into ABET a k criteria
Curriculum achieves POs
Curriculum satisfies professional component
Curriculum meets program specific criteria
Program Outcomes (POs)

ABET 11 Outcomes

ability to apply knowledge of math, engineering, and
science
ability to design and conduct experiments as well as to
analyze and interpret data
ability to design system, component or process to meet
needs
ability to function on multi-disciplinary teams
ability to identify, formulate, and solve engineering problem
understanding of professional and ethical responsibility
ability to communicate effectively
Broad education
recognition of need and ability to engage in life-long
learning
knowledge of contemporary issues
ability to use techniques, skills, and tools in engineering
practice
Relationship of PEOs to EC2000 Criteria
How these PEOs Relate to Other EC 2000 Criteria
Relationship of Objectives to EC2000 Criteria
EC 2000 Criterion
3
2 CE
PEO
a b c d e f g h i j k
4 5 6 7 8
1







2






3









4






5




6






7


8

















POs PEO s
a. Ability to apply knowledge of mathematics, science, and engineering
b. Ability to design and conduct experiments as well as analyze and
interpret data

c. Ability to design a system to meet desired needs
d. Ability to function on multidisciplinary teams
e. Ability to identify, formulate, and solve engineering problems
f. Understanding of professional and ethical responsibility
g. Ability to communicate effectively
h. Broad education necessary to understand impact of engineering
solutions in a global/societal context

i. Recognition of the need for and ability to engage in lifelong learning
j. Knowledge of contemporary issues
k. Ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice














Table 3. Example of Mapping Program Outcomes to ABET Outcomes
POs ABET a-k
a b c d e f g h i j K
1.







2.





3.





4.

5.

6.







7.





















What is Urgent Now?
(DAC) Submit

Programs Mission
Programs Constituencies
Programs Educational Objectives (PEOs)
Programs Outcomes (POs)
Tabulated Current Curriculum
Program Industrial Advisory Committee (PIAC).

Faculty Submit:
ABET Course Syllabus
ABET Resume
Passport Photo (for Web Page)
Collect sample of students work this semester
Record of tests grades this semester











Test # Grade Distribution



student Question 1 Question 2 Question 3 Question 4 Question 5
1 18 10 20 15 10
2 18 15 00 18 20
3 16 12 12 10 05
4 15 20 20 15 14
5 14 05 14 17 11
6 14 12 14 20 19
7 14 17 20 04 14
8 12 03 12 15 20
9 12 00 15 06 14
10 11 20 08 11 05
11 10 15 18 09 07
12 10 14 10 07 13
13 05 17 13 20 02










UOB Mission
COE Mission
COIT Mission
Programs Missions
Programs
Self-study Reports
ABET Documentations
CE, CHE, ET, ME
CS, CEIT, MIS
Programs Curriculum
Program Faculty
Students Information

On-line
Employer Survey
Alumni Survey
Senior Exit Survey
Faculty Survey
Industrial Advisory Committee

Grades are global evaluations that
represent the overall proficiency of
students. They dont tell you about
student performance on individual
learning goals
First, answer these questions
1. What do you really want students to know and learn?
2. What are your students actually learning?
3. What can you do to help students learn what you believe they need to know?

Then, follow these steps
1. Identify and articulate what students should learn in your class
2. Develop tools to measure student learning
3. Establish systems to compile and analyze the data you collect with these
tools
4. Use the information gathered to improve/adapt curricula, pedagogy, and goals


CEE 100 Statics
CEE 230 Civil Engineering Materials
CEE 240 Geographic Information Systems in Engineering
CEE 304 Introduction to Fundamentals of CEE Infrastructure Systems
CEE 305 Civil & Environmental Engineering Computations
CEE 310 Structures I
CEE 323 Soil Mechanics
CEE 330 Hydromechanics
CEE 335 CE Soils and Hydraulics Laboratory
CEE 340 Hydraulics and Water Resources
CEE 350 Environmental Pollution and Control
CEE 365 Transportation Engineering
CEE 403W Civil Engineering Design Project
CEE 410 Concrete Design I

Elective Courses for a BSCE Degree
CEE 411 Concrete Design II
CEE 412 Structures II
CEE 415 Steel Structures Design
CEE 416 Wood Structures Design
CEE 420 Foundation Engineering
CEE 421 Earth Structures Design with Geosynthetics
CEE 430 Introduction to Earthquake Engineering
CEE 440 Hydraulic Engineering
CEE 446 Urban Stormwater Hydrology
CEE 447 Groundwater Hydraulics
CEE 450 Water Distribution and Waste Water Collection System Design
CEE 451 Water and Waste Water Treatment
CEE 452 Air Quality
CEE 454 Hazardous Waste
CEE 458 Sustainable Development
CEE 482 Introduction to Coastal Engineering
CEE 495 Topics: Public Health Engineering