Four PillarsFour PillarsTwelve Commandments,Twelve Commandments,

and Some Pointers,and Some Pointers,for ABET EC2Kfor ABET EC2K

bybyNannapaneni Narayana RaoNannapaneni Narayana Rao

Department of Electrical and Computer Engineering Department of Electrical and Computer EngineeringUniversity of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign

Presentation at ECEDHA Annual Meeting Presentation at ECEDHA Annual Meeting Stuart, Florida, March 18, 2002 Stuart, Florida, March 18, 2002

All rights reserved All rights reserved

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ContentsContents

Visit and Outcome - 3Visit and Outcome - 3 The Four Pillars for ABET EC2K Success– 5The Four Pillars for ABET EC2K Success– 5

Process - 6Process - 6

Involvement and Communication - 16Involvement and Communication - 16

Assessment and Evaluation – 18Assessment and Evaluation – 18

Closing the Loop - 24Closing the Loop - 24 The Twelve Commandments for ABET EC2K Success - 37The Twelve Commandments for ABET EC2K Success - 37 Some Pointers from the Visit Process- 40Some Pointers from the Visit Process- 40

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Visit and OutcomeVisit and Outcome

Visit took place during October 28–30, 2001 Visit took place during October 28–30, 2001 (ABET EC2K mandatory beginning in 2001–02; (ABET EC2K mandatory beginning in 2001–02; grace period over)grace period over)

Visit concluded with clean Program Audit Forms Visit concluded with clean Program Audit Forms for both programs at Exit Interview time so that no for both programs at Exit Interview time so that no further action (14-day response and due process) further action (14-day response and due process) was neededwas needed

Shattered the myth that highly-reputed, large, Shattered the myth that highly-reputed, large, research-intensive departments do not pay serious research-intensive departments do not pay serious attention to the importance of ABET evaluationattention to the importance of ABET evaluation

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Paper on Successful OutcomePaper on Successful Outcome

Paper entitled, Paper entitled, “ECE Illinois Implements Its “ECE Illinois Implements Its ABET EC2K Model with Successful Outcome,”ABET EC2K Model with Successful Outcome,” distributed by mail to ECE departments along with distributed by mail to ECE departments along with the March issue of INGENUITYthe March issue of INGENUITY

Paper describes the details of building and Paper describes the details of building and successful implementation of the process successful implementation of the process

Can also be downloaded from ECE ABET Web Can also be downloaded from ECE ABET Web site at site at http://www.ece.uiuc.edu/abet/abet_ece.pdfhttp://www.ece.uiuc.edu/abet/abet_ece.pdf

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Four Pillars for ABET EC2K Four Pillars for ABET EC2K SuccessSuccess

ABET EC2KSUCCESS

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Process: Engineering Criteria 200Process: Engineering Criteria 200

Remember there are eight criteria. The first seven are applicable to Remember there are eight criteria. The first seven are applicable to all programs and the eighth is specific to each program. The all programs and the eighth is specific to each program. The criteria are about:criteria are about:

11.. Students Students

2.2. Program Educational Objectives Program Educational Objectives

3.3. Program Outcomes and Assessment Program Outcomes and Assessment

4.4. Professional Component Professional Component

5.5. Faculty Faculty

6.6. Facilities Facilities

7.7. Institutional Support and Financial Resources Institutional Support and Financial Resources

8.8. Program Criteria Program Criteria

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Process: The Two Loops of Process: The Two Loops of EC2KEC2K

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Process: The ECE Process ChartProcess: The ECE Process Chart

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Process: Outcomes vs. ObjectivesProcess: Outcomes vs. Objectives

Program Educational Objectives are defined by Program Educational Objectives are defined by statements describing the actions the institutions statements describing the actions the institutions will take to help students accomplish things will take to help students accomplish things expected of them during the period after graduation, expected of them during the period after graduation, in accordance with the mission of the institution and in accordance with the mission of the institution and the needs of the constituents. the needs of the constituents.

