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Engineering Programs Evaluation: KFUPM Experience

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Title: Engineering Programs Evaluation: KFUPM Experience


1
Engineering Programs Evaluation KFUPM Experience
Dr. Samir
Al-Baiyat Dean College of Engineering
Sciences and Acting Dean College of Applied
Engineering King Fahd University of
Petroleum Minerals
2
Outline
  • Background
  • History of Assessment and Accreditation
  • Accreditation
  • Assessment
  • Conclusions

3
Background
  • The Colleges of Engineering Sciences and Applied
    Engineering were established in 1387 H (1966).

4
Background
  • There are six departments in the colleges . These
    are
  • Aerospace Engineering
  • Chemical Engineering
  • Civil Engineering,
  • Electrical Engineering ,
  • Mechanical Engineering,
  • Petroleum Engineering.

5
Background
  • Each department offers two programs one in
    Engineering Science and the other in Applied
    Engineering.
  • The colleges have 164 Professorial rank faculty
    members

6
  • Current Students Enrollment (2003-2004)
  • AE 71
  • CHE 338
  • CE 130
  • EE 1071
  • ME 771
  • PETE 217

7
  • History of Assessment and Accreditation for the
    Colleges of Engineering
  • KFUPM for its Quest for Excellence opted for
    independent Assessment for its programs since its
    establishment.
  • In the early years KFUPM was associated with a
    Consortium( international body from USA
    universities) for its programs assessment.

8
  • In the early nineties ,the Colleges of
    Engineering sought international accreditation by
    Accreditation Board for Engineering Technology
    (ABET).
  • Both Engineering Programs (ES AE) are ABET
    Accredited (1993 and 2002).
  • Currently the Electrical and Mechanical
    Engineering Programs are going for
    Self-Assessment.

9
What is accreditation?
  • External review
  • Assessment of higher education institutions
    and/or programs
  • For quality assurance and continuous improvement

10
Accreditation Objectives
  • To meet national needs for well-educated
    engineers
  • To provide global recognition for professionals
    in the field
  • To enable international recognition of the
    credentials of professionals

11
Accreditation Objectives (Cont.)
  • To assure that graduates are adequately prepared
    to enter and continue the practice of
    engineering and applied sciences
  • To serve the public, industry and the
    professional by stimulating the development
    of improved engineering education
  • To assist in the development of educational
    models for the establishment of new programs

12
Substantial Equivalency Evaluation
  • The engineering programs at KFUPM opted twice
    (1993 and 2001) for accreditations by ABET.
  • Programs being accredited include
  • College of Engineering Sciences Programs
  • College of Applied Engineering Programs
  • College of Computer Science and Engineering
    Programs
  • College of Environmental Design Programs.

13
Substantial Equivalency Evaluation
  • The evaluation of a program by ABET includes
    assessment of both qualitative as well as
    quantitative factors in the process leading to an
    accreditation decision. This requires
  • Self-Study Report
  • On-site Visit

14
ABET MAJOR FINDINGS
  • KFUPM engineering programs are of high quality,
    offered by a highly enthusiastic faculty,
    and supported with outstanding facilities.
    The students are well qualified, and
    anxious to learn, loyal to the
    institution, highly motivated articulate,
    and career-oriented.
  • All of the programs were judged to
    satisfy the ABET Engineering Accreditation
    Criteria and appropriate program criteria,
    and they were judged to be substantially
    equivalent to accredited programs of similar
    titles in the United States.

15
ABET MAJOR FINDINGS
  • KFUPM has excellent classrooms, laboratory and
    administrative facilities. Those programs that
    have experienced rapid growth in the recent past
    are bit short of offices and classrooms spaces.
  • The university library provides a rich variety
    of on-sight, on-line research retrieval tools.
  • An excellent computing infrastructure is provided
    by the Information Technology Center. The
    external connection to the internet is limited to
    512 kbits/seconds. As Internet usage grows the
    University may wish to consider upgrading this
    connection.

16
ABET MAJOR FINDINGS
  • The new Academic Development Center (ADC) is
    beginning to provide useful services to the
    teaching faculty. The role of the ADC will
    become even more important as university prepares
    for the next ABET visit which will be conducted
    under criteria 2000.
  • The university must ensure that it offers a total
    compensation package to faculty members that is
    competitive with other institutions in the Middle
    East.
  • The College of Engineering has established an
    advisory council at the college level. It would
    be important to move the advisory council
    activity to the program level.
  • All students have the major design experience.
    University is urged to ensure that every co-op
    student has such an experience.

17
ABET ACCREDITATION (Cont.)
IMPLEMENTATION
  • Having written set of objectives for each
    program.
  • Developing of assessment procedures that
    demonstrate the achievement of the objectives.
  • Formation of departments industrial advisory
    committees.
  • Revision of the professional rank faculty
    members distribution in some departments.

