ABET Processes
What Needs to Be Done?
How Can It All Be Accomplished?
What Are the Benefits?
Fred DePiero
Associate Dean & EE Professor
Outline
• Overview of ABET Requirements
College of Engineering
– What needs to be done?
– Specific assessment methodologies & program
improvements
• Suggested approaches
–
–
–
–
Centralized (most) indirect measures
Decentralized (most) direct measures
Draw from university sources (direct & indirect)
College-wide improvements
• College-wide overview
– Lessons learned, general comments
Fred DePiero
fdepiero@calpoly.edu
Organization of Talk
College of Engineering
• In Order of Criteria (‘C2’, ‘C3’, ‘C4’)
• ‘What?’
– What are requirements?
• ‘How?’
– Suggestions on how to accomplish tasks
• ‘Benefits!’
– What are institutional benefits?
C2
Fred DePiero
fdepiero@calpoly.edu
What?
Limited Dissemination
Of Materials
College of Engineering
• Distribute freely within your faculties
• Do NOT post on public web sites
– BlackBoard (e.g.) fine
Fred DePiero
fdepiero@calpoly.edu
Audience? / Status?
• Familiar with:
College of Engineering
– Criteria 2, 3, 4, 5? A-K?
– ‘Indirect’ vs ‘Direct’ measure?
• Status:
– Have PEOs? Reviewing and revising?
– Measurable skills identified for A-K?
Rubrics?
– Any direct measures for A-K?
– Curriculum mapping?
Fred DePiero
fdepiero@calpoly.edu
Recent ABET Visit, ‘Went Well’
• Visit: October 26-28, 2008
College of Engineering
• Simultaneous visit (CAC & EAC)
• 12 Programs evaluated for reaccreditation
– Including 2 outside CENG
•
•
•
•
1 Program evaluated for first accreditation
(Specific results confidential)
Biomedical Engr going for 1st accr in ~1.5 years
Five Self Studies selected for display at ABET
Symposium 2010 (Las Vegas).
– ME, CE, IE, AERO, CSC
Fred DePiero
fdepiero@calpoly.edu
My Role?
• Provide centralized services
College of Engineering
– On-Going: run surveys of seniors, alumni
– Gather data from university-wide sources
– Visit Prep: Additional data services (course
offerings, teaching assn), transcripts, schedule,
coach to coordinator, chair, faculty
• Specific guidance to programs
– Self Study template. Compare recent S-S examples
• Provide suggestions
– Share best practices. Report from BAP, ASEE
• Also an ABET Program Evaluator - Invaluable!
– 5 team members are PEVs
Fred DePiero
fdepiero@calpoly.edu
Overview of All Criteria
• C1, Students
College of Engineering
– Advising, transfer credit, grad evaluations
• C2, Program Educational Objectives
– Career accomplishments ~3-5 years after
graduation
– Review and revise PEOs
• C3, Student Outcomes, A-K
– Skills, knowledge, abilities acquired by
time of graduation
Fred DePiero
fdepiero@calpoly.edu
Overview of All Criteria…
• C4, Continuous Improvement
College of Engineering
– Use evaluation of C2, C3 to improve
program
• C5, Curriculum
– Basic math & science, eng science, design
•
•
•
•
C6, Faculty (Sufficient & Competent)
C7, Facilities
C8, Institutional Support
Program Criteria
Fred DePiero
fdepiero@calpoly.edu
Criterion 2: Objectives
College of Engineering
• ‘Objectives’ define career accomplishments
of graduates, ~3-5 years after graduation.
• Programs define their own Objectives.
• Examples: Graduates will…
–
–
–
–
Continue education (graduate school or other)
Work in an ethical manner
Become leaders on project team
Be good members of the community, do
volunteer work
• Examples: MATE, ME, CE, (IE)
C2
Fred DePiero
fdepiero@calpoly.edu
What?
Criterion 2: Objectives
• Assessment, Typical Approaches
College of Engineering
– Use alumni surveys
– Feedback from Industrial Advisors
• Evaluation
– My interpretation, validated by ABET
– All alumni should attain one or more
Objectives. ‘1-of-N’ requirement.
– All Objectives should be attained by at
least some alumni.
C2
Fred DePiero
fdepiero@calpoly.edu
What?
Improving Survey
Processes
College of Engineering
C2, C3
Fred DePiero
fdepiero@calpoly.edu
How?