Program Outcomes are the abilities acquired by the Program Outcomes are the abilities acquired by the students by the time of graduation, and the students by the time of graduation, and the achievement of Program Outcomes indicates that achievement of Program Outcomes indicates that the students are equipped for the Program the students are equipped for the Program Educational Objectives to be achieved.Educational Objectives to be achieved.

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Process: Outcomes vs. ObjectivesProcess: Outcomes vs. Objectives

Example:Example:– Objective: Prepare the student to go to graduate Objective: Prepare the student to go to graduate

school and successfully complete the graduate school and successfully complete the graduate program. Objective not achieved until this is program. Objective not achieved until this is accomplished.accomplished.

– Outcomes: Impart the abilities for the students Outcomes: Impart the abilities for the students to be prepared to go to graduate school and be to be prepared to go to graduate school and be successful.successful.

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Process: ECE Program Process: ECE Program Educational ObjectivesEducational Objectives 1. Depth.1. Depth. To provide students with understanding of To provide students with understanding of

the fundamental knowledge prerequisite for the the fundamental knowledge prerequisite for the practice of, or for advanced study in, practice of, or for advanced study in, electrical/computer engineering, including its electrical/computer engineering, including its scientific principles, rigorous analysis, and creative scientific principles, rigorous analysis, and creative design. design.

2. Breadth.2. Breadth. To provide students with the broad To provide students with the broad education, including knowledge of important current education, including knowledge of important current issues in engineering with emphasis on issues in engineering with emphasis on electrical/computer engineering, necessary for electrical/computer engineering, necessary for productive careers in the public or private sectors, or productive careers in the public or private sectors, or for the pursuit of graduate education.for the pursuit of graduate education.

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Process: ECE Program Process: ECE Program Educational ObjectivesEducational Objectives 3. Professionalism.3. Professionalism. To develop skills for clear To develop skills for clear

communication and responsible teamwork, and to communication and responsible teamwork, and to inculcate professional attitudes and ethics, so that inculcate professional attitudes and ethics, so that students are prepared for the complex modern students are prepared for the complex modern work environment and for lifelong learning. work environment and for lifelong learning.

4. Learning Environment.4. Learning Environment. To provide an To provide an environment that enables students to pursue their environment that enables students to pursue their goals in an innovative program that is rigorous goals in an innovative program that is rigorous and challenging, open and supportive.and challenging, open and supportive.

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Process: ECE Program Outcomes and Process: ECE Program Outcomes and Relationship to Educational ObjectivesRelationship to Educational Objectives

a.a. Ability to apply knowledge of mathematics, science, Ability to apply knowledge of mathematics, science, and engineering (1, 4)and engineering (1, 4)

b.b. Ability to design and conduct experiments as well as Ability to design and conduct experiments as well as analyze and interpret data (1, 4)analyze and interpret data (1, 4)

c.c. Ability to design a system to meet desired needs (1, 4)Ability to design a system to meet desired needs (1, 4)

d.d. Ability to function on multidisciplinary teams (2, 3, 4)Ability to function on multidisciplinary teams (2, 3, 4)

e.e. Ability to identify, formulate, and solve engineering Ability to identify, formulate, and solve engineering problems (1, 2, 4)problems (1, 2, 4)

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Process: ECE Program Outcomes and Process: ECE Program Outcomes and Relationship to Educational ObjectivesRelationship to Educational Objectives

f.f. Understanding of professional and ethical Understanding of professional and ethical responsibility (3)responsibility (3)

g.g. Ability to communicate effectively (3, 4)Ability to communicate effectively (3, 4)

h.h. Broad education necessary to understand impact of Broad education necessary to understand impact of engineering solutions in a global/societal context engineering solutions in a global/societal context (2)(2)

i.i. Recognition of the need for and ability to engage in Recognition of the need for and ability to engage in lifelong learning (2, 3, 4)lifelong learning (2, 3, 4)

j.j. Knowledge of contemporary issues (2, 4)Knowledge of contemporary issues (2, 4)