18
ABET ACCREDITATION (Cont.)
IMPLEMENTATION (Cont.)
  • Introduction of new course.
  • Strengthen the Design Components in all program.
  • Having written vision and mission for departments
    and colleges and post them in web pages.

19
Assessment
Assessment is a systematic process of gathering,
reviewing and using important quantitative and
qualitative data and information from multiple
and diverse sources about educational programs,
for the purpose of improving student learning,
and evaluating whether academic and learning
standards are being met.
20
Self Assessment
  • Self assessment is an assessment conducted by
    the institution to assess whether programs meet
    their educational objectives and outcomes with
    the purpose to improve programs quality and
    enhancing students learning.

21
  • The Elements of a Successful Assessment
  • Purpose identification
  • Outcomes identification
  • Measurements and evaluation design
  • Data collection
  • Analysis and evaluation
  • Decision-making regarding actions to be
    taken.

22
  • Self Assessment Need
  • To be proactive than reactive.
  • Initiate improvements to achieve academic
    excellence.
  • Systematize the process of self assessment.
  • To be current and take a leadership role in
    the region.

23
  • To Meet Accreditation Bodies Requirements
  • At the core of ABET Engineering criteria
    2000 is an outcome assessment component that
    requires each engineering program seeking
    accreditation or re-accreditation to
    establish its own internal assessment process
    which in turn will be assessed by ABET. (ABET
    2000, Huband, 2001)

24
  • Current Practice who is doing it?
  • According to Campus Trends data, (1995), 94
    percent of institutions in the United States
    had assessment activities under way and 90
    percent had increased their activities
    compared to five years ago. Rather than
    depending on nationally available assessment
    instruments, most institutions (86 percent)
    reported using local measures and nearly 70
    percent were developing their own portfolios
    (El-khwas, 1995, Palomba and Banta 1999).

25
  • Objectives of KFUPM Self Assessment
  • Improve and maintain academic standards
  • Enhance students learning.
  • Verify that the existing programs meet their
    objectives and institutional goals.
  • Provide feedback for quality assurance of
    academic programs.

26
Assessment Model
Input
Output
Faculty
Curriculum
Laboratories computing Facilities
Processing Delivery
Graduates that Perform Outcomes that Achieve
Educational Objectives
Processes
Institutional Facilities
Assessment/Feedback
Institutional Support
27
  • Component of the Internal Assessment Process
  • Criteria Eight Criteria for Self Assessment.
  • Procedure Specifies the process of
    Initiating, conducting, and implementing the
    assessment.

28
  • Criteria
  • Each criterion has an intent A statement of
    requirements to be met.
  • Each criterion has several standards They
    describe how the intents are minimally met.

29
  • Criteria and Standards
  • Program Mission, Objectives and Outcomes (3
    standards).
  • Curriculum design and Organization (6).
  • Laboratories and Computing Facilities (2)
  • Student Support and guidance (3).

30
  • Criteria and Standards
  • Process Control (5)
  • Faculty (2)
  • Institutional Facilities (2)
  • Institutional Support (3)

31
  • Criterion 1 Program Mission,
  • Objectives and Outcomes
  • Intent Each program must have a mission,
    quantifiable measurable objectives and expected
    outcomes for graduates. Outcomes include
    competency and tasks graduates are expected
    to perform after completing the program. A
    strategic plan must be in place to achieve
    the program objectives. The extent to which
    these objectives are achieved through continuous
    assessment and improvements must be
    demonstrated.

32
  • Criterion 1 Standards
  • Standard 1-1 The program must have
    documented measurable objectives that support
    college and institution mission statements.

33
  • Meeting Standard 1-1
  • Document institution, college and program
    mission statements.
  • State program objectives.
  • Describe how each objective is aligned with
    program, college and institution mission
    statements.
  • Outline the main elements of the strategic
    plan to achieve the program mission and
    objectives.
  • Provide for each objective how it was
    measured, when it was measured and
    improvements identified and made.

34
  • Criterion 1 Standards
  • Standard 1-2 The program must have
    documented outcomes for graduating students.
    It must be demonstrated that the outcomes
    support the program objectives and that
    graduating students are capable of performing
    these outcomes.

35
  • Meeting standard 1-2
  • Describe the means for assessing the extent to
    which graduates are performing the stated program
    outcomes/learning objectives.
  • 1. Conducting a survey of graduating seniors
    every semester.
  • 2. Conduct a survey of alumni every two years.
  • 3. Conduct a survey of employers every two
    years.