Creating Better
Surveys
College of Engineering
• Three most important
aspects:
–Short, Short, SHORT!
Fred DePiero
fdepiero@calpoly.edu
How?
Get More Value
From Surveys
College of Engineering
• Alumni surveys – 2 styles of questions
• Include likert scale questions on each PEO.
• Asked specific questions (‘yes/no’), for more
accurate data - fewer misinterpretations
– On specific career accomplishments of alumni
– Drop ‘Leader in field?’, rather ‘Award for work?’
• (Examples: MATE, ME, CE, IE)
C2
Fred DePiero
fdepiero@calpoly.edu
How?
Example Alumni Survey (MATE)
College of Engineering
(PEOs listed on survey)
– 1. Apply materials engineering principles to analyze and solve real-world
engineering challenges.
– 2. Communicate and perform as effective engineering professionals in both
individual and team-based project environments.
– 3. Develop intellectually through continuous learning.
– 4. Work in an individual or team environment in a socially responsible manner.
Please rate the extent to which you feel that the career objectives are appropriate for
CalPoly MATE graduates? (Accomplished within 5 years of graduation)
•
Very Appropriate
•
Somewhat Appropriate
•
Neutral
•
Somewhat Inappropriate
•
Not Appropriate
Fred DePiero
fdepiero@calpoly.edu
Example Alumni Survey (MATE)
College of Engineering
(PEOs listed on survey)
– 1. Apply materials engineering principles to analyze and solve real-world
engineering challenges.
– 2. Communicate and perform as effective engineering professionals in both
individual and team-based project environments.
– 3. Develop intellectually through continuous learning.
– 4. Work in an individual or team environment in a socially responsible manner.
(The following specific accomplishments could be presented as Yes/No questions)
•
I routinely analyze and solve real-world engineering challenges;
•
I have been promoted from an entry-level position;
•
I have been given a raise and/or a bonus;
•
I have started or now own a successful business;
•
I am a team member of a successful organization;
•
I am part owner of a patent;
•
I have been given positive performance reviews;
•
I have management/leadership responsibilities;
•
I have learned new skills;
•
I have acquired knowledge beyond my B.S. degree;
•
I have earned graduate degrees;
•
I have earned other degrees and/or certifications;
Fred DePiero
fdepiero@calpoly.edu
Get More Value
From Surveys
College of Engineering
• Alumni surveys – 2 styles of questions
• To ensure ABET compliance
– Ask seniors ABET Criteria verbatim
– Issue/Limitation: Varied interpretation by respondents, others
• For more useful data
– Translate ABET, local / specific terms, e.g. describing skills
– Map results into PEOs
C2
Fred DePiero
fdepiero@calpoly.edu
How?
Using Electronic Tools
To Help with Surveys
College of Engineering
• Web-based, via SurveyMonkey.com
– Alumni: Social networking site ‘PolyLink’, helps build online community
– Seniors: Email addresses from univ data sources
– SurveyMonkey provides simple statistics
• Organize documents (survey instruments) and
results electronically…
C2, C3
Fred DePiero
fdepiero@calpoly.edu
How?
Encouraging Better
Survey Response Rates
College of Engineering
• Email Prompt / Message – Alumni Surveys
– Modified subject line - less likely flagged as spam
– An energetic email message
– Sender appears to be Dept Chair
• Motivating respondents
– Either a course requirement for senior surveys,
or instructor’s polite request
– Prize and gift offered for alumni surveys
C2
Fred DePiero
fdepiero@calpoly.edu
How?
Survey Return Rates
Improved
College of Engineering
• Alumni:
– 20%-40% (2x - 3x improvement)
• Seniors:
– 100%, if a strict course requirement
– 75% if requested & encouraged by
instructor, nagged via re-prompts
C2, C3
Fred DePiero
fdepiero@calpoly.edu
How?
Criterion 3: Student Outcomes
College of Engineering
• Outcomes define students’ abilities by
graduation.
• Recommend: Use ABET’s standard 3A-3K
• Requirements: (Challenging!)
– Programs define more specific measurable skills.
(Action verb - Preferably high on Bloom’s scale)
– Curricula must ensure that every student has an
opportunity to learn these skills.
– Recommend both direct & indirect measures in a
sustainable process.
C3
Fred DePiero
fdepiero@calpoly.edu
What?
Criterion 3: Outcomes ‘A-K’
College of Engineering
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Note:
Over half are non-technical, non-traditional for engineering programs!