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Process: ECE Program Outcomes and Process: ECE Program Outcomes and Relationship to Educational ObjectivesRelationship to Educational Objectives

k.k. Ability to use the techniques, skills, and modern Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (1, engineering tools necessary for engineering practice (1, 2, 4)2, 4)

l.l. Knowledge of probability and statistics, including Knowledge of probability and statistics, including applications to computer/electrical engineering (1, 2, 4)applications to computer/electrical engineering (1, 2, 4)

m.m. Knowledge of mathematics and basic and engineering Knowledge of mathematics and basic and engineering sciences necessary to carry out analysis and design sciences necessary to carry out analysis and design appropriate to computer/electrical engineering (1, 4)appropriate to computer/electrical engineering (1, 4)

n.n. Knowledge of discrete mathematics (CompE)/advanced Knowledge of discrete mathematics (CompE)/advanced mathematics (EE) (1, 2, 4)mathematics (EE) (1, 2, 4)

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Involvement and Involvement and Communication: ChartCommunication: Chart

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Involvement and Communication: ECE Involvement and Communication: ECE ABET Evaluation Web SiteABET Evaluation Web Site

URL: http://www.ece.uiuc.edu/abet/URL: http://www.ece.uiuc.edu/abet/ ObjectivesObjectives

1.1. Provide information on the ABET evaluation process Provide information on the ABET evaluation process for engaging the faculty and communicating with the for engaging the faculty and communicating with the constituentsconstituents

2.2. Document the preparation for the accreditation visit in Document the preparation for the accreditation visit in Fall 2001 under EC2KFall 2001 under EC2K

3.3. Set a model for preparation for ABET evaluation for Set a model for preparation for ABET evaluation for other departments, particularly for large departments, other departments, particularly for large departments, that involves full participation by the faculty in the that involves full participation by the faculty in the processprocess

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Assessment and Evaluation: Process for Assessment and Evaluation: Process for Achievement of OutcomesAchievement of Outcomes

Course goals and instructional objectives Course goals and instructional objectives constructed for all coursesconstructed for all courses

Courses related to program outcomes through Courses related to program outcomes through course goals and instructional objectives course goals and instructional objectives documentsdocuments

Instruction imparted in accordance with course Instruction imparted in accordance with course goals and instructional objectivesgoals and instructional objectives

Charts relating courses to outcomes including Charts relating courses to outcomes including levels of emphasis of the outcomes used to levels of emphasis of the outcomes used to demonstrate that the curriculum prepares the demonstrate that the curriculum prepares the student for the program outcomes to be achievedstudent for the program outcomes to be achieved

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Assessment and Evaluation: Process for Assessment and Evaluation: Process for Achievement of OutcomesAchievement of Outcomes

Charts relating Charts relating requiredrequired courses to the outcomes courses to the outcomes used to demonstrate that the curriculum prepares used to demonstrate that the curriculum prepares all students for all program outcomesall students for all program outcomes

Course directors complete an end-of-course self-Course directors complete an end-of-course self-assessment form prepared by the Curriculum assessment form prepared by the Curriculum Committee (Committee (Course-level assessmentCourse-level assessment))

Outcomes assessment by using a variety of tools Outcomes assessment by using a variety of tools ((Curriculum-level assessmentCurriculum-level assessment))

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Assessment and Evaluation: Outcomes Assessment and Evaluation: Outcomes Assessment ToolsAssessment Tools Direct assessment of PODirect assessment of PO

– End-of-course self-assessment form by faculty (from Fall 2000)End-of-course self-assessment form by faculty (from Fall 2000)– ECE Student surveys (Spring 1999, Fall 1999, Spring 2000)ECE Student surveys (Spring 1999, Fall 1999, Spring 2000)– ECE Alumni survey (Fall 2000)ECE Alumni survey (Fall 2000)– Faculty survey (Fall 2000)Faculty survey (Fall 2000)

According to Criterion 3 (a)According to Criterion 3 (a)(k) or similar attributes(k) or similar attributes– College alumni surveys (1998College alumni surveys (19982000)2000)– Campus senior exit surveys (Spring 1999, Spring 2000)Campus senior exit surveys (Spring 1999, Spring 2000)– Employer survey (2000)Employer survey (2000)– Benchmarking senior exit survey (EE only; Spring 2000)Benchmarking senior exit survey (EE only; Spring 2000)

