University of Puerto Rico at Mayagez

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ABET Orientation for New Faculty
Dr. Mario Rivera Borrero Dr. Sandra Dika SEED
Office February 16, 2006
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Why Are You Here Today?

• By the end of todays session, you will
• Learn the purpose and benefits of accreditation
• Become familiar with the ABET EC2000 Criteria,
  including the 11 program outcomes (a to k)
• Understand the role of assessment in continuous
  improvement
• Understand your role in the entire process
• Meet the UPRM ABET Committee

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The Purpose of Accreditation

• Assure Quality in Education
• Provide Access to Federal Funds
• Ease Transfer of Courses and Programs
• Raise Employer Confidence

Council for Higher Education Accreditation CHEA
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Types of Accreditation

• Specialized accreditors evaluate specific
  educational programs (ABET, AACSB, ACEHSA, CCNE,
  NLNAC, ACGME)
• Institutional accreditors examine the college or
  university as a whole institution (MSCHE, SACS,
  NCA)

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Recent Changes

• All Accreditation Criteria are Outcomes-based
• Focus on Output, rather than Input
• What students learn as opposed to what they are
  presented in a curriculum
• How can processes be set up to provide
  continuous improvement?

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The Guiding Principle for EC 2000

• The ABET Criteria for Accrediting Engineering
  Programs is based upon what students learn in the
  course of their program of studies as opposed to
  what they are presented in a curriculum.
  Consequently, institutions are required to have
  educational objectives and to make use of
  outcomes assessment techniques to determine the
  degree to which program goals and objectives are
  being attained. The assessment, in turn, is used
  in an ongoing process of improving student
  learning through enhancements to the program.

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The Teaching-Improvement Loop
The ultimate goal of outcomes assessment is the
improvement of teaching and learning -Characteris
tics of Excellence (1994), page 17
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ABETs Engineering Criteria 2000

GENERAL CRITERA FOR BASIC LEVEL PROGRAMS
1. Students 2. Program Educational
Objectives 3. Program Outcomes
Assessment 4. Professional Component

• 5. Faculty
• 6. Facilities
• 7. Institutional Support Financial Resources
• 8. Program Criteria

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ABET Criterion 3

• Engineering programs must demonstrate that their
  graduates have
• an ability to apply knowledge of mathematics,
  science, and engineering
• an ability to design and conduct experiments, as
  well as to analyze and interpret data
• an ability to design a system, component, or
  process to meet desired needs

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ABET Criterion 3 ( Cont. )

• an ability to function on multidisciplinary teams
• an ability to identify, formulate, and solve
  engineering problems
• an understanding of professional and ethical
  responsibility
• an ability to communicate effectively

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ABET Criterion 3 ( Cont. )

• the broad education necessary to understand the
  impact of engineering solutions in a global and
  societal context
• a recognition of the need for, and an ability to
  engage in life-long learning
• a knowledge of contemporary issues
• an ability to use the techniques, skills, and
  modern engineering tools necessary for
  engineering practice

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How do we know our programs are achieving their
proposed educational outcomes? What evidence do
we have?
ABETs Engineering Criteria 2000
THROUGH ASSESSMENT
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Assessment is Not Evaluation

• "Evaluation usually occurs when students finish a
  task, whereas assessment goes beyond evaluation
  to include gathering information about student
  performance as they work as well as when they are
  finished. Assessment isdone with the student,
  while evaluation is done to the students' work."

(AASL AECT, 1998)
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Typical Assessment Process
(MSCHE, 2003)
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True Assessment Process Scenario 1
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True Assessment Process Scenario 2
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OUTCOMES ASSESSMENT TIMING STRATEGIES
Institutional Plan for the Assessment of
Student Learning
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OUTCOMES ASSESSMENT TIMING STRATEGIES
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OUTCOMES ASSESSMENT TIMING STRATEGIES
Institutional Plan for the Assessment of
Student Learning
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OUTCOMES ASSESSMENT TIMING STRATEGIES
Institutional Plan for the Assessment of
Student Learning
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OUTCOMES ASSESSMENT TIMING STRATEGIES
Institutional Plan for the Assessment of
Student Learning
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Lessons Learned

• Successful Programs have Two Common
  Characteristics
• At least one faculty member who is highly
  committed to developing and guiding
  implementation
• Sincere involvement of the faculty members

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ABET Committee

• Chemical Engineering Dr. Guillermo Colón
• Civil Engineering Prof. Hiram González
• ( System for the Evaluation of Education, SEED
  )
• Computer Engineering Dr. Fernando Vega
• Electrical Engineering Dr. Raul Torres
• Industrial Engineering Dr. María Irizarry
• ( Center of Academic Research, CAR )
• Mechanical Engineering Dr. Sandra Coutin

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SEED OfficeSystem for the Evaluation of EDucation
Continuous Quality Improvement
Assessment
Workshops Retreats
Institutional Research of CoE
Accreditations (ABET, Middle States, Council of
Higher Education)
http//ing.uprm.edu/SEED.php
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SEED Office Staff

• Dr. Mario Rivera Borrero Coordinator
• marivera_at_uprm.edu
• Dr. Sandra Dika Research Assistant (Assessment)
• sdika_at_uprm.edu
• Prof. Arturo Ponce Research Assistant (Data
  Gathering)
• arturo.ponce_at_gmail.com
• Ms. Damarys Zapata Administrative Secretary
• damarys_at_ece.uprm.edu

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NEXT ABET VISIT

• Request Accreditation Evaluation January 31,
  2008
• Submit Self-Study July 1, 2008
• Evaluation Visit Fall 2008

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ABET Orientation for New Faculty

• THANK YOU