Accreditation Bodies

Assessment/accreditation of under-Assessment/accreditation of under-graduate Engineering Programs graduate Engineering Programs

Prepared by Prof. Prepared by Prof. Syed Ahmed M. Said (ME)Syed Ahmed M. Said (ME)Presented by Prof. Ibnelwaleed A. Hussein Presented by Prof. Ibnelwaleed A. Hussein

(CHE)(CHE)

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Accreditation BodiesAccreditation Bodies

National Commission of Academic National Commission of Academic Accreditation and Assessment (NCAAA)-Accreditation and Assessment (NCAAA)-KSAKSA– Accredits Institutions and ProgramsAccredits Institutions and Programs

Accreditation Board of Engineering and Accreditation Board of Engineering and Technology (ABET)-USATechnology (ABET)-USA– Accredits Engineering Programs, Computing Accredits Engineering Programs, Computing

Programs, and Applied Science Programs. Programs, and Applied Science Programs.

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Accreditation CycleAccreditation Cycle

NCAAA – every seven yearsNCAAA – every seven years ABET – every six yearsABET – every six years KFUPM – every five yearsKFUPM – every five years

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Accreditation CriteriaAccreditation Criteria

NCAAA has 11 Criteria:NCAAA has 11 Criteria:

1.1. Mission and ObjectivesMission and Objectives2.2. Governance and AdministrationGovernance and Administration3.3. Management of Quality Assurance and ImprovementManagement of Quality Assurance and Improvement4.4. Learning and TeachingLearning and Teaching5.5. Student Administration and Support ServicesStudent Administration and Support Services6.6. Learning ResourcesLearning Resources7.7. Facilities and EquipmentFacilities and Equipment8.8. Financial Planning and ManagementFinancial Planning and Management9.9. Faculty and Staff Employment ProcessesFaculty and Staff Employment Processes10.10. ResearchResearch11.11. Institutional Relationships With the CommunityInstitutional Relationships With the Community

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1.Mission and Objectives1.Mission and Objectives

Appropriateness of the Mission;Appropriateness of the Mission; Quality of the Mission;Quality of the Mission; Processes of Development and Review of the Processes of Development and Review of the

Mission;Mission; Use of the Mission Statement;Use of the Mission Statement; Relationship Between Mission and Goals;Relationship Between Mission and Goals; Relationship Between Mission and Objectives.Relationship Between Mission and Objectives.

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2.Governance and Administration2.Governance and Administration

Governing Body/Board of Trustees;Governing Body/Board of Trustees; Senior Management;Senior Management; Planning Processes;Planning Processes; Internal Policies and Regulations;Internal Policies and Regulations; Organizational Climate;Organizational Climate; Associated Companies and Controlled Associated Companies and Controlled

Entities.Entities.

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3.Management of Quality Assurance and 3.Management of Quality Assurance and ImprovementImprovement

Institutional Commitment to Quality Institutional Commitment to Quality Improvement;Improvement;

Scope of Quality Assurance Processes;Scope of Quality Assurance Processes; Administration of Quality Assurance Administration of Quality Assurance

Processes;Processes; Use of Indicators and Benchmarks;Use of Indicators and Benchmarks; Independent Verification of Standards.Independent Verification of Standards.

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4. Learning and Teaching4. Learning and Teaching

Student Learning Outcomes;Student Learning Outcomes; Educational Assistance for Students;Educational Assistance for Students; Quality of Teaching;Quality of Teaching; Support for improvements in Quality of Teaching;Support for improvements in Quality of Teaching; Qualifications and Experience of Faculty;Qualifications and Experience of Faculty; Program Development and Review Processes;Program Development and Review Processes; Field Experience Activities;Field Experience Activities; Partnership Arrangements with Other Institutions.Partnership Arrangements with Other Institutions.

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5.Student Administration and Support 5.Student Administration and Support ServicesServices

Student Admissions;Student Admissions; Student Records;Student Records; Student Management;Student Management; Planning and Evaluation Student Services;Planning and Evaluation Student Services; Medical and Counselling Services;Medical and Counselling Services; Extra Curricular Activities for Students.Extra Curricular Activities for Students.

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6.Learning Resources6.Learning Resources

Planning and Evaluation;Planning and Evaluation; Organization;Organization; Support for Users;Support for Users; Resources and Facilities.Resources and Facilities.

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7.Facilities and Equipment7.Facilities and Equipment

Policy and Planning;Policy and Planning; Quality and Adequacy of Facilities;Quality and Adequacy of Facilities; Management and Administration;Management and Administration; Research Equipment; Research Equipment; Information Technology;Information Technology; Student Residences.Student Residences.