Other attributesOther attributes– GRE score comparisons (1996GRE score comparisons (19961999)1999)– FE exam results (1998FE exam results (19982000)2000)

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Assessment and Evaluation: ECE Assessment and Evaluation: ECE Student and Alumni SurveysStudent and Alumni Surveys Spring 2000 CompE student survey (via WWW) Spring 2000 CompE student survey (via WWW)

response rate almost 80% (630 responses)response rate almost 80% (630 responses) Spring 2000 EE student survey (via WWW) Spring 2000 EE student survey (via WWW)

response rate better than 80% (681 responses)response rate better than 80% (681 responses) Fall 2000 CompE alumni (1991–2000) survey Fall 2000 CompE alumni (1991–2000) survey

response rate almost 12% out of 656response rate almost 12% out of 656 Fall 2000 EE alumni (1991–2000) survey Fall 2000 EE alumni (1991–2000) survey

response rate almost 14% out of 1935response rate almost 14% out of 1935 Surveys asked: “How well the ECE department Surveys asked: “How well the ECE department

and UIUC helped you develop the following and UIUC helped you develop the following attributes of an engineer?” Fill in a number attributes of an engineer?” Fill in a number between 1 (between 1 (not at allnot at all) and 5 () and 5 (a great deala great deal).).

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Assessment and Evaluation: Evaluation for Assessment and Evaluation: Evaluation for Achievement of ObjectivesAchievement of Objectives

Because PEO have to do with students Because PEO have to do with students accomplishing things expected of them during the accomplishing things expected of them during the first few years after graduation, evaluation to first few years after graduation, evaluation to determine achievement consists of two determine achievement consists of two components:components:– Through assessment of the outcomes in view of the Through assessment of the outcomes in view of the

linkage between outcomes and objectiveslinkage between outcomes and objectives– Through a direct process, involving a survey of our Through a direct process, involving a survey of our

alumni, with the understanding that it also covers alumni, with the understanding that it also covers industry, because many of our alumni are in responsible industry, because many of our alumni are in responsible positions in industrypositions in industry

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Assessment and Evaluation: Assessment and Evaluation: Conclusions from ResultsConclusions from Results

Summarizing the results of the various individual Summarizing the results of the various individual assessments and evaluation for achievement of assessments and evaluation for achievement of objectives, there was clear evidence of strong objectives, there was clear evidence of strong preparation of our graduates from both CompE and preparation of our graduates from both CompE and EE programs in the “hard” areas, such as applying EE programs in the “hard” areas, such as applying knowledge of math and science, designing knowledge of math and science, designing experiments, and analyzing data, but need for some experiments, and analyzing data, but need for some improvement in the “soft” areas, such as teamwork, improvement in the “soft” areas, such as teamwork, ethics, and communicationethics, and communication

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Closing the Loop: Faculty Closing the Loop: Faculty Involvement in the ProcessInvolvement in the Process Regardless of the results of assessment and evaluation, Regardless of the results of assessment and evaluation,

to quantify the need for attention to each attribute and to quantify the need for attention to each attribute and thereby “close the loop,” the ABET Evaluation thereby “close the loop,” the ABET Evaluation Committee surveyed ECE faculty in December 2000 to Committee surveyed ECE faculty in December 2000 to collect their ideas for strengthening the ECE collect their ideas for strengthening the ECE curriculum with reference to student ratings for curriculum with reference to student ratings for outcomes (a)outcomes (a)(n), an action considered to be equivalent (n), an action considered to be equivalent to setting indicators of achievement of PO and to setting indicators of achievement of PO and comparing the results of assessment with the comparing the results of assessment with the indicators, as illustrated in the ECE Process chartindicators, as illustrated in the ECE Process chart

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Closing the Loop: Faculty Closing the Loop: Faculty Involvement in the ProcessInvolvement in the Process Faculty indicated to what degree they believe each Faculty indicated to what degree they believe each

of the department’s 14 program outcomes, (a)of the department’s 14 program outcomes, (a)(n), (n), needs attention for improvement in our curriculum needs attention for improvement in our curriculum on a scale of 1(on a scale of 1(little or no needlittle or no need) to 5 () to 5 (great needgreat need))

