ATTACHMENT 3
INSTITUTION OF ENGINEERS
SINGAPORE
ENGINEERING
ACCREDITATION
BOARD
ACCREDITATION
MANUAL
Institution of Engineers, Singapore
Engineering Accreditation Board
70 Bukit Tinggi Road
Singapore 289758
Tel: (65)-6469 5000
Fax: (65)-6467 1108
Website: http://www.ies.org.sg/eab
Jun 2004
TABLE OF CONTENTS
PART I ENGINEERING ACCREDITATION BOARD..........................4
1
INTRODUCTION.................................................................................................................... 4
2
COMPOSITION OF ENGINEERING ACCREDITATION BOARD (EAB)........... 4
PART II ACCREDITATION POLICY .....................................................6
3
OBJECTIVES OF ACCREDITATION ............................................................................... 6
4
ACCREDITATION POLICY................................................................................................. 6
PART III ACCREDITATION PROCEDURE..........................................8
5
ACCREDITATION PROCESS.............................................................................................. 8
6
PROVISIONAL ACCREDITATION OF NEW PROGRAMS ...................................... 9
7
ACCREDITATION VISIT.................................................................................................... 10
8
FOLLOW-UP ACTION AS A REQUIREMENT FOR ACCREDITATION ........... 11
9
DISPUTE RESOLUTION .................................................................................................... 12
PART IV ACCREDITATION CRITERIA .............................................. 13
10
GENERAL CRITERIA.......................................................................................................... 13
11
SPECIFIC PROGRAM CRITERIA..................................................................................... 16
PART V ACCREDITATION INFORMATION .....................................20
12
PROGRAM INFORMATION ............................................................................................. 20
PART VI REVIEW BY EVALUATION TEAM ......................................27
13
TASKS FOR EVALUATION TEAM ................................................................................. 27
14
TASKS FOR MEMBERS OF THE EVALUATION TEAM......................................... 28
15
REPORT OF EVALUATION TEAM................................................................................ 28
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PART VII ACKNOWLEDGEMENTS ....................................................30
APPENDIX A - ASSESSMENT FORM
ANNEX 1 - SUGGESTED OUTLINE OF SCHEDULE OF ON-SITE
VISIT
ANNEX 2 - SUGGESTED FORMAT FOR INFORMATION ON
FACULTY STAFF
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PART I
ENGINEERING ACCREDITATION
BOARD
1
INTRODUCTION
1.1
There has been an increasing need and demand for accreditation of educational
programs in engineering due to the growing number of students seeking assurance on
the standards of programs being offered by educational institutions both locally and
overseas, and the emergence of more educational institutions providing education in
engineering.
1.2
The Engineering Accreditation Board (EAB) was thus set up by the Institution of
Engineers Singapore (IES) to be the body for accreditation of engineering programs. It
is a non-governmental organisation and has the support of stakeholders in the
engineering profession.
1.3
EAB will work closely with stakeholders to ensure that the programs serve to equip
graduates with a sound knowledge of fundamentals of the discipline, and to develop in
them an acceptable level of professional competence such as would meet the needs of
the profession locally and be adequate for the responsible fulfilment of engineering
assignments globally.
2
COMPOSITION OF ENGINEERING ACCREDITATION
BOARD (EAB)
2.1
EAB comprises the President of the IES and up to 10 other members who are
appointed by the Council of IES. The chairman of EAB shall be elected by members.
2.2
Members of EAB shall, wherever possible, comprise professional engineers from the
various branches of engineering the programs of which have been or are to be
accredited. Members of EAB may also comprise persons from relevant organisations,
such as the Professional Engineers Board, the Association of Consulting Engineers
Singapore, regulatory agencies and tertiary educational institutions.
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2.3
The terms of reference of EAB are:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
to implement the accreditation policy of the Council of IES;
to formulate guidelines and procedures for accreditation;
to appoint an Evaluation Team to accredit each engineering program;
to receive and review evaluation reports by the Evaluation Teams, and decide
on whether accreditation should be granted, as well as the conditions to be
imposed, if there is such a need;
to respond to the Council of IES on complaints and appeals regarding the
accreditation process;
to represent IES in mutual recognition agreements on academic qualifications
and professional membership with other countries;
to report periodically to the Council of IES on its work.
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PART II
ACCREDITATION POLICY
3
OBJECTIVES OF ACCREDITATION
3.1
The objectives of accreditation by EAB are:
(i)
to ensure that accredited programs satisfy the requirements for corporate
membership of the Institution of Engineers Singapore only in the area of
academic qualifications and are benchmarked to meet the standards of other
mutual recognition agreements entered into by EAB, including the Washington
Accord;
(ii)
to assist stakeholders as well as potential students and their parents,
professional societies, and potential employers, in identifying specific
engineering programs that meet the minimum criteria for accreditation; and
(iii)
to provide feedback to the educational institutions for the improvement and
development of educational programs in engineering that can better meet the
needs of the local industry.
4
ACCREDITATION POLICY
4.1
The following general policies will be the guiding principles for the accreditation of
engineering programs:
(i)
Programs, instead of educational institutions, are accredited. Only programs
leading to a Bachelor’s Degree would be accredited.
(ii)
Programs to be accredited should be offered by an educational institution of
higher learning which has been formally approved as an educational institution
by the appropriate authority in the state.
(iii)
The title of a program to be accredited shall be the same as that shown on the
graduating student’s certificate and transcript. All routes leading to the
completion of the program will have to satisfy the accreditation criteria. An
evening or part-time program may also be accredited along with the regular fulltime on-campus program provided it offers the same curriculum and processes,
laboratory facilities and physical learning environment, and same standards of
grading.
(iv)
Programs from which at least two batches of students have graduated will be
considered for full accreditation. However, new programs could be considered
for provisional accreditation.
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(v)
Programs are considered for review and accreditation only at the written
request of the educational institution.
(vi)
Accreditation of a program will normally be granted for a specific term of five
years. If there is uncertainty as to the status, nature or future of the program, or
some weaknesses exist which calls for a review at a shorter interval,
accreditation may be granted for a shorter term of two or three years.
(vii)
A comprehensive review will be carried out at regular intervals not exceeding
five years. If there are significant changes to the program or a substantial
problem is brought to notice, an interim review focussing on the problems may
be conducted. In the event that any aspect of the program is found to be
sufficiently unsatisfactory, the EAB reserves the rights to revoke the
accreditation.
(viii)
The educational institution that offers an accredited course shall advise the
EAB if significant changes have been made to the content, mode of delivery,
outcomes or any aspect of the accredited course.
(ix)
Programs will be evaluated in accordance with the accreditation criteria given in
Part IV. Accreditation is based on satisfying the minimum standards.
(x)
All correspondence between the educational institution and EAB, as well as
information as to whether a program from an educational institution is being
considered for accreditation, are to be classified as confidential and may not be
released to any unauthorised persons except with written permission from the
educational institution.
