System for the Evaluation of Education to comply with ABETs EC2000 Criteria:

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System for the Evaluation of Education to comply
withABETs EC2000 Criteria

• University of Puerto Rico Mayaguez
• www.uprm.edu
• Anand D. Sharma, UPRM
• Isadore T. Davis, Raytheon
• Ramón E. Vásquez, UPRM
• Lueny Morell, Hewlett Packard

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UPR MayagüezLand Grant Institution - 1911

• Colleges
• Agriculture (1911)
• Engineering (1913)
• Arts Sciences (1943)
• Business Administration (1970)

• Student Body
• Undergraduate students
• 11,000
• 72 qualify for financial aid
• Graduate students
• 970

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The College of Engineering
Six ABET accredited BS degree programs
680 BS degrees/year 32 female
4458 Undergrads 36 female 39 of campus
167 full time faculty 14 female 14
in pipeline for Ph.D.
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Our Program Strengths
5-Year Programs Bilingual Education
Strong COOP Program (27) ME, ChE (45) QEM
Exemplary Program Award Washington, DC (2002)
One of the highest female enrollments within
U.S.A. (36)
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Basic Level EC 2000 Accreditation Criteria

• 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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1. StudentsRefers to Quality Performance of
the Students and Graduates

• Evaluate, advise and monitor students
• Policies for Transfer Students
• Policies for courses taken elsewhere
• Assure that all students meet all program
  requirements

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2. Program Educational ObjectivesExpected
achievement of graduates in their early years
after graduation

• Established by taking into account the input from
  the constituents
• Published and consistent with the mission of the
  institution
• System of ongoing evaluation for continuous
  quality improvement

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3. Program Outcomes AssessmentExpected skill
levels at the time of graduationEngineering
Programs must demonstrate the following 11
outcomes

• a. an ability to apply knowledge of mathematics,
  science and engineering
• b. an ability to design and conduct experiments,
  as well as to analyze and interpret data
• c. an ability to design a system, component, or
  process to meet desired needs
• d. an ability to function on multi-disciplinary
  teams
• e. an ability to identify, formulate, and solve
  engineering problems

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3. Program Outcomes Assessment(contd)

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

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Once every three years

One Day Faculty Retreat
Academic Affairs Committee

SEED Committee


SEED Continuous Improvement Report



Civil Engineering Program UPR-Mayaguez
Data Analysis
Department Director Implement

Recommendations
and Survey Results
Data Analysis
Faculty
Educational
Objectives
SEED Continuous Improvement Report

Students

Main Constituents
Individual Retreats or Surveys every 3 Yrs.
Post-graduate
Surveys Assessment Tools
Alumni

Along the 5-Yr Program
program
Pre-engineering
Program
Employers
Outcomes
CE Undergraduate

Program

Curriculum Facilities Faculty Staff Administration
Yearly One Day


Faculty Retreat


Academic Affairs Committee
SEED Committee

Every Three Years Loop


Department Director Implement
Annual Loop
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4. Professional ComponentSpecifies subject areas
without prescribing specific courses

• Major design experience incorporating
  engineering standards and realistic constraints
  that include the following considerations
• economic, environmental, sustainability, health
  safety, manufacturability, ethical, social, and
  political

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4. Professional Component(contd)

• The Professional Component must include
• a. one year of a combination of college level
  mathematics and basic sciences appropriate to the
  discipline
• b. one and one-half years of engineering topics,
  consisting of engineering sciences and
  engineering design appropriate to the students
  field of study
• c. a general education component that complements
  the technical content of the curriculum and is
  consistent with the program and institution
  objectives

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5. Faculty

• Competent
• (qualifications, diversity of backgrounds,
  engineering experience, teaching experience,
  ability to communicate, enthusiasm, etc.)
• Sufficient in number to cover all curricular
  areas, student advising and counseling,
  professional development, university service
  activities, etc.

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6. Facilities

• Classrooms and laboratory facilities adequately
  equipped to provide an atmosphere conducive to
  learning. Computing and information
  infrastructures must be in place to support the
  scholarly activities

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7. Institutional Support Financial Resources

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

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8. Program Criteria

• Each program must satisfy applicable Program
  Criteria (if any) to provide the specificity
  needed for interpretation of the basic level
  criteria.

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Establishment of an Assessment Process

• an ongoing process aimed at understanding and
  improving student learning.
• Thomas Angelo
• Director, Assessment Forum
• AAHE

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No one expects that the outcomes assessment
component of EC2000 will be easy to implement.
Establishing measurable objectives and evaluating
their outcomes are sophisticated activities with
which most engineering educators have had little
or no experience. A Bold New Change
AgentGeorge D. Peterson
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The Five Stages of Grief

• Denial
• Anger
• Bargaining
• Depression
• Acceptance
• On Death and Dying
• Elizabeth Kubler-Ross

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College of EngineeringABET Team Nov 1998
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Early Challenges (1999/00)

• Understand Implications of EC2000
• Team Composition Stability
• Identifying Constituents
• Vision Mission Statements
• Defining Program Educational Objectives and
  Program Outcomes
• Developing Assessment Methods Tools
• (Retreats Workshops)

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www.abet.uprm.edu
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A Compliance ApproachAn External Motivator

• All too frequently higher education
  Institutions view the commitment to assessing
  their students learning and development as a
  periodic activity most often driven by
  impending accreditation visit.
• Peggy L. Maki
• Director of Assessment
• AAHE

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Institutional Curiosity An Internal Motivator

• Track students educational experiences
• What they learn?
• How well they learn?
• When they learn?

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External ? Internal Transition
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SEED Office

• System for the Evaluation of EDucation

Continuous Quality Improvement
Assessment
Workshops Retreats
Institutional Research of CoE
Accreditations (ABET, Middle States, Council of
Higher Education)
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External --gt InternalCQI Synonyms
Continuous Improvement Center ME
The Curriculum Renewal Plan IE
System for the Evaluation of Education CE, ChE
Center for Academic Research ECE
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Industry Support

• November 3-4, 2000
• Planning Retreat (Raytheon Microsoft)
• January 17-19, 2002
• Mock Visit I (Raytheon, Microsoft HP)
• July 18, 2002
• Industrial Advisory Board
• September 20-22, 2002
• Mock Visit II (Raytheon, Hamilton Sundstrand,
  Microsoft, Eli Lilly, Merck Sharp Dohme,
  Boeing and Abbott)

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ABET Visit Nov 19-21, 2002

• The institutions systematic and innovative
  effort to introduce the culture of outcomes-based
  assessment to the College of Engineering
  community is especially noteworthy.

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Where Do We Go From Here?
SHARE the experience with other programs on
campus
SEED
ENSURE the sustainability of CQI Initiatives
ENSURE the necessary resources (time,
commitment, and operational funds)
DIVULGE the experience gained for Middle States
and CHE accreditations
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THANK YOU