Faculty ratings for (a)Faculty ratings for (a)(n) can be considered the (n) can be considered the inverse of the student and alumni ratings; that is, a inverse of the student and alumni ratings; that is, a low student rating (indicating poor departmental low student rating (indicating poor departmental performance) should correspond to a high faculty performance) should correspond to a high faculty rating (indicating need for improvement)rating (indicating need for improvement)

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Closing the Loop: Faculty Closing the Loop: Faculty Survey Results (CompE)Survey Results (CompE)

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Closing the Loop: Faculty Closing the Loop: Faculty Survey Results (EE)Survey Results (EE)

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Closing the Loop: Conclusions from Closing the Loop: Conclusions from Faculty Survey ResultsFaculty Survey Results Results indicated broad agreement among the Results indicated broad agreement among the

surveyed groups on Outcomes (f) and (g), and surveyed groups on Outcomes (f) and (g), and hence Objective 3, with relatively low student and hence Objective 3, with relatively low student and alumni ratings and relatively high faculty ratingsalumni ratings and relatively high faculty ratings

Accordingly, the ABET Evaluation Committee Accordingly, the ABET Evaluation Committee concluded that a focused attention was needed to concluded that a focused attention was needed to address the situation with regard to these two address the situation with regard to these two outcomes, amid the continuous improvement of outcomes, amid the continuous improvement of the overall curriculum in terms of all outcomesthe overall curriculum in terms of all outcomes

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Closing the Loop: Curriculum Closing the Loop: Curriculum Committee ActionsCommittee Actions The primary body that implements the process of The primary body that implements the process of

using the results of assessment of program outcomes using the results of assessment of program outcomes is the Curriculum Committee of the Departmentis the Curriculum Committee of the Department

In response to the results of outcomes assessment and In response to the results of outcomes assessment and in general to improve the effectiveness of the program in general to improve the effectiveness of the program the Committee initiated actions in 2000 and continued the Committee initiated actions in 2000 and continued the process in 2001, including in Fall 2001 following the process in 2001, including in Fall 2001 following the submission of the Self-Study Reportsthe submission of the Self-Study Reports

The Committee closed the loop on two issues and The Committee closed the loop on two issues and began the process on a third issue, prior to the ABET began the process on a third issue, prior to the ABET visit during October 28–30, 2001 visit during October 28–30, 2001

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Closing the Loop: Course on Closing the Loop: Course on Professionalism and Ethics in Engineering Professionalism and Ethics in Engineering (CompE & EE)(CompE & EE) The first issue had to do with professional and The first issue had to do with professional and

ethical responsibilities and communication skills for ethical responsibilities and communication skills for both CompE and EE (curriculum level)both CompE and EE (curriculum level)

On September 25, 2001, the Committee closed the On September 25, 2001, the Committee closed the loop on this issue by approving the offering of two loop on this issue by approving the offering of two sections of a 1-hour course, ECE 271PE, sections of a 1-hour course, ECE 271PE, Professionalism and Ethics in Engineering, in Professionalism and Ethics in Engineering, in Spring semester, 2002, to address these curriculum Spring semester, 2002, to address these curriculum topicstopics

Four sections of the course to be offered in Fall Four sections of the course to be offered in Fall semester, 2002semester, 2002

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Closing the Loop: Advanced Closing the Loop: Advanced Mathematics (EE)Mathematics (EE) The second issue had to do with advanced mathematics The second issue had to do with advanced mathematics

requirement for EE (curriculum level)requirement for EE (curriculum level) The present curriculum does not explicitly require The present curriculum does not explicitly require

mathematics courses in advanced calculus, linear mathematics courses in advanced calculus, linear algebra, complex variables, numerical methods, algebra, complex variables, numerical methods, discrete mathematics, or optimization, although many discrete mathematics, or optimization, although many EE students take additional (non-required) mathematics EE students take additional (non-required) mathematics courses as part of their technical electivescourses as part of their technical electives