(xi)
An on-site visit will form part of the process leading to an accreditation
decision. An evaluation team appointed by the EAB will carry out the
evaluation of the program. The evaluation team may include observers, subject
to agreement by both EAB and the educational institution.
(xii)
The final decision made by EAB will be communicated to the educational
institution together with feedback and comments. In the event that a program
is not accredited, reasons for the decision will be given. If accreditation is
denied, the educational institution may appeal against the decision or request an
immediate re-evaluation.
(xiii)
The academic programme should be equivalent to a 4-year full-time course.
(xiv)
The educational institution is expected to bear the cost of accreditation.
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PART III
ACCREDITATION PROCEDURE
5
ACCREDITATION PROCESS
5.1
The accreditation process, whether for a first accreditation or re-accreditation, involves
a comprehensive assessment which comprises the following:
5.2
(i)
a review of the information submitted in accordance with the Accreditation
Information as prescribed in Part V;
(ii)
an on-site review by the Evaluation Team appointed by EAB; and
(iii)
preparation of the accreditation report on findings and recommendations by the
Evaluation Team.
Generally, the steps involved in the accreditation process are as follows:
(i)
The educational institution will make an application for accreditation by
submitting the relevant information using the Accreditation Information in Part
V. If a program is already accredited and a re-evaluation is necessary, the
application is to be submitted at least 5 months before expiry of the
accreditation;
(ii)
EAB will form an Evaluation Team to evaluate the submitted information. The
Team will be headed by a Team Leader, and the number of members on the
Evaluation Team will depend on the program to be accredited. EAB will adopt
the following guidelines in determining the composition of the Evaluation
Team:
a) an academic (or formerly an academic) member, preferably to be a
representative from an overseas signatory of Washington Accord, shall be
included in the Team;
b) representatives from key stakeholders (such as the Professional Engineers
Board, regulatory agencies, academia and industry, including the Association
of Consulting Engineers Singapore) shall be included in the Team;
c) the Team Leader should not be a current academic in an educational
institution in Singapore; and
d) a secretary shall be included in the Team.
(iii)
The Evaluation Team may, after evaluating the submitted information, request
for additional information, where necessary.
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(iv)
If the information provided is sufficient, the Evaluation Team Leader will
request the Secretary of the Evaluation Team to liaise with the educational
institution to develop a schedule or programme for an on-site visit. A possible
schedule which should serve as a guide in developing the programme for the
on-site visit is in Annex 1;
(v)
If observers are to be included in the on-site visit, the Secretary of the
Evaluation Team will seek prior written consent from the educational
institution;
(vi)
The Evaluation Team will carry out the on-site visit, which could take between
one to three days;
(vii)
The Evaluation Team will meet, prepare and submit its report to EAB within 4
weeks after the on-site visit;
(viii)
Before submitting its report to EAB, the Evaluation Team will submitted a
draft report to the educational institution for correction of errors of fact prior
to issue in its final form. The educational institution would not have the right
to change a report except to correct any facts that may be wrong.
(ix)
On the basis of the report by the Evaluation Team, a decision on accreditation
will be made by EAB. The educational institution will be informed of the
decision by EAB.
(x)
An appeal against the decision of EAB will have to be submitted in writing
within 30 days (see paragraph 7 for details).
6
PROVISIONAL ACCREDITATION OF NEW PROGRAMS
6.1
Provisional accreditation will be considered for new programs. The accreditation
procedure will vary depending on whether the educational institution already has other
programs which had been granted full accreditation by EAB.
6.2
An educational institution can request EAB to review a program for provisional
accreditation when the degree is in its first year of delivery provided it has the majority
of the resources in place for delivery of the program for the full course at all levels.
This will allow the Evaluation Team to review the curriculum of the full program, and
assess the quality of the academic staff and other resources such as library and
laboratories. This will apply to an educational institution which offers other programs
that have been previously accredited by EAB.
6.3
For programs offered by a new educational institution, it should have completed at
least two-thirds of the program before provisional accreditation could be considered.
In this case, an accreditation visit will be conducted by EAB.
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6.4
Provisional accreditation will be granted for a specified period of time. If the
educational institution does not request a follow-up accreditation visit within the
specified time frame the provisional accreditation will lapse. The follow-up
accreditation visit will normally be conducted by an Evaluation Team which will
comprise at least one member who had reviewed the program previously.
6.5
Provisional accreditation will only be granted for a maximum of four years. If full
accreditation has not been granted within this time frame, the provisional accreditation
will lapse and all graduates of the program will not be deemed to have gained a
qualification recognised by EAB as meeting EAB’s accreditation requirements. Their
qualification would not be recognised through any mutual recognition agreement
entered into by EAB, such as the Washington Accord.
6.6
When a program moves from provisional to full accreditation, graduates of the
program will be considered as possessing an engineering qualification accredited by
EAB even though they could have graduated whilst the program was provisionally
accredited by EAB, that is, the accreditation will be retrospective.
6.7
For each program which is given provisional accreditation, the educational institution is
expected to provide an annual report to EAB on progress made in relation to the
recommendations and requirements made in the provisional accreditation report. EAB
may appoint a member from the Evaluation Team to act as a monitor, and the monitor
would be expected to visit the educational institution on an annual basis and provide a
report to EAB on his findings. The educational institution will be expected to meet all
direct costs associated with the visits by the monitor.
7
ACCREDITATION VISIT
7.1
The on-site visit will allow the Evaluation Team to assess factors related to the
accreditation criteria that may not be adequately described in the Accreditation
Information, and to obtain further clarifications from the educational institution.
Although it may not be possible to adequately describe all the factors to be assessed
during the on-site visit, some of the common ones are the following:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
Outcome of the education provided;
Quality assurance processes, including internal reviews;
Assessment procedures;
Activities and work of the students;
Entry standards and selection procedure for admission of students;
Motivation and enthusiasm of faculty;
Qualifications and activities of faculty members;
Facilities;
Industry participation.
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7.2
In order to assist the Evaluation Team in its assessment, the educational institution
should arrange for the following:
(i)
discussions with:
a)
the Dean and Heads of Departments;
b) a group of faculty members;
c)
a group of alumni; and
d) a group of students;
(ii)
availability of the following exhibits:
a)
curriculum vitae of all faculty staff;
b) list of publications by faculty staff;
c)
sample of teaching materials;
d) sample examination papers for all subjects;
e)
sample of examination scripts (if available) including at least one excellent,
one good and one marginal pass for each examination;
f)
sample project and design reports (excellent, good and marginal pass) by
students;
g)
sample student feedback form;
h) results of other internal or external reviews of the course, department and
faculty;
i)
results of quality assurance reviews;
j)
records of employment of graduates;
k) any other documents that the Evaluation Team may request.
(iii)
visits to:
a)
classrooms;
b) laboratories;
c)
the library; and
d) the computer centre.
7.3
The Evaluation Team should conduct an exit discussion with key staff of the
educational institution (for example, Head of Department in which the program is
being evaluated) at the end of the on-site visit.