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8.Financial Planning and Management8.Financial Planning and Management

Financial Planning and Budgeting;Financial Planning and Budgeting; Financial Management;Financial Management; Auditing and Risk Assessment.Auditing and Risk Assessment.

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9.Faculty and Staff Employment 9.Faculty and Staff Employment ProcessesProcesses

Policy and Administration;Policy and Administration; Recruitment;Recruitment; Personal and Career Development;Personal and Career Development; Discipline, Complaints and Dispute Discipline, Complaints and Dispute

Resolution.Resolution.

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10.Research10.Research

Institutional Research Policies;Institutional Research Policies; Faculty and Student Involvement;Faculty and Student Involvement; Commercialisation of Research;Commercialisation of Research; Facilities and Equipment.Facilities and Equipment.

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11.Institutional Relationships With the 11.Institutional Relationships With the CommunityCommunity

Institutional Policies on Community Institutional Policies on Community Relationships;Relationships;

Interactions With the Community;Interactions With the Community; Institutional Reputation.Institutional Reputation.

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Accreditation Criteria Accreditation Criteria (Cont’d)(Cont’d)

ABET has 9 Criteria:ABET has 9 Criteria: 1.1. StudentsStudents2.2. Program Educational ObjectivesProgram Educational Objectives3.3. Program OutcomesProgram Outcomes4.4. Continuous ImprovementContinuous Improvement5.5. CurriculumCurriculum6.6. FacultyFaculty7.7. FacilitiesFacilities8.8. SupportSupport9.9. Program CriteriaProgram Criteria

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2. Participants Standards::1. Student Admission2. Student Retention3. Staff Sufficiency - Student Support4. Faculty Sufficiency5. Faculty Qualifications6. Faculty Management and Support7. Aggregate Faculty and Staff Education

Responsibility8. Individual Faculty Educational Responsibility9. Student Educational Responsibility

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3. Assurance of Learning Standards1. Management of Curricula

2. Undergraduate Learning Goals

3. Undergraduate Educational Level

4. Master’s Level General Management Learning Goals

5. Specialized Master’s Degree Learning Goals

6. Master’s Educational Level

7. Doctoral Learning Goals

Key Definitions - ABET 2008-2009Key Definitions - ABET 2008-2009Key Definitions - ABET 2008-2009Key Definitions - ABET 2008-2009

Program Educational ObjectivesProgram Educational Objectives (PEO) (PEO)

PEO are broad statements that describe PEO are broad statements that describe the the career and professional accomplishmentscareer and professional accomplishments that the program is that the program is preparing graduatespreparing graduates to to achieve.achieve.

Another definition - PEO are defined as Another definition - PEO are defined as knowledge, skills, values, attitudesknowledge, skills, values, attitudes, or , or behavior that graduates must demonstratebehavior that graduates must demonstrate early in their careers.early in their careers.

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Key Definitions - ABET 2008-2009Key Definitions - ABET 2008-2009

Program outcomes:Program outcomes:

Are narrower statements that describe Are narrower statements that describe what students are expected to know what students are expected to know and be able to do by the time of and be able to do by the time of graduationgraduation..

These relate to the skills, knowledge, These relate to the skills, knowledge, and behaviors that students acquire in and behaviors that students acquire in their matriculation through the programtheir matriculation through the program..

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Performance criteria (indicatorsPerformance criteria (indicators):): Are defined as the Are defined as the specific, measurable specific, measurable

statementsstatements identifying the specific identifying the specific knowledge, skills, attitudes and/or behavior knowledge, skills, attitudes and/or behavior students must demonstrate students must demonstrate as indicators of as indicators of achieving the outcomesachieving the outcomes..

Simply put, performance criteria are those Simply put, performance criteria are those statements that statements that define the learning define the learning outcomes and enable faculty to measure outcomes and enable faculty to measure student competencystudent competency..

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Assessment:Assessment:

Assessment is Assessment is one or more processes one or more processes that identify, collect, and prepare data that identify, collect, and prepare data to evaluateto evaluate the achievement of program the achievement of program outcomesoutcomes and program educational and program educational objectives.objectives.

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Evaluation:Evaluation: Evaluation is one or more Evaluation is one or more processes for processes for

interpreting the datainterpreting the data and evidence and evidence accumulated through assessment practices.accumulated through assessment practices.

Evaluation Evaluation determinesdetermines the extent to which the extent to which program program outcomesoutcomes or program educational or program educational objectives are being achieved.objectives are being achieved.

It results in It results in decisions and actionsdecisions and actions to improve to improve the program.the program.