Furthermore, electrical engineering courses that require Furthermore, electrical engineering courses that require these advanced mathematics topics typically introduce these advanced mathematics topics typically introduce the material as needed in each course, thereby the material as needed in each course, thereby satisfying Criterion 8satisfying Criterion 8

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Closing the Loop: Advanced Closing the Loop: Advanced Mathematics (EE)Mathematics (EE) Nevertheless, based on the results a survey and Nevertheless, based on the results a survey and

extended discussion, the Committee approved extended discussion, the Committee approved October 2, 2001 the requirement that all electrical October 2, 2001 the requirement that all electrical engineering students must take one of the engineering students must take one of the following four courses: following four courses: – MATH 315, Linear Transformations and MatricesMATH 315, Linear Transformations and Matrices

– MATH 280, Advanced CalculusMATH 280, Advanced Calculus

– MATH 346, Complex Variables and ApplicationsMATH 346, Complex Variables and Applications

– MATH or ECE XXX, Applied Mathematics for MATH or ECE XXX, Applied Mathematics for Electrical Engineers (a new course to be created)Electrical Engineers (a new course to be created)

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Closing the Loop: End-of-Course Self-Closing the Loop: End-of-Course Self-Assessment (CompE and EE)Assessment (CompE and EE) The third issue has to do with an ongoing activity for The third issue has to do with an ongoing activity for

all ECE courses involving end-of-course self-all ECE courses involving end-of-course self-assessment forms every semester, an activity that assessment forms every semester, an activity that began in Fall 2000 (course level) began in Fall 2000 (course level)

Form explicitly asks the faculty to designate how Form explicitly asks the faculty to designate how much each course helped students in developing the much each course helped students in developing the attributes pertinent to the outcomes specified for that attributes pertinent to the outcomes specified for that course on the Course Goals and Instructional course on the Course Goals and Instructional Objectives (CG & IO) documents, on a scale of 1 (Objectives (CG & IO) documents, on a scale of 1 (not not at allat all) to 5 () to 5 (a great deala great deal))

64 responses analyzed as a group for outcomes (a)–(n) 64 responses analyzed as a group for outcomes (a)–(n) for 2000–01 coursesfor 2000–01 courses

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Closing the Loop: End-of-Course Self-Closing the Loop: End-of-Course Self-Assessment (CompE and EE)Assessment (CompE and EE)

Mean ratings for (a)-(n)

1

1.5

2

2.5

3

3.5

4

4.5

5

Mean rating for (a)-(n) 4.52 4.22 4.18 4 4.43 3.82 3.96 3.76 4.05 4.06 4.5 3.89 4.3 3.88 4

Std. Dev. 0.59 0.94 0.83 1.04 0.65 0.95 0.94 0.89 0.85 0.97 0.71 0.99 0.68 1.01 0.82

(a) Apply Knowl

(b) Experiment

(c) Design Sys

(d) Multid

isc

(e) Solve Prob

(f) Prof

Ethics

(g) Com

munct

(h) Broad Educ

(i) Life Learn

(j) Conte

mp

(k) Tech Skill

(l) Prob Stat

(m) Math Sci

(nEE) Adv

Math

(nCE) Disc Math

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Closing the Loop: End-of-Course Self-Closing the Loop: End-of-Course Self-Assessment (CompE and EE)Assessment (CompE and EE)

Sorted mean ratings for (a)-(n)

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1.5

2

2.5

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3.5

4

4.5

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Mean rating for (a)-(n) 3.76 3.82 3.88 3.89 3.96 4 4 4.05 4.06 4.18 4.22 4.3 4.43 4.5 4.52

Std. Dev. 0.89 0.95 1.01 0.99 0.94 1.04 0.82 0.85 0.97 0.83 0.94 0.68 0.65 0.71 0.59