Engage GE Community for a better curricular mapping (win-win)!
C3
What?
‘Measurable’ Skills - 3D
College of Engineering
• 3D) Multidisciplinary Teams
• Students will be able to…
– Recognize value of a MD team: broad skill set.
– Communicate effectively with colleagues in other
disciplines and listen well.
– Employ flexible styles and behaviors and
recognize the style of another.
– Identify when problems occur due to poor team
member interaction. Identify ways to improve
team dynamics.
• Assess: Via reflection after (or mid) project.
C3
Fred DePiero
fdepiero@calpoly.edu
What?
‘Measurable’ Skills - 3H
College of Engineering
• 3H) Societal Impact
• Students will be able to…
– Identify societal impact associated with a project
– Awareness of response of science and
technology to needs driven by society, health &
safety, or the environment.
– Awareness of the potential for a negative impact
of science and technology on society, perhaps
resulting from an unintended consequence.
• Assess: Short essay, or ‘Give an example’
C3
Fred DePiero
fdepiero@calpoly.edu
What?
‘Measurable’ Skills - 3J
College of Engineering
• 3J) Contemporary Issues
• Students will be able to…
– Demonstrate awareness of current or recent
events in nation or world that could influence a
student's career path or their field.
– Identify sustainability issues associated with a
project
– Identify a disruptive technology.
– Demonstrate awareness of the way technology
impacts and is impacted by public policy making
[local, state, federal].
• Assess: Short essay, or ‘Give an example’
C3
Fred DePiero
fdepiero@calpoly.edu
What?
‘Measurable’ Skills - 3I
College of Engineering
• 3I) Life-Long-Learning
• Students will be able to…
– Learn new techniques, tools, or devices outside
the classroom environment.
– Find appropriate technical resources, compare
quality and availability of sources
– Organize info, and evaluate applicability /
usefulness.
• Assess: Via reflection after (or mid) project.
C3
Fred DePiero
fdepiero@calpoly.edu
What?
‘Measurable’ Skills - Examples
College of Engineering
• For IE, See SS pg 44
3b) Students will attain an ability to design and conduct experiments, as well as to
analyze and interpret data
• SKILLS
1. Students will be able to identify the experimental and control variables to
conduct DOE
2. Students will be able to check various data collection assumptions
3. Students will be able to select proper DOE models to correctly analyze the
obtained sample data
4. Students will be able to conduct experiments (prepare materials and
equipment, use and specify measuring and test equipment, collect
experimental data for analysis)
5. Students will be able to perform inferential statistical analysis through
confidence intervals, test of hypothesis, ANOVA, Chi-squared, and regression
6. Students will be able to assess the risk of making wrong statistical
recommendations
7. Students will be able to interpret (explain) data and make recommendations
based on those interpretations
• For ME, See SS Criterion 3
C3
Fred DePiero
fdepiero@calpoly.edu
What?
Effort to Identify
Measurable Skills - Helpful
College of Engineering
• Finding common ground on what is
most important in your discipline
– Provide focus & reinforcement
• Provide closer ties to curriculum.
– Get better traction with faculty
• Skills seem trite?
– Make more meaningful!
• Raise the bar, as Program improves
C3
Fred DePiero
fdepiero@calpoly.edu
How?
Broad Spectrum
Of Outcomes Valuable
• Example: MD Team Skills (Help creative process)
College of Engineering
– A. Black, 1990 identified 32 traits of creative people.
Divergent thinking, flexible, risk taker, sensitive, severely
critical…
– Less likely to have all 32 traits in a homogeneous team.
– Hence MD teams are more likely to include qualities which
are in opposition.
• Csikszentmihalyi, M.1999
• MD teams foster creativity, which plays a crucial
role in concept generation and eng’g design.
• Would broad, non-traditional Outcomes be
included, without ABET requirement?
C3
Fred DePiero
fdepiero@calpoly.edu
Benefits!
Direct Measures…
College of Engineering
• Some centralized, some decentralized
• Some methods scalable
C3
Fred DePiero
fdepiero@calpoly.edu
How?
Scalability Improves
Sustainability for Direct Measures
College of Engineering
• Decentralized Efforts
• Involving course projects / assignments / exams
– Faculty Assessors examine sampling of student work, using
rubrics. (Common approach). Requires rubric… All A-K?