8
FOLLOW-UP ACTION AS A REQUIREMENT FOR
ACCREDITATION
8.1
If there are requirements which need follow-up action as a condition for accreditation,
EAB will require the educational institution to submit a report after a specified period
which could be any duration up to the next accreditation period. The specified period
will vary depending on the nature of the requirement, for example, whether follow-up
actions could be developed and implemented within a short time frame. EAB may also
require follow-up visit to review the actions taken by the educational institution.
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9
DISPUTE RESOLUTION
9.1
An educational institution may appeal against refusal to accredit, or submit a complaint.
An appeal may include a request for re-consideration or a revisit.
9.2
An appeal involving requests for re-consideration or an immediate revisit must be made
in writing to the Honorary Secretary, Council of IES within 30 days after receiving
notification of refusal to accredit. The appeal should be accompanied by a report to
substantiate the request.
9.3
The Council of IES will appoint an Appeals Committee comprising not less than 3
members who have had experience of accreditation. The Appeals Committee will
request EAB to consider the request based on the report submitted by the educational
institution and respond with its recommendations within 21 days.
9.4
The Council of IES will consider the findings of the Appeal Committee and arrive at a
final decision within 60 days after receipt of the appeal. If the request is denied, the
Council of IES will provide the educational institution with reasons for the decision.
9.5
If a revisit is necessary, the EAB will appoint a Re-evaluation Team which may be the
same team that carried out the original evaluation.
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PART IV
ACCREDITATION CRITERIA
10
GENERAL CRITERIA
10.1
The evaluation process is based on 10 broad criteria developed through a participatory
process involving academics from the National University of Singapore (NUS) and the
Nanyang Technological University (NTU), and professional engineers from the
Institution of Engineers, Singapore (IES), the Professional Engineers Board (PEB) and
the Association of Consulting Engineers, Singapore (ACES). Each criterion relates to a
major feature of institutional activity and effectiveness. The criteria are formulated in
terms of parameters, including quantitative measurements that are designed for
maximally objective assessment of each feature.
10.2
An engineering program to be accredited or re-accredited is expected to satisfy all the
criteria during the full term of accreditation. The educational institution should
periodically review the strengths and weaknesses of the program and seek continually to
improve on standards and quality, and to address deficiencies if any aspect falls short of
the standards set by the accreditation criteria.
10.3
Criterion 1 - Mission and Program Objectives
(i)
Each engineering program to be accredited or re-accredited should have:
a) published program objectives that are consistent with the mission of the
educational institution as well as criteria 2 to 10 listed below, and
b) a curriculum and processes that lead to the attainment of these objectives..
(ii)
10.4
The objectives should be assessable and realistic within the context of the
committed resources. These objectives are periodically reviewed based on
feedback of the program’s various constituencies.
Criterion 2 - Program Outcomes and Teaching Processes
(i)
Each program should cover general and specialised professional content of
adequate breadth and depth, and should include appropriate components in the
Sciences and Humanities. The program should ensure that graduates are able to:
a) apply knowledge of mathematics, science and engineering;
b) design and conduct experiments, analyse, interpret data and synthesise valid
conclusions;
c) design a system, component, or process, and synthesise solutions to achieve
desired needs;
d) identify, formulate, research through relevant literature review, and solve
engineering problems reaching substantiated conclusions;
e) use the techniques, skills, and modern engineering tools necessary for
engineering practice with appropriate considerations for public health and
safety, cultural, societal, and environmental constraints;
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f) communicate effectively;
g) recognize the need for, and have the ability to engage in life-long learning;
h) understand the impact of engineering solutions in a societal context and to
be able to respond effectively to the needs for sustainable development;
i) function effectively within multi-disciplinary teams and understand the
fundamental precepts of effective project management;
j) understand professional, ethical and moral responsibility.
10.5
10.6
(ii)
The program must employ effective teaching-learning processes. The modes of
teaching used, such as lecture, tutorial, seminar, teacher-student interaction
outside class, peer-group discussion, or a combination of two or more of these,
must be designed and implemented so as to facilitate and encourage learning.
Practical skills, such as the ability to operate computers and other
technologically advanced machinery, must be developed through hands-on
laboratory work.
(iii)
The effectiveness of the teaching-learning processes must be evaluated on a
regular basis. The evaluation, besides reviewing the abovementioned factors,
must also look at whether the academic calendar, the number of instructional
days and contact hours per week, are maximally conducive to teaching and
learning. Student feedback on various aspects of the process must be carefully
considered as well. Internal reviews of quality assurance procedures should be
carried out periodically.
(iv)
The educational institution must have a comprehensive and up-to-date library
and extensive educational technology facilities.
Criterion 3 - Students
(i)
Students admitted to the program must be of reasonably high quality. The
policies and procedures for student admission and transfer, and for exemptions
of courses taken for credits earned elsewhere, should be clearly spelt out and
transparent.
(ii)
Graduates must be capable of satisfactory performance. The educational
institution should monitor its students carefully, and frequently evaluate them,
so as to continually assess how successful the program is in achieving its
objectives, and to make improvements accordingly. The requirements of the
program should be made known to every student.
(iii)
The educational institution must provide student support services including
counselling.
Criterion 4 - Faculty Members
(i)
The faculty members should possess the expertise to cover all the curricular
areas of the program.
(ii)
There must be a large enough pool of faculty to enable members to engage in
activities outside their teaching duties, especially for the purposes of
professional development and interaction with industrial and professional
practitioners.
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10.7
(iii)
The number of faculty members must be sufficiently large in proportion to the
number of students, so as to provide adequate levels of faculty-student
interaction. In any educational program, it is essential to have adequate levels of
teacher-student interaction, which is only possible if there are enough teachers,
or in this case, faculty members.
(iv)
The authority to steer and run the program must be in the hands of members of
the faculty. This includes the authority over evaluation and assessment
processes and decisions on program involvement.
(v)
The faculty must have excellent educational qualifications, and while all of them
must be actively pursuing knowledge in their respective areas of interest, at least
some of them must have attained international recognition in scholarship in the
field. Members of the faculty must possess engineering experience and be from
diverse backgrounds. In terms of teaching, the faculty must possess experience,
be able to communicate effectively, and be enthusiastic about program
improvement. They must participate in professional societies and have obtained
Professional Engineering registration, where applicable.
Criterion 5 - Facilities and Learning Environment
(i)
10.8
Criterion 6 - Institutional Support and Financial Resources
(i)
10.9
Classrooms, laboratories and other teaching facilities must be adequately
furnished to provide a learning environment conducive to the fulfilment of
program objectives. Computing and information technology support systems
must be in place to support the scholarly activities of both faculty and students.
The program must possess the financial resources necessary to fulfill its
mission. In particular, there must be sufficient resources to attract and retain a
well-qualified staff, and to provide them with opportunities for continued
development and career growth. The program’s budgetary planning process
must also provide for the acquisition, repair, maintenance and replacement of
physical facilities and equipment.