(h) Broad Educ

(f) Prof

Ethics

(nEE) Adv

Math

(l) Prob Stat

(g) Com

munct

(d) Multid

isc

(nCE) Disc Math

(i) Life Learn

(j) Conte

mp

(c) Design Sys

(b) Experiment

(m) Math Sci

(e) Solve Prob

(k) Tech Skill

(a) Apply Knowl

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Closing the Loop: End-of-Course Self-Closing the Loop: End-of-Course Self-Assessment (CompE and EE)Assessment (CompE and EE) Results appeared to echo the conclusions reached Results appeared to echo the conclusions reached

earlier from outcomes assessment and evaluation earlier from outcomes assessment and evaluation for achievement of objectivesfor achievement of objectives

Form also includes a request for open-ended Form also includes a request for open-ended comments for the attention of the ABET comments for the attention of the ABET Evaluation and Curriculum CommitteesEvaluation and Curriculum Committees

The ABET Evaluation and Curriculum The ABET Evaluation and Curriculum Committees are continuing the process by Committees are continuing the process by reviewing individual open-ended comments to reviewing individual open-ended comments to take any specific required actions take any specific required actions

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The Twelve Commandments for The Twelve Commandments for ABET EC2K SuccessABET EC2K Success Thou shall understand and respect fully the Thou shall understand and respect fully the

ABET EC2000 processABET EC2000 process Thou shall take it as a challenge and strive Thou shall take it as a challenge and strive

to overcome itto overcome it Thou shall begin your work early and build Thou shall begin your work early and build

your own processyour own process Thou shall engage and involve your faculty Thou shall engage and involve your faculty

fully in building and implementing the fully in building and implementing the processprocess

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The Twelve Commandments for The Twelve Commandments for ABET EC2K Success (Contd.)ABET EC2K Success (Contd.) Thou shall communicate with your constituents Thou shall communicate with your constituents

continuouslycontinuously Thou shall distinguish between “objectives” and Thou shall distinguish between “objectives” and

“outcomes”“outcomes” Thou shall build outcomes assessment and Thou shall build outcomes assessment and

evaluation for achievement of objectives into your evaluation for achievement of objectives into your processprocess

Thou shall build “closing the loop” into your Thou shall build “closing the loop” into your process to demonstrate use of results for process to demonstrate use of results for continuous improvementcontinuous improvement

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The Twelve Commandments for The Twelve Commandments for ABET EC2K Success (Contd.)ABET EC2K Success (Contd.) Thou shall put together your Self-Study Reports Thou shall put together your Self-Study Reports

meticulously and provide supporting meticulously and provide supporting documentation for all the elements in your processdocumentation for all the elements in your process

Thou shall communicate with your evaluators Thou shall communicate with your evaluators prior to the visit cooperatively and unambiguouslyprior to the visit cooperatively and unambiguously

Thou shall organize your materials and the visit Thou shall organize your materials and the visit schedules for the visitors to get a clear picture of schedules for the visitors to get a clear picture of your story with a minimum of strainyour story with a minimum of strain

Thou shall keep in mind that the implementation Thou shall keep in mind that the implementation of the process is continuous (beyond the visit) of the process is continuous (beyond the visit) unlike for the case of traditional criteriaunlike for the case of traditional criteria

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Some Pointers from the Visit Some Pointers from the Visit ProcessProcess Working simultaneously with two evaluators Working simultaneously with two evaluators

when CompE and EE are in the same departmentwhen CompE and EE are in the same department Providing ABET category information on courses Providing ABET category information on courses

to help evaluator complete the Transcript Analysis to help evaluator complete the Transcript Analysis formform

Providing brief particulars on the visit schedule Providing brief particulars on the visit schedule pertinent to each interview or tour along with the pertinent to each interview or tour along with the name(s) of the interviewee(s) or the facilities, name(s) of the interviewee(s) or the facilities, depending on the casedepending on the case

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) Scheduling meetings with the committee that Scheduling meetings with the committee that

developed and implemented the process (ABET developed and implemented the process (ABET Evaluation Committee in our case) at the Evaluation Committee in our case) at the beginning of the visit, with the department, and beginning of the visit, with the department, and with the committee responsible for “closing the with the committee responsible for “closing the loop” (Curriculum Committee in our case) at the loop” (Curriculum Committee in our case) at the end of the visitend of the visit