– Capstone projects, group presentations, peer evals (rubric)
– Embedded questions on common finals
• Student Analysis of Own Senior Project
– Project styles may vary, but analysis can be consistent. All A-K!
– LLL: ‘Identify new tools, abilities learned outside classroom’.
C3
Fred DePiero
fdepiero@calpoly.edu
How?
Scalability Improves
Sustainability for Direct Measures
College of Engineering
• Centralized Efforts
• Writing Proficiency Exam
– Graduation requirement
– Institutionalized process. Results in student’s record
– Rubric/norming used by faculty, campus-wide
• Fundamentals in Eng’g Exam
– A-K coverage limited. Used by some programs.
C3
Fred DePiero
fdepiero@calpoly.edu
How?
Assessment Instruments Consider Worst-Case Measures
College of Engineering
• “Locally-developed” exams
–
–
–
–
–
Inspired by ABET & IAB comments
Multiple-choice (scalable) or essay.
Required in course, contributes ~5% to grade
Summative, 4 years. All Outcomes covered.
Yields new information, beyond coursework.
• Results for Local Exams
– Students: Fine or Bomb. No need to split hairs.
C3
Fred DePiero
fdepiero@calpoly.edu
How?
Assessment Instruments Consider Worst-Case Measures
College of Engineering
• Shock of summative direct measures!
– Faculty provided questions that students failed to
answer, in a summative setting.
– Results unexpected, hence faculty engaged.
• Student learning can be compartmentalized.
– Often faculty view is in terms of courses. Need
verification of summative abilities.
– Industrial Advisors raised this concern (disciplinary
skills, quiz given during interviews).
C3
Fred DePiero
fdepiero@calpoly.edu
How?
Criterion 4: Improvement
• (C4-ABET for 2010/11-Proposed) The program must regularly use
College of Engineering
appropriate, documented processes for evaluating the extent to which
both the PEOs and student outcomes are being attained. The results of
these evaluations must be utilized as input for the continuous
improvement of the program. Other available information may also be
used to assist in the continuous improvement of the program.
• My read:
– Assessment data used to justify improvements
– Continuously measure and improve
– Other info OK (Good!)
• Does not say…
– A given change must (+) impact the measure that had originally
inspired the change
C4
Fred DePiero
fdepiero@calpoly.edu
What?
Criterion 4: Improvement
• Logic of Justification: Many-to-Many Mapping
College of Engineering
– Based on many sources of info (typical, across univ)
• Justification could include:
– Measurements AND
– Faculty observation, IAB observation, surveys / exit
interviews (open ended)
• Don’t put ‘cart before horse’ regarding changes.
– Look for a control group, and validating measurement
– Deploy quiz/survey for validation purpose
C4
Fred DePiero
fdepiero@calpoly.edu
What?
C4: Example from IE
College of Engineering
•
Improvement Area #1: Statistics sequences: prerequisites and redundancy
•
Opportunity:
Data of 2006 senior exit interview showed that statistics sequence (STAT312 --> IME326 --> IME430) was
much overlapped.
Instructors who teach IME326 also found IME326 course description was similar to STAT312.
•
Responsible Party: John ...
•
Root Causes:
Prior curriculum had a fault that IME326 and STAT312 had similar course outlines.
Lack of curricular flow chart showing length of sequences: Students realize too late that sequences of
prerequisite courses are long
•
Planned Activities and approximate timeline:
Action #1. Change pre-requisite of IME326 from STAT312 to STAT321 in catalog 2009-2011.
Action #2. Compare students’ performance in IME326 between who took STAT312 and STAT321 as prerequisite through a pre-requisite quiz in the first week of IME326.
Action #3. Flow chart for IE and MfgE to be developed and made available to students
Action #4. Prerequisites to be enforced by computer
Action #5. Review Exit Exam and modify Stat questions, if necessary
Fred DePiero
fdepiero@calpoly.edu
C4: Example from IE
•
Improvement Area #1: Statistics sequences: prerequisites and redundancy…
College of Engineering
•
Actions Completed:
Action #1. Completed.
Action #2. two pre-requisite quizzes were conducted in Fall 2007 and Winter 2008. The effect of the prerequisite course (STAT312 vs. STAT321) on the student performance in IME326 was studied in Fall
2007 and Winter 2008 quarters.