Criterion 7 - Governance
(i)
The governance structure of the program must clearly assign authority and
responsibility for the formulation and implementation of policies that enable
the program to fulfill its mission.
10.10 Criterion 8 - Interaction between Educational Institution and Industry
(i)
There must be industry participation in the development of the curriculum to
ensure its relevance. It must be updated regularly to keep abreast of the needs
of the industry, particularly in areas experiencing rapid changes.
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(ii)
The program should provide students the opportunity to acquire industrial
experience via internships and design projects conducted by professional
engineers and faculty members with industrial experience. There should be an
industrial attachment unit to facilitate this aspect of the program.
(iii)
There must be in place a form of communication channel between the
educational institution and the industry, especially so that the industry could
give feedback to the faculty concerning the quality of the teaching-learning
process and the relevance of the curriculum content to the global market place.
10.11 Criterion 9 - Research and Development
(i)
The faculty must be actively involved in research and development. The
program must support, encourage and maintain such R&D activities.
(ii)
A vibrant research and development culture is important to any academic
program. It provides new knowledge to the curriculum. The student’s education
is enriched by being part of such a culture, for it cultivates skills and habits for
lifelong learning.
10.12 Criterion 10 – Specific Program Criteria
(i)
In addition to the General Criteria, each program must satisfy a set of criteria
specific to it, known as Specific Program Criteria. The Specific Program
Criteria deal with the requirements for engineering practice particular to the
related sub-discipline. The stipulations in the Specific Program Criteria chiefly
concern curricular issues and qualifications of faculty. In the case where there
is more than one set of Specific Program Criteria, a program must satisfy every
set of criteria.
11
SPECIFIC PROGRAM CRITERIA
11.1
CRITERIA FOR BIOENGINEERING PROGRAM AND BIOMEDICAL
ENGINEERING PROGRAM
(i)
The curriculum of the Bioengineering Program and the Biomedical Engineering
Program must provide adequate theoretical grounding in the biological and
medical sciences, and all the relevant engineering sub-disciplines, such that
graduates are capable of applying engineering principles to biological or
biomedical phenomena. Students must be trained to design and develop new
biomedical techniques, devices, and instruments for the measurement, analysis,
and interpretation of data from living systems. Courses must cover a broad
spectrum of life sciences and bioengineering fields like medical imaging,
biosensors, bioinstrumentation, biomechanics, controlled drug delivery, and
bioinformatics.
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11.2
11.3
CRITERIA FOR CHEMICAL ENGINEERING PROGRAM
(i)
Graduates of the Chemical Engineering Program must have acquired sufficient
grounding in physical chemistry, organic chemistry, biochemistry, and materials
science, so as to have the necessary background knowledge to meet the
objectives of the program.
(ii)
Graduates must possess knowledge of mathematics, particularly in the areas of
linear and non-linear algebra, ordinary and partial differential equations, and
probability and statistics; and be able to apply the relevant concepts in chemical
engineering.
(iii)
Core requirements for graduation should include courses that give at least a
broad understanding and working knowledge of material and energy balances
applied to chemical processes, thermodynamics of physical and chemical
equilibria, heat, mass and momentum transfer, chemical reaction engineering,
separation operations, process dynamics and control, and appropriate modern
experimental and computing techniques with proper reference to safety and
environmental aspects at all levels.
(iv)
Students must participate in a capstone design project that provides a
comprehensive experience of large-scale process design involving multiple unit
operations. The design project must develop the ability of participants to work
in a team, and at the same time give the individual opportunities to excel.
Whenever possible, it should seek to enhance the student’s ability to solve
problems from first principles.
(v)
The program must provide opportunities for extension through offering
electives in contemporary technology, as well as economic and human resource
issues in industrial management. It would be desirable that the program
contains elements of enhancement, such as by offering opportunities for more
in-depth research experience and advanced electives that encourage deeper and
creative thinking on open-ended issues.
CRITERIA FOR CIVIL ENGINEERING PROGRAM AND CIVIL AND
ENVIRONMENTAL ENGINEERING PROGRAM
(i)
Graduates of the Civil Engineering Program and the Civil and Environmental
Engineering Program must be proficient in mathematics, and particularly so in
differential equations, probability and statistics, and calculus-based physics.
They must also be proficient in a minimum of four recognized major civil
engineering areas (namely, structural, construction, geotechnical, hydraulics,
environmental and transport). They must have the ability to carry out laboratory
experiments and design and integrate all the professional components of the
curriculum. Finally, they should have an awareness of professional issues such
as the procurement of work, materials and specifications, how design and
construction professionals interact effectively to execute a project, the
importance of professional registration and continuing education and other
professional activities.
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11.4
(ii)
For a program that includes the word “environmental” in its title, graduates
must demonstrate proficiency in chemistry and general biology, and
introductory level knowledge of environmental issues associated with air, land,
and water systems and associated environmental health impacts.
(iii)
Faculty members conducting courses on design should have relevant
educational qualifications, and either professional registration, or industrial
design experience. There should be more than one designated member,
preferably a core team, to manage the program.
CRITERIA FOR COMPUTER ENGINEERING PROGRAM
(i)
11.5
CRITERIA FOR ELECTRICAL ENGINEERING PROGRAM
ELECTRICAL AND ELECTRONIC ENGINEERING PROGRAM
(i)
11.6
Graduates of the Computer Engineering Program must have knowledge of
probability and statistics, differential and integral calculus, discrete mathematics,
basic sciences, computer science, and engineering sciences for the analysis and
design of complex electrical and electronic devices, software, and systems
containing hardware and software components.
AND
Graduates of the Electrical Engineering Program and the Electrical and
Electronic Engineering Program must have the knowledge to analyse and
design complex electrical and electronic devices, software, and systems
containing hardware and software components. The graduates must have a
good understanding of the principles and applications of the basic sciences,
engineering science and advanced mathematics, including probability and
statistics, differential and integral calculus, linear algebra and complex variables.
CRITERIA FOR ENVIRONMENTAL ENGINEERING PROGRAM
(i)
Graduates of the Environmental Engineering Program must possess an
understanding of industrial processes and their potential effects on safety,
health and the environment, and they must also possess contemporary
knowledge of the prevention and the treatment of pollution-producing waste
streams, whether in gaseous, liquid or solid phases (e.g. air pollution control,
wastewater treatment, solid and hazardous waste management).
(ii)
The graduate must have knowledge in physics, chemistry and biology, that have
applications in Environmental Engineering, for example, environmental
chemistry and microbiology. They must possess a certain level of proficiency in
mathematics, especially in algebraic systems, differential equations, probability
and statistics. They must also demonstrate a basic knowledge of regional and
global environmental issues, and a working knowledge of fluid mechanics and
heat transfer, chemical reactions, and separation processes.