Common meetings with both evaluators in case of Common meetings with both evaluators in case of both CompE and EE in the same departmentboth CompE and EE in the same department

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) Provide copies of IEEE EAB CEAA EC2000 Provide copies of IEEE EAB CEAA EC2000

Checksheet to the faculty for anticipated questions Checksheet to the faculty for anticipated questions by evaluatorsby evaluators

The practicality of implementing the suggestion of The practicality of implementing the suggestion of organizing student materials “on the basis of organizing student materials “on the basis of outcomes” rather than “on a course-by-course outcomes” rather than “on a course-by-course basis”basis”

The suggestion of “personalization of Program The suggestion of “personalization of Program Outcomes,” instead of using Criterion 3 (a)–(k), or Outcomes,” instead of using Criterion 3 (a)–(k), or essentially Criterion 3 (a)–(k), list as the outcomesessentially Criterion 3 (a)–(k), list as the outcomes

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) Organization of evidence other than course-related Organization of evidence other than course-related

materialsmaterials– Communication with constituentsCommunication with constituents

– Agendas and minutes of meetings of the committee(s) Agendas and minutes of meetings of the committee(s) involved in the processinvolved in the process

– Complete handouts at the committee meetingsComplete handouts at the committee meetings

– Memos to facultyMemos to faculty

– Complete sets of materials on outcomes assessment and Complete sets of materials on outcomes assessment and evaluation for achievement of objectivesevaluation for achievement of objectives

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) Is the number of advisees per faculty member Is the number of advisees per faculty member

consistent with the student-faculty ratio? How is consistent with the student-faculty ratio? How is it ascertained that the students receive appropriate it ascertained that the students receive appropriate and timely advice with this loading factor? Do and timely advice with this loading factor? Do students have advisors outside their area or students have advisors outside their area or degree?degree?

How is it determined that each graduating student How is it determined that each graduating student received the necessary material in (a)–(n)?received the necessary material in (a)–(n)?

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) How are Program Educational Objectives How are Program Educational Objectives

evaluated and what have been the consequences of evaluated and what have been the consequences of the evaluations?the evaluations?

How have individual courses been modified by the How have individual courses been modified by the process of assessing Program Outcomes? What process of assessing Program Outcomes? What parts of the curriculum have been modified?parts of the curriculum have been modified?

Is the capstone design course used to address the 7 Is the capstone design course used to address the 7 areas of the professional component (economic areas of the professional component (economic through societal and political) and if it is, could through societal and political) and if it is, could supporting evidence be provided? supporting evidence be provided?

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) The Self-Study Report (SSR) is very thorough and The Self-Study Report (SSR) is very thorough and

impressive. Among other things, the faculty put in impressive. Among other things, the faculty put in a lot of effort to (a) evaluate the level to which the a lot of effort to (a) evaluate the level to which the desired outcomes were achieved, and (b) find ways desired outcomes were achieved, and (b) find ways to improve the curriculum and raise the level of to improve the curriculum and raise the level of achievement. However, it appears that the third achievement. However, it appears that the third part of this process, i.e., implementation of the part of this process, i.e., implementation of the proposed improvements, is lagging… Although we proposed improvements, is lagging… Although we can discuss these items during our visit, I’d can discuss these items during our visit, I’d appreciate receiving information about any appreciate receiving information about any additional actions that may have been taken since additional actions that may have been taken since the SSR was prepared.the SSR was prepared.

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Some Pointers from the Visit Some Pointers from the Visit Process (Contd.)Process (Contd.) Prepare SSR as required by the Self-Study Prepare SSR as required by the Self-Study

Questionnaire, but organize to make sure Questionnaire, but organize to make sure that the SSR covers all the items in the that the SSR covers all the items in the Program Evaluator Worksheet (PEW), Program Evaluator Worksheet (PEW), preferably in the same sequence as on the preferably in the same sequence as on the PEW PEW

If there is a program evaluator on the If there is a program evaluator on the faculty, let him/her play the dual role of faculty, let him/her play the dual role of victim/veteran in the preparation process victim/veteran in the preparation process

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