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Continuous Quality Improvement (CQI)Continuous Quality Improvement (CQI) ::

CQI is defined as CQI is defined as a systematic pursuit a systematic pursuit of excellence to satisfy the need of of excellence to satisfy the need of constituents in a dynamic and constituents in a dynamic and competitive environment.competitive environment.

CQI is based upon CQI is based upon assessment of assessment of outcomesoutcomes and establishes the and establishes the capacity/capability of the program that capacity/capability of the program that improves institutional effectiveness, improves institutional effectiveness, learning, and accountability. learning, and accountability.

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Stakeholders/constituentsStakeholders/constituents

The following group should be consideredThe following group should be considered

FacultyFaculty AdministrationAdministration StudentsStudents AlumniAlumni Advisory CouncilsAdvisory Councils Other Graduate SchoolsOther Graduate Schools RecruitersRecruiters Employers/Industrial MembersEmployers/Industrial Members

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Assessment Tools/MethodsAssessment Tools/Methods

Locally developed instrumentsLocally developed instruments Alumni and employer surveysAlumni and employer surveys Nationally standardized examsNationally standardized exams Students portfolios and senior capstone course Students portfolios and senior capstone course

projectsprojects External reviewsExternal reviews Student exit interviewsStudent exit interviews Focus groupsFocus groups Students course evaluationsStudents course evaluations Graduate schoolsGraduate schools

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Assessment Tools/MethodsAssessment Tools/Methods

RecruitersRecruiters Rubrics Rubrics using performance indicators to using performance indicators to

measure level of students performancemeasure level of students performance Performance on Performance on certified examscertified exams Special students achievements such as Special students achievements such as

awards in various competitionawards in various competition, student , student publications and presentations at various publications and presentations at various meetingsmeetings

Students internship evaluationsStudents internship evaluations Writing proficiency examsWriting proficiency exams

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Use of Grades as an Assessment ToolsUse of Grades as an Assessment Tools

Most faculty members ask questions such Most faculty members ask questions such as “We are already grading students, why as “We are already grading students, why do it again in a different form” and “do it again in a different form” and “why why can’t we use grades as assessment can’t we use grades as assessment tooltool,” even though grades play an ,” even though grades play an important role in this process. Because:important role in this process. Because:

For a given course, For a given course, grade represents the grade represents the faculty member’s expectations from a faculty member’s expectations from a studentstudent for that given course. Successful for that given course. Successful students will receive high grades.students will receive high grades.

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Grades Grades do not demonstrate the information do not demonstrate the information on student ability to perform at an acceptable on student ability to perform at an acceptable level in each of the learning outcomeslevel in each of the learning outcomes..

Course contents may vary from section to Course contents may vary from section to sectionsection if a number of faculty members are if a number of faculty members are teaching the same course. Course contents are teaching the same course. Course contents are based on the topics each faculty member based on the topics each faculty member considers important, the amount of time considers important, the amount of time available for faculty member to cover each topic, available for faculty member to cover each topic, faculty member expertise interest, number and faculty member expertise interest, number and type of test, attendance policy and grade type of test, attendance policy and grade structurestructure

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Grading policy for a course is defined by Grading policy for a course is defined by individual faculty member. individual faculty member. Some faculty Some faculty members grade on a curve while members grade on a curve while others may have fixed standardothers may have fixed standard. Each . Each faculty member grade exams differently, faculty member grade exams differently, some may give partial credit for a problem some may give partial credit for a problem while others may not give any credit.while others may not give any credit.

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Grades usually represent a student’s Grades usually represent a student’s relative standing within a class with relative standing within a class with respect to other studentsrespect to other students. .

Someone looking from outside will be Someone looking from outside will be unable to judge what the student knows or unable to judge what the student knows or what topic a student understands or does what topic a student understands or does not understand.not understand.

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Guidelines for developing PEOGuidelines for developing PEO

All All constituentsconstituents should be involved in identifying should be involved in identifying PEOPEO

Numbers of PEO should be manageableNumbers of PEO should be manageable PEO should be aligned with mission of universityPEO should be aligned with mission of university PEO should be measurablePEO should be measurable PEO should be assessed periodically using PEO should be assessed periodically using

constituentsconstituents PEO should be evaluated periodically to PEO should be evaluated periodically to

continuously improve the programcontinuously improve the program

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PEOPEO

common Problem areascommon Problem areas Listing PEO Listing PEO same as Program Outcomessame as Program Outcomes PEO PEO not publishednot published or readily accessible to the or readily accessible to the

constituentsconstituents Non measurableNon measurable list of PEO list of PEO PEO PEO not linking with Program Outcomesnot linking with Program Outcomes Limited or Limited or no input from constituentsno input from constituents in in

developing PEOdeveloping PEO Lack of faculty supportLack of faculty support

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Program Educational ObjectivesProgram Educational Objectives