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11.7
(iii)
The graduate must participate in a capstone design project thatpromotes team
work and problem solving skills, and include process synthesis, equipment
design, safety and environmental management, and economic analysis.
(iv)
The program must provide opportunities for research experience and for
professional involvement and development. It must offer advanced electives
focussed on enhancing students’ understanding of sustainable development and
contemporary environmental and process technology. The overall course design
must also bring about an understanding of the roles and responsibilities of
public institutions and private organisations in environmental management and
waste management. All of the above diverse criteria reflect the increasingly
interdisciplinary nature of environmental engineering and the increasing focus
of environmental engineering on waste minimisation and pollution prevention.
CRITERIA
PROGRAM
(i)
11.8
INDUSTRIAL
AND
SYSTEMS
ENGINEERING
Graduates of the Industrial and Systems Engineering Program must have the
ability to design, develop, implement and innovate integrated systems that
include people, materials, information, equipment and energy. The program
must include in-depth instruction to accomplish the integration of systems
using appropriate analytical, computational and experimental practices.
CRITERIA FOR MATERIALS ENGINEERING PROGRAM
(i)
11.9
FOR
Graduates of the Materials Engineering Program must have the ability to apply
principles in the basic sciences, e.g., chemistry and physics, and engineering
principles to materials systems such as metals, polymers, and composite
materials. They must have an integrated understanding of the scientific and
engineering principles underlying the four major elements of the field, namely,
structures, properties, processing, and performance related to material systems.
They must be able to apply and integrate knowledge from each of the foregoing
four elements of the field to solve materials selection and design problems as
well as the ability to use experimental, statistical and computational methods
consistent with the program objectives.
CRITERIA FOR MECHANICAL ENGINEERING PROGRAM AND
MECHANICAL AND PRODUCTION ENGINEERING PROGRAM
(i)
Graduates of the Mechanical Engineering Program and Mechanical and
Production Engineering Program must have the ability to apply mathematics,
science, mechanics, thermodynamics and fluid mechanics to mechanical,
manufacturing, thermal and electro-mechanical systems and processes, as well
as to the design and realization of such systems. Graduates should also have the
ability to work professionally in one or more of the fields of specialization
identified by the program.
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PART V
ACCREDITATION INFORMATION
12
PROGRAM INFORMATION
12.1
The information for accreditation of the programs should be completed and submitted
at least 5 months before the desired accreditation date. Six (6) sets of the
documentation should be submitted and forwarded to:
Secretary,
Engineering Accreditation Board
The Institution of Engineers, Singapore
70 Bukit Tinggi Road
Singapore 289758
12.2
The information should be prepared in the format prescribed below:
1.
GENERAL INFORMATION
1.1
Programs to be accredited
1.2
Name and address of educational institution
1.3
Type of educational institution (private or public)
1.4
Date of establishment of the educational institution
1.5
The undergraduate programs offered by the educational institution,
including prospectus which is given to students
1.6
The accreditation records of the programs
2.
SUPPORT OF REQUEST TO EAB
State that the submission is supported by the chief executive of the educational
institution.
3.
GRANTING OF ENGINEERING OR EQUIVALENT DEGREES
Give brief historical development of the program, including date of first award
of degree and subsequent changes.
4.
RECENT CHANGES TO CURRICULUM
Specify the major changes in the program structure as well as curriculum
content and emphasis since the last accreditation or in the last 5 years and the
rationale for the changes.
5.
MISSION, PROGRAM
PROCESSES
(a)
OBJECTIVES,
CURRICULUM
AND
Mission and Program Objectives
State the mission of the educational institution and explain briefly how
the design of the curriculum allows the program to fulfil its own and
EAB’s objectives.
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(b)
Program Duration
Specify the number of academic terms and years needed to complete
program.
(c)
Curriculum Structure
Specify the number of semesters and modules allocated to each
semester.
(d)
Description of Course Modules
The information required includes:
(i)
a brief description of the modules;
(ii)
the number of credits each module is worth;
(iii)
the relative weights of continual assessment and the final
examination in the final grade;
(iv)
pre-requisites, if any; and
(v)
targeted students.
(e)
Curricular Time Allocation
Indicate the average contact hours per week by subjects for each
semester in each year of study and breakdown of time (in hours) which
students are expected to spend on each subject.
Also indicate the average contact hours for the whole course.
Curricular Contact Time (by semester)
Semester n Year n:
Module Title
Number of Contact Hours per Week
Lec2
Tut/
Con3
Lab4
Proj5
Total
Hrs
No
of
AUs1
Total
1
2
3
4
5
Academic Units
Lecture
Tutorial/Consultation
Laboratory
Project
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(f)
Curricular Content
Indicate the ranges of the proportions of curricular content that are
devoted to Science and Mathematics, Engineering and related studies, as
well as management and other disciplines.
Curricular Content
Subject Group
Curriculum Content6
Min (%)
Max (%)
Amount of Contact
Time
Min (hrs) Max (hrs)
Mathematics & Science
Engineering & Design
Communication,
Humanities, Social
Science, Finance &
Management
Others
(g)
Detailed Breakdown of Course Time Allocation:
Specify the total amount of time (in hours) which students are expected
to spend on the various subject groups.
Mathematics and Science
Number of Hours
Module Title
Lec
Tut/
Con
Lab
Proj
Total
6 To enter amount as a percentage of the total number of curriculum hours or credits required to complete the
whole program.
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Engineering and Design
Number Of Hours
Module Title
Lec
Tut/
Con
Lab
Proj
Total
Communications, Humanities, Social Science, Finance & Management
Number of Hours
Module Title
Lec
Tut/
Con
Lab
Proj
Total
Others
Number Of Hours
Module Title
Lec
Tut/
Con
Lab
Proj
Total
(h)
Mode Of Delivery And Routes Leading To Completion Of
Program
Specify if program offers a distant learning option. Identify the routes
leading to the qualification to ensure that critical elements have not
been missed out.
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6.
7.
8.
PROGRAM OUTCOME AND TEACHING PROCESSES
(a)
EAB Requirements
Describe how the program satisfies the EAB requirements on program
outcomes.
(b)
Teaching Methods
Describe the teaching methods adopted and the rationale for adopting
them, that is, how they would enable the learning outcomes to be
achieved.
(c)
Student Assessment
Describe the method for tracking the students’ achievements through
the period of candidature and how the different classes of honours are
awarded.
(d)
Internal Quality Assurance
Provide the internal quality assurance procedures and results of internal
departmental reviews which are relevant to the quality assurance
processes.
STUDENTS
(a)
Education Preceding Entry Into Program
Specify the education of students prior to admission into the program.
(b)
Student profile
The information required includes:
(i)
entry standards;
(ii)
policies and procedures for advanced placements and transfers;
(iii)
a brief description of selection procedures;
(iv)
enrolment size of all existing cohorts;
(v)
honors class distribution in graduating cohorts of the past 3
years; and
(vi)
data on graduate employment, e.g., time period to first
employment, starting salary, and employment sectors, for the
past 5 years.