Action #3. Completed May 2007 (Pan)
Action #4. Completed November 2007
Action #5. Exit exam reviewed and several additional questions on stats knowledge added November 2007
•
Evidence of Improvements:
Action #1. It seems that student performance in IME326 of those who took STAT321 is slightly better than
that of those who took STAT312, though the improvement is not statistically significant. Note that the
study was an observational study and the sample size of STAT321 was very small. Expected evidence
in exit exams in 2008-2009 after catalog change takes effect regarding stat background consistency
•
Other Examples: IE (pg 77), Iowa State (pg 58), ME (pg 131)
Fred DePiero
fdepiero@calpoly.edu
C4: Example from IE
•
Evaluating the level of attainment of Outcome 3A
College of Engineering
•
3a) Students will attain an ability to apply knowledge of mathematics, science, and engineering
Alumni and industrial advisory board members both agree that 3(a) applying math/science/engineering knowledge
is a fairly important outcome (ranked 6th out of 11 with a composite importance score of 4.12).
Advisory board members judge this outcome to be achieved at an acceptable level (3.9 out of 5). This is also
considered an appropriate level based on its relative importance as rated by alumni and IAB members.
Employers of IE graduates also see the application of math/science/ engineering knowledge as being achieved at
an acceptable (4.09) and appropriate (4.4 for importance) level. In addition, “general engineering skills” are
identified as one of the most desirable skills from employer job postings.
Senior exam scores related to this outcome show that our graduates achieved better than acceptable level
(62.37% correct answers on the exit exam). Overall our students’ performance related to 3(a) is acceptable
and at an appropriate level given its importance.
Graduating seniors consistently rate their level of attainment of this outcome as well above an acceptable level
(4.31 out of 5 on average). They are more confident with general math/science/engineering knowledge than
with materials knowledge. Relatively, the scores are somewhat low given their importance, but they do not
stand out from the other Outcomes based on the survey responses.
Senior Exit Interviews show that the curriculum may have an opportunity for improvement. Several comments
related to how engineering statics and dynamics courses are related to the curriculum. It is not clear
however, if this was primarily an issue for Industrial Engineering majors. The issue will continue to be
monitored. Although few Industrial Engineering students take the FE/EIT exam, the exam results will
continue to be monitored for signs of obvious trends in performance.
Based on these findings, this outcome appears to be achieved at an acceptable level … continuous
improvement efforts are better focused elsewhere.
Fred DePiero
fdepiero@calpoly.edu
Criterion 4: Use Dedicated
Survey to Close Loop
College of Engineering
• To help program improvement process, for quick loop
closure!
– Ask directly about impact in classroom
– Possibilities? Priorities? Benefits?
– Students, Faculty, Industry Advisors all partake & appreciate
giving input - Rank importance of changes.
– Impact of some improvements diffuse, assess locally with a
control group. Rather than trying to measure benefit in a
summative fashion (with seniors)!
C4
Fred DePiero
fdepiero@calpoly.edu
How?
(My) Rubric Describing
Quality of Improvements
• Very Strong
College of Engineering
Many improvements with clear ties to assessment data and at least
one follow-on measurement to close the loop using identical
assessment instruments before and after the change
• Strong
Many improvements with clear ties to assessment data and at least
one follow-on measurement to close the loop
• Good
Improvements with ties to assessment data and some loose efforts
to close the loop
• OK (Still ‘OK’, but thin ice)
Improvements with some ties to assessment data
C4
Fred DePiero
fdepiero@calpoly.edu
What?
Examples of Improvements
College of Engineering
•
Added numerical methods based on FE Exam (direct, computers area) and
other indications. Since have observed a (slight) improvement in these scores.
A similar change was justified/validated in the area of ethics.
•
Increased emphasis on design in curriculum based on senior survey input.
Surveys have since indicated better abilities in this area.
•
Stepped up undergrad advising by assigning individual faculty to students,
based on survey input. Surveys have since shown an improvement.
•
Adjusted support courses and prerequisites related to statistics area, based on
exit interviews.
•
Improved advising of students regarding benefits of a graduate degree, based
on input from Senior Surveys.
C4
Fred DePiero
fdepiero@calpoly.edu
What?
C4: Centralize Common
Improvements?
College of Engineering
• One common improvement is gold!
• Students ‘Multidisciplinary Certified’
– Pools co-curricular experiences to handle
throughput and establish solid mapping
• Tech Writing, Psychology
– Strengthened curricular mapping
C4
Fred DePiero
fdepiero@calpoly.edu
How?