Examples of PEO :Examples of PEO :

Prepare graduates to Prepare graduates to meet or exceed the meet or exceed the expectationsexpectations of employers of employers

Prepare graduates to engage in lifelong learning to Prepare graduates to engage in lifelong learning to maintain professional competencymaintain professional competency

Prepare graduates who will be prepared to Prepare graduates who will be prepared to pursue and pursue and obtain professional licenses and advanced degreesobtain professional licenses and advanced degrees in engineering and other professional fieldsin engineering and other professional fields

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Program OutcomesProgram Outcomes

Engineering programs must demonstrate that their students attain the Engineering programs must demonstrate that their students attain the

following outcomesfollowing outcomes::

a.a. an ability to apply knowledge of mathematics, an ability to apply knowledge of mathematics, science, and engineeringscience, and engineering

b.b. an ability to design and conduct experiments, as well an ability to design and conduct experiments, as well as to analyze and interpret dataas to analyze and interpret data

c.c. an ability to design a system, component, or process an ability to design a system, component, or process to meet desired needs within realistic constraints to meet desired needs within realistic constraints such as economic, environmental, social, political, such as economic, environmental, social, political, ethical, etcethical, etc

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d.d. an ability to function on multidisciplinary teamsan ability to function on multidisciplinary teams

e.e. an ability to identify, formulate, and solve an ability to identify, formulate, and solve engineering problemsengineering problems

f.f. an understanding of professional and ethical an understanding of professional and ethical responsibilityresponsibility

g.g. an ability to communicate effectivelyan ability to communicate effectively

h.h. the broad education necessary to understand the broad education necessary to understand the impact of engineering solutions in a global, the impact of engineering solutions in a global, economic, environmental, and societal contexteconomic, environmental, and societal context

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i.i. a recognition of the need for, and an ability to a recognition of the need for, and an ability to engage in life-long learningengage in life-long learning

j.j. a knowledge of contemporary issuesa knowledge of contemporary issues

k.k. an ability to use the techniques, skills, and an ability to use the techniques, skills, and modern engineering tools necessary for modern engineering tools necessary for engineering practice.engineering practice.

Plus any additional outcomes that may be Plus any additional outcomes that may be articulated by the programarticulated by the program

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Performance Criteria/IndicatorsPerformance Criteria/Indicators

Performance criteria are those Performance criteria are those statements thatstatements that

define the learning outcomes and enable faculty todefine the learning outcomes and enable faculty to

measure student competencymeasure student competency.. It is It is not possible to cover every topicnot possible to cover every topic in a course in a course

and it may not be possible to focus on every and it may not be possible to focus on every concept in a topic so faculty concept in a topic so faculty should focus only should focus only on important concepts when creating on important concepts when creating performance indicators.performance indicators.

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Performance Criteria/IndicatorsPerformance Criteria/Indicators

When using performance indicators, be careful When using performance indicators, be careful not to calculate average of all indicators for a not to calculate average of all indicators for a given topicgiven topic. For example if communication . For example if communication skills is used as a topic, with presentation skills, skills is used as a topic, with presentation skills, sentence structure, grammar, organization as sentence structure, grammar, organization as performance indicators, performance indicators, taking an average and taking an average and calculating one value for the entire topic will calculating one value for the entire topic will fail to point out the weakest areafail to point out the weakest area that needs that needs improvement.improvement.

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Performance Indicators for Outcome (a):Performance Indicators for Outcome (a): Understand given engineering problemUnderstand given engineering problem Identify the appropriate physics laws Identify the appropriate physics laws

applicable to the problemapplicable to the problem Apply appropriate knowledge of science, Apply appropriate knowledge of science,

math, and engineering to correctly solve math, and engineering to correctly solve engineering problemengineering problem

Draw appropriate conclusionsDraw appropriate conclusions

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FindingsFindings NCAAA criteria are NCAAA criteria are very general and very general and

comprehensivecomprehensive NCAAA almost NCAAA almost covers, directly or indirectly, covers, directly or indirectly,

all the criteria of AACSB and ABET.all the criteria of AACSB and ABET. All Higher Education institutions in Saudi Arabia All Higher Education institutions in Saudi Arabia

are required to are required to adopt NCAAA criteriaadopt NCAAA criteria to get to get institutional and program accreditationsinstitutional and program accreditations

Need to carry out Need to carry out self-study that satisfies the self-study that satisfies the accreditingaccrediting bodies . bodies .

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Thank YouThank You

Accreditation Bodies

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