FACULTY MEMBERS AND STAFF
The information required includes:
(i)
size of teaching faculty and its composition;
(ii)
qualifications of teaching faculty;
(iii)
list of faculty members and their biodata;
(iv)
faculty-student ratio; and
(v)
size of supporting staff and its composition.
Where possible, information on the qualification and experience of the teaching
faculty and other data could be provided in the format as suggested in Annex 2.
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A summary of the critical data, such as number of IES members, number of
registered professional engineers, average publications per staff member, etc,
should be provided.
9.
FACILITIES AND LEARNING ENVIRONMENT
Specify the space allocated for classroom teaching, laboratory, computer, library
and student facilities in the following sections.
10.
(a)
Office and Classroom Facilities
(b)
Laboratory and Workshop Facilities
(c)
Computer and IT Facilities
(d)
Library Facilities
Specify the various library facilities, both general and engineering ones,
in terms of space, library collections and coverage.
(e)
Student Facilities
Specify the accommodation, sports and recreational facilities
INSTITUTIONAL SUPPORT AND FINANCE
Specify the educational institution’s sources of finance and level of funding at
various levels (e.g. faculty, school, program). Include the financial commitment
on overall teaching and research programs as well as administrative and support
functions. Also indicate the level of manpower allocation for the various
functions.
11.
GOVERNANCE
Administration
Give the organisational chart. List the administrative personnel in the
educational institution and in the School and specify their different areas of
responsibilities.
Describe the level of responsibility and authority that is devolved to the various
levels (e.g. faculty, school, program).
12.
INDUSTRY-INSTITUTION INTERACTION
Professional Contact
Describe the input given by practicing engineers and the interactive activities
with the industry.
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12.3
13.
RESEARCH AND DEVELOPMENT
Describe the research and consultancy activities that the department is involved
in and how these activities support the undergraduate program. Specify the
graduate programs that are available for graduating students who wish to pursue
higher education.
14.
PROGRAM SPECIFIC CRITERIA
Describe how the program specific criteria are met.
15.
FUTURE PLANS
Articulate future plans to improve the undergraduate program and the rationale
for adopting them, that is, how they would enable the learning outcomes to be
achieved.
16.
USEFUL WEBSITE AND LINKS
Provide relevant websites and links where further information on the program
and related matters can be found.
Additional information, which should be prepared and presented in the form of exhibit
during the accreditation visit, are:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
(x)
(xi)
curriculum vitae of all faculty staff;
list of publications by faculty staff;
sample of teaching materials;
sample examination papers for all subjects;
sample of examination scripts (if available) including at least one excellent, one
good and one marginal pass for each examination;
sample project and design reports (excellent, good and marginal pass) by
students;
sample student feedback form;
results of other internal or external reviews of the course, department and
faculty;
results of quality assurance reviews;
records of employment of graduates;
any other documents that the Evaluation Team may request.
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PART VI
REVIEW BY EVALUATION TEAM
13
TASKS FOR EVALUATION TEAM
13.1
After members of the Evaluation Team have been appointed, EAB will notify the
educational institution of the composition of the Evaluation Team. EAB will advise
the educational institution to contact the Secretary of the Evaluation Team to make
arrangements for the on-site visit as well as to provide the name and contact number of
a person with whom the Secretary could liaise for further information and clarifications,
if necessary.
13.2
Members of the Evaluation Team should note that all correspondences between the
educational institution and EAB and all reports made in the evaluation process, as well
as information as to whether a program from an educational institution is being
considered for accreditation, are to be classified as confidential and should not be
released to any unauthorised persons except with written permission from the
educational institution.
13.3
In order to maintain impartiality and transparency in the accreditation exercise,
members of the Evaluation Team would not participate in any discussion or decision
making process that might involve a conflict of interest.
13.4
The Evaluation Team members will carry out a comprehensive review of the
documentation provided on the Accreditation Information. If additional information
or clarifications on the information furnished by the educational institution is required,
members will channel their requests to the Secretary of the Evaluation Team, who will
liaise with the contact person of the educational institution to obtain the information
needed.
13.5
The Evaluation Team may meet before the on-site visit to discuss its findings from the
documentation.
13.6
The on-site visit will be conducted over a period of two to three days. Members could
refer to paragraph 6 of Part III as a guide on assessment to be carried out during the
on-site visit.
13.7
An exit discussion at the end of the on-site visit programme should be conducted, and
the Evaluation Team must present its preliminary findings orally to the educational
institution.
13.8
In some instances, follow-up activities may be required by the educational institution
and the Evaluation team may be required to conduct another visit, especially if the
educational institution is to supply additional information which needs to be assessed.
13.9
A draft report should be submitted to the educational institution for correction of
matters of fact prior to its issue in the final form. The educational institution would
not have the right to change a report except to correct any facts that may be wrong.
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13.10 A report of the Evaluation Team should be prepared and forwarded to EAB within 4
weeks after the on-site visit.
14
TASKS FOR MEMBERS OF THE EVALUATION TEAM
14.1
Members of the Evaluation Team should refer to “Guide for Members of Evaluation
Teams” which provides details on the roles of the various Evaluation Team members
and procedures during pre-visit, on-site visit and post-visit. The Guide will be issued
separately to members of the Evaluation Team.
15
REPORT OF EVALUATION TEAM
15.1
The report of the Evaluation Team to EAB should be very brief, containing the
summary of its observations, assessment and recommendations, and
acknowledgements.
15.2
The Evaluation Team should use the Assessment Form (Appendix A) as a guide in the
preparation of its evaluation report. Completed Assessment Form should be included
in the report. Additional data or factors for consideration may be added to the
Assessment Form by the Evaluation Team, if required, to suit its assessment purposes.
15.3
When issues are identified, the report must not present solutions, so that the
educational institution could develop its own solutions.
15.4
The Evaluation Team should structure its report based on the format below:
(i)
Executive Summary
Provide a summary of not more than two pages, of the key observations and
recommendations of the Evaluation Team.
(ii)
General Information
Give name of educational institution, brief description of program(s) evaluated,
and dates of on-site visit. For other details, the Assessment Form (see
paragraph 13) may be attached.
(iii)
Observations and Assessment of the programs
a) List of key observations gathered by the Evaluation Team, including
strengths and weaknesses, innovative and commendable achievements of
the educational institution, plan for future improvement and development,
etc.
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b) Provide a summary of the assessment by the Evaluation team. This should
cover areas where there is concern, weakness, deficiency and/or areas
which cannot be evaluated and the reasons thereof. Requirements and
recommendations identified in the report should be accompanied by the
reasons for them so as to show rationale behind them. For other details of
the assessment, the Assessment Form (see paragraph 13 below) may be
attached.