36
Meeting standard 1-2 1. Carefully designed
questions asked during co-op and capstone design
projects presentations. 2. Outcome assessment
exams.
37
  • Criterion 1 Standards
  • Standard 1-3 The results of programs
    assessment and the extent to which they are used
    to improve the program must be documented.

38
  • Meeting Standard 1-3
  • Describe the actions taken based on the results
    of periodic assessments.
  • Describe major future program improvements plans
    based on recent assessments.

39
  • Criterion 6 Faculty
  • Intent Faculty members must be current and
    active in their discipline and have the necessary
    technical depth and breadth to support the
    program. There must be enough faculty members to
    provide continuity and stability, to cover the
    curriculum adequately and effectively, and to
    allow for scholarly activities. To meet this
    criterion the standards in this section must be
    satisfied.

40
  • Standard 6-1
  • There must be enough full time faculty who are
    committed to the program to provide adequate
    coverage of the program areas/courses, continuity
    and stability. The interests and qualifications
    of all faculty members must be sufficient to
    teach all courses, plan, modify and update
    courses and curricula. All faculty members must
    have a level of competence that would normally be
    obtained through graduate work in the discipline.
    The majority of the faculty must hold a Ph.d. in
    the discipline.

41
Program areas Courses in the area and average number of sections per year Number of faculty members in each area Number of faculty with Ph.D.
Area 1
Area 2
Area 3
Area 4
Total
42
  • Standard 6-2
  • All faculty members must remain current in the
    discipline and sufficient time must be provided
    for scholarly activities and professional
    development. Also, effective programs for
    faculty development must be in place.

43
  • Meeting Standard 6-2
  • State criteria for faculty to be deemed current
    in the discipline and, based on theses criteria
    and information in the faculty members resumes,
    what percentage of the faculty members are
    current. The criteria should be developed by the
    department.
  • Describe the means for ensuring that full time
    faculty members have sufficient time for
    scholarly and professional development.

44
  • Meeting Standard 6-2
  • Describe existing faculty development programs at
    the departmental and programs at the departmental
    and university level. Demonstrate their
    effectiveness in achieving faculty development.
  • Indicate how frequently faculty programs are
    evaluated and if the evaluation results are used
    for improvement.

45
INTERNAL ASSESSMENT PROCEDURE
ADC initiates IA one semester prior to
the Assessment through the college dean
Department forms PT that will be Responsible for
preparing SAR
ADC reviews the Documentation with one month
Is SAR SI Complete
VRAA forms AT in consultation with the dean based
on the recommendations of ADC
46
ADC plans and fixes AT visit
AT conducts assessment and presents its
findings To VRAA, Dean, ADC, PT and dept. faculty
VRAA submits an executive summary to H.E. the
Rector
Department prepares implementation plan. As in
Table A.2
Follow-up of the implementation plan by ADC
47
Concluding Remarks
  • The self-assessment and accreditation experiences
    were essential and very valuable to maintain a
    world class quality Engineering Programs.
  • Each engineering college should develop an
    appropriate assessment program using the ABET
    Engineering Criteria 2000 or others in
    conjunction with criteria specific to the
    individual college and program goals. 

48
  • The faculty of individual engineering colleges
    should be actively involved in the development
    and implementation stages.
  • The departments industrial advisory committee
    provided invaluable guidance and support to the
    engineering programs.
  • The development of a nationally formed (standard)
    examination as a measure of engineering programs
    learning outcomes assessment is called for.

49
ACCREDITATION
Recognition of the awarded degrees by
international Bodies. Students potential
in transferring to other institutions.
Graduates being admitted to graduate programs
in other international institutions.
Increase the graduates potentials in job market
50
ABET ACCREDITATION (Cont.)
GRADUATE CHARECTERISTICS
  • A strong foundation in basic sciences,
    mathematics and engineering fundamentals.
  • A capacity to apply these fundamentals to a
    variety of problems.
  • Knowledge and experience in experimental methods.
  • Knowledge and skills in the fundamentals of
    engineering practice.
  • Advanced knowledge of selected professional level
    technologies.

51
ABET ACCREDITATION (Cont.)
GRADUATE CHARECTERISTICS
  • Strong oral and written communication skills.
  • A sense of corporate and business basics.
  • A sense of social, ethical, political and human
    responsibility.
  • A historical and social perspective of the impact
    of technology.
  • A unifying and interdisciplinary broad view.
  • A culture for life-long learning and a creative
    and intellectual spirit, a capacity for critical
    judgment and enthusiasm for learning.

52
  • Current Practice who is doing it?
  • A sample of this universities include MIT,
    University of Michigan, University of Illinois
    at Urbana, University of Wisconsin at
    Madison, Texas A M University, University
    of Texas at Austin, Purdue University,
    University of Tennessee, Knoxville, Al Ain
    University at UAE and many others.
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