(iv)
Recommendations
For each program evaluated, the Evaluation Team may recommend any of the
following:
(a)
(b)
(c)
(v)
to be accredited for the full term of five years;
to be accredited for a specific term of either two or three years. The
report should include factors which have to be addressed by the
educational institution within the period of accreditation before the
term of accreditation could be extended to the full five years. The
report should also recommend whether another on-site visit should be
made for further assessment before the term of accreditation is
extended;
to refuse accreditation, and the reasons thereof. The report could
recommend whether a re-application within the next two to three years
should be considered.
Acknowledgement
Prepare an acknowledgement of the contributions and cooperation of the
individuals involved in the on-site visit and arrangements.
(vi)
Assessment Form
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PART VII
ACKNOWLEDGEMENTS
EAB wishes to acknowledge the assistance of the following organisations and individuals in the
development of this manual:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
Signatory countries of the Washington Accord, and in particular, Institution of
Professional Engineers New Zealand, Engineering Council United Kingdom and
Engineering Council of South Africa;
Mr Basil Wakelin;
Mr Donald Wroe;
Prof Hu Hanrahan;
National University of Singapore;
Nanyang University of Singapore;
Association of Consulting Engineers Singapore; and
Professional Engineers Board Singapore.
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Jun 2004
APPENDIX A
ASSESSMENT FORM
1
GENERAL INFORMATION
1.1
Institution
Name of university/institution:
Name of College, if applicable:
Address:
1.2
Program for accreditation
Name of program:
(as it appears on graduate’s certificate and
transcript)
Abbreviation of program:
Name of Faculty, if applicable:
Duration of program:
List all routes leading to the program1:
Year first batch had graduated:
Expiry date of last accreditation:
(if applicable)
1
For example, to indicate whether students could graduate from the program either by full-time study or parttime study.
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Jun 2004
1.3
Evaluation Team
Chairperson:
(i)
Members:
(including
name of
organisation,
where
applicable)
(ii)
(iii)
(iv)
(v)
(vi)
Observers:
(if applicable)
(i)
(ii)
(iii)
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Jun 2004
2
GENERAL CRITERIA
Criterion 1: Mission & Program Objectives
Criteria
(i)
Compliance1 Remarks and observations2
Program objectives are consistent
with the mission of the educational
institution.
(ii) Curriculum and processes ensure
achievement of objectives.
(iii) Objectives are assessable and realistic
within the context of the committed
resources.
(iv) Objectives are periodically reviewed
based on the feedback of the
program’s constituencies.
(v) Others3:
Criterion 2: Program Outcomes and Teaching Processes
Criteria
(i)
Compliance1 Remarks and observations2
Program covers general and
specialised professional content of
adequate breadth and depth.
(ii) Program includes appropriate
components in the Sciences and
Humanities.
(iii) Program ensures that graduates are
able to:
a) apply knowledge of mathematics,
science and engineering;
b) design and conduct experiments,
analyse, interpret data and
synthesise valid conclusions;
c) design a system, component, or
process, and synthesise solutions
to achieve desired needs;
________________________________
1
2
3
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Additional factors which Evaluation Team may wish to add.
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Criterion 2: Program Outcomes and Teaching Processes
Criteria
Compliance1 Remarks and observations2
d) identify, formulate, research
through relevant literature review,
and solve engineering problems
reaching substantiated
conclusions;
e) use techniques, skills, and modern
engineering tools necessary for
engineering practice. with
appropriate considerations for
public health and safety, cultural,
societal, and environmental
constraints;
f) communicate effectively;
g) recognize the need for, and have
the ability to engage in life-long
learning;
h) understand the impact of
engineering solutions in a societal
context and to be able to respond
effectively to the needs for
sustainable development;
i) function effectively within multidisciplinary teams and understand
the fundamental precepts of
effective project management;
j) understand professional, ethical
and moral responsibility.
(iv) Use of effective teaching-learning
processes, such as academic calendar,
number of instructional days, contact
hours per week and student feedback.
(v) Development of practical skills, such
as operating computer and
machinery, through hands-on
laboratory work.
(vi) Evaluation of effectiveness of
teaching-learning processes on a
regular basis.
________________________________
1
2
3
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Additional factors which Evaluation Team may wish to add.
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Criterion 2: Program Outcomes and Teaching Processes
Criteria
Compliance1 Remarks and observations2
(vii) Adequate quality assurance processes
and periodic internal or external
reviews of these.
(viii) Availability of extensive library and
educational technology facilities.
(ix) Others3:
Criterion 3: Students
Criteria
(i)
Compliance1 Remarks and observations2
Policies and procedures for
admission of matriculating students
and transfer students of high quality.
(ii) Policies on exemptions of courses
taken for credit earned elsewhere
clearly spelt out.
(iii) Continuous monitoring of student
performance to assess whether
program is achieving its objectives.
(iv) Program requirements are made
known to every student.
(v) Provision of student support
services, including counselling.
(vi) Others3:
Criterion 4: Faculty Members
Criteria
(i)
Compliance1 Remarks and observations2
Faculty members to possess expertise
to cover all curricular areas of the
program, and excellent educational
qualifications.
________________________________
1
2
3
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Additional factors which Evaluation Team may wish to add.
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Criterion 4: Faculty Members
Criteria
Compliance1 Remarks and observations2
(ii) Faculty members to have most of the
following:
• attain international recognition in
scholarship in their field
• diverse backgrounds
• engineering experience
• ability to communicate
• enthusiasm about program
improvement
• participation in professional
societies
• Professional Engineering
registration, where applicable.
(iii) There is sufficient large pool of
faculty to enable members to engage
in professional development and
interaction with industrial and
professional practitioners.
(iv) The faculty/student ratio is sufficient
to provide adequate levels of: facultystudent interaction.
(v) Faculty members have authority to
steer and run the program, including
authority over evaluation and
assessment processes, decisions on
program improvement.
(vi) Others3:
Criterion 5: Facilities and Learning Environment
Criteria
(i)
Compliance1 Remarks and observations2
Classrooms, laboratories, and other
teaching facilities and equipment are
adequately furnished.
(ii) Computing and information
technology support systems are in
place to support the scholarly
activities of students and faculty.
________________________________
1
2
3
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Additional factors which Evaluation Team may wish to add.
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Criterion 6: Institutional Support and Financial Resources
Criteria
(i)
Compliance1 Remarks and observations2
Adequate financial resources to fulfil
its mission.
(ii) Adequate resources to attract and
retain well-qualified staff, and to
provide then with opportunities for
continued development and career
growth.
(iii) Budgetary planning process to
provide for acquisition, repair,
maintenance, and replacement of
physical facilities and equipment.
(iv) Others3:
Criterion 7: Governance
Criteria
(i)
Compliance1 Remarks and observations2
Governance structure of the program
clearly assigns authority and
responsibility for the formulation and
implementation of policies that
enable the program to fulfil its
mission.
(ii) Others3:
Criterion 8: Interaction between Institution and Industry
Criteria
(i)
Compliance1 Remarks and observations2
Industry participation in
development of curriculum to ensure
relevance.
(ii) Curriculum is updated regularly to
keep abreast of the needs of the
industry, particularly in areas with
rapid changes.
________________________________
1
2
3
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Additional factors which Evaluation Team may wish to add.
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Criterion 8: Interaction between Institution and Industry
Criteria
Compliance1 Remarks and observations2
(iii) Opportunity for students to acquire
industrial experience via internship
and design projects by professional
engineers and faculty members with
industrial experience.
(iv) Communication channel between
institution and industry for feedback
on the quality of the teachinglearning process and the relevance of
the curriculum contents to the global
market place.
(v) Others3:
Criterion 9: Research and Development
Criteria
(i)
Compliance1 Remarks and observations2
Faculty is actively involved in
research and development and
program supports, encourages and
maintains this activity
(ii) Vibrant research and development
culture that cultivates of skills and
habits for lifelong learning.
(iii) Others3:
________________________________
1
2
3
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Additional factors which Evaluation Team may wish to add.
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3
PROGRAM SPECIFIC CRITERIA
Criteria
(i)
Compliance4 Remarks5
Meets program specific criteria.
(ii) Others3:
________________________________
4
5
Insert “Yes” when the criterion is in compliance and there is no weakness or deficiency, otherwise insert “No”.
Where there is any weakness or deficiency, the basis for arriving at that observation should be included. For
observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
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4
RECOMMENDATION BY EVALUATION TEAM
The Program is recommended to be given:
Type of accreditation
Duration
Full accreditation
5 years
Comments6, observations7 or
conditions8
Accreditation for a specific term
Not to be accredited
Prepared and submitted by Evaluation Team:
Name
Signature9
Chairperson:
Members:
________________________________
6
7
8
9
For programs to be accredited, indicate the level of passes or grades that are to be accredited.
For observations, indicate whether they are:
• requirements – those items requiring follow-up action as a condition of accreditation; or
• recommendations – those aspects which are suggestions rather than mandatory requirements.
Include reasons if any condition is to be imposed.
Only one signature, by the Chairman of the Evaluation Team, is sufficient.
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ANNEX 1
SUGGESTED OUTLINE OF
SCHEDULE OF ON-SITE VISIT
The suggested visit programme for on-site visit is based on simultaneous visit by multiple
Evaluation Teams with a Group Team Leader. There is some flexibility in the ordering and
timing of activities but the general aim is to consider the information in a logical order.
Period
Venue
Activity
Afternoon/Evening Before Day of Visit
Varies
Off campus
Team introductions and training of panellists, if not done
previously
4.30pm – 6.30pm
Off campus
Private Plenary Meeting of all members participating in the
accreditation visit, chaired by Group Leader.
(Observers, if any, are invited to attend)
7.00pm – 9.00pm
Welcome Dinner for all members participating in the
accreditation visit
(Observers are invited to attend)
Day One of Visit
9.00am – 9.45am
(Max. of 45 mins)
Central1
Arrival, introduction, short briefing
9.45am – 10.15am
School
Each Evaluation Team to meet with Dean of School, senior
members of staff
10.15am – 1.00pm
School
Program should allow the Team to concentrate on looking at
things that assist with addressing:
• Criterion 1: Mission and Program Objectives; and
• Criterion 2: Program Outcomes and Teaching Processes.
such as assessment system, exam papers, marked scripts, final
year projects, effectiveness of teaching and learning, internal
curriculum development quality assurance, student feedback
mechanisms, etc.
1.00pm – 2.30pm
Lunch-cum-Meeting with Alumni (preferably those who had
recently graduated within the last 5 years) and/or staff
2.30pm – 4.30pm
Lab/library
Tour Lab Facilities and/or library to assess Criterion 5: Facilities
and Learning Environment
4.30pm – 5.00pm
School
Private meeting of Team to sum up
5.00pm – 6.00pm
Central
Plenary Meeting of all Teams, chaired by Group Team Leader
1
Central denotes a location where all the Evaluation Teams could meet together.
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Period
Venue
Activity
Early Evening
Social function with School Staff and/or advisory board to
assess Criterion 8: Interaction between Educational Institution
and Industry
Later evening
Review of any additional data provided by school
Day Two of Visit
9.00am – 10.30am
School
Team to meet with students, including members of management
team of student’s club
10.30am – 11.00am
School
Private session to consider Criterion 3: Students, including
admission criteria
11.00am – 12.30pm
School
Meet with Academic Staff, either in a group or individually
12.30pm – 1.00pm
School
Private session to consider Criterion 4: Faculty Members
1.00pm – 2.00pm
Lunch break
2.00pm – 3.00pm
School
Meet with research leaders, view selected facilities to assess
Criterion 9: Research and Development
3.30pm – 4.00pm
School
Meet with School Dean to review issues raised, finances,
Governance
4.00pm – 5.00pm
School
Private meeting of Team to consider and confirm findings2 on:
• Criterion 6: Institutional Support and Financial Resources
• Criterion 7: Governance
5.00pm – 6.00pm
Central
Private meeting of all Teams, chaired by Group Leader, toreview
findings, check consistency across Teams
6.00pm – 7.00pm
School
Exit Interview with Dean
2
At some point on Day 2 before this, the Group Team Leader of a multi-Team visit should call on the ViceChancellor/President to address, on behalf of all the Teams, higher level issues common to all courses including
governance, institutional support and financing.
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ANNEX 2
SUGGESTED FORMAT FOR INFORMATION ON FACULTY STAFF
The table below shows a suggested format for listing faculty members and their curriculum vitae.
STAFF IN THE DIVISION/DEPARTMENT OF XXX, FACULTY OF CIVIL ENGINEERING, NTU
S/n
1
Name
Present post
and date of
joining
institution
Xxx Yyyy Zzzzz Assoc. Prof
1 Jan 2001
Academic
qualifications
PhD (Austin)
MEng (NTU)
BEng (NUS)
Membership of
professional
bodies
FIES
MICE
PEng (Spore)
CEng (UK)
Brief resume (with approx dates) of
professional experience, including current
responsibilities
Present teaching subject and
student contact hours per
year
2001-todate: Assoc Prof, NTU
1999-2001: Asst Prof, NTU
1996-1999: Senior Lecturer, TSU, USA
1992-1996: Project Engineer, XYZ Consultants
G123 Computing (30 hrs)
C234 Steel structures (20 hrs)
C345 Steel design (Tutorial 40
hrs)
C456 Final Year Project (35
hrs)
Professional duties
(including external bodies)
Member of committees on:
a) Code of Practice on xyz
(PSB)
b) Review of safety standards
(MOM)
External examiner – BHTU,
China
Current activities:
4th Year Exam coordinator
• Consultant to Ministry of ZYX on xcv
Research
activities (see
note below)
A
B
C
1
10
2
•
2
Note for the last 3 columns:
A – Number of research students currently supervised
B – Number of research papers published (both local and international) during the last 5 years
C – Number of current consultancies
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