Criterion 5: Curriculum
College of Engineering
• Prerequisite Issues
– ‘Basic science’ vs ‘Engineering Science’
vs ‘Engineering Design’
– Watch prereqs of capstone courses
• Identify standards and constraints in
Self Study
C5
Fred DePiero
fdepiero@calpoly.edu
What?
Culture Change: Data-Driven
Decision Making
• “Others are doing X. Let’s do that too!”
College of Engineering
– What determines success? Use an anecdotal start & finish?
Or use multi-year measures.
– How to prioritize possible options for changes?
• “We know water is wet. Why measure?”
– Consistent benchmarks over many years.
– Avoid anecdotal decisions
• For ABET Evaluator: Prove water is wet.
– Assessment evidence beneficial when preparing publication
on innovative teaching methods for peer review.
• Goal: Data with ‘pedagogical significance’ rather than
emphasizing statistical significance. Use judgment.
Fred DePiero
fdepiero@calpoly.edu
Benefits!
Use Technology Appropriately
College of Engineering
• “Where can I put all this info?”
• Document mgmt - (e.g. via BlackBoard)
• One Bb course per Program
– Create template with slots to fill
• Posted items document time line (e.g.
surveys)
• Bb system supported by university, with
training for users
• Provided PEVs with access prior to visit
Fred DePiero
fdepiero@calpoly.edu
How?
Use Technology Appropriately
College of Engineering
• Wish List
• New survey tool:
–
–
–
–
Link to campus data for email addresses
Program-specific questions & deployment
Tag questions to outcomes (ABET & university)
Agglomerate results at program, college &
university levels (for ABET & WASC)
Fred DePiero
fdepiero@calpoly.edu
How?
Seek Partners Across Campus
• Career Services: Employer surveys (on C3)
College of Engineering
– New likert scale (*)
•
•
•
•
•
•
Not important for entry‐level
Weak –but no concern
Weak –needs strengthening
Sufficient. No Concerns
Strong
Strong –needs more emphasis
– Example provided
– Careful: ‘Abilities at start of employment…’
• (*) From Bob Warrington
Fred DePiero
fdepiero@calpoly.edu
How?
Seek Partners Across Campus
College of Engineering
• Institutional Planning & Assessment
• Writing Proficiency Exam, grad requirement
• NSSE + FSSE… (via WASC)
– A 4th, 5th leg of stool?
– Might reveal a problem worth exploring?
– Might confirm an improvement under consideration?
Fred DePiero
fdepiero@calpoly.edu
How?
Seek Partners Across Campus
• GE Community
College of Engineering
– Help firm-up curricular mapping (Benefits all
programs!)
– Win-win, liberal arts instructors emphasize need to
engineering students
– Math/Science: Understand common needs and
expectations.
• Who has ‘quantitative reasoning’ on their syllabus (None)
• Who helps introduce, develop & master this (Many)
– Liberal Arts: ‘Transferable skills’
Fred DePiero
fdepiero@calpoly.edu
How?
Seek Partners Across Campus
College of Engineering
• Campus-wide assessment of ULOs
– University Learning Objectives
– Map well with A-K
– Part of WASC / Regional accreditation efforts
Fred DePiero
fdepiero@calpoly.edu
How?
Seek Synergy with Regional
Accreditation Efforts
College of Engineering
– WASC: Regional accreditation for campus
– Defining measurable skills, associated with
University Learning Objectives
• Written communication
• Life-Long Learning (incl. information competency)
• Others in subsequent years
– Teams examining
•
•
•
•
•
Curriculum map (incl. gen. ed.)
Measurable skills
Defining rubrics
Augmenting instruction in required gen ed courses
Institutionalizing direct measure in gen ed course
Fred DePiero
fdepiero@calpoly.edu
How?
Seek Synergy with Regional
Accreditation Efforts
College of Engineering
• WASC self-study less structured than ABET.
Define themes.
• Theme: Integrated nature of student learning
– Contributions of Major + GE + CoCurricular
– Co-Curricular contribution:
• Housing / student life have learning objectives!
• (GE has learning objectives)
– Survey on student employment surprising
• Students identified campus employment as
contributing to ULO attainment.
Fred DePiero
fdepiero@calpoly.edu
How?
ABET Offers Many Resources
College of Engineering
• ABET Symposium 2010 (was BAP XII, XI…)
• ‘Institutional Representatives Day’
– Pre-, Post-Visit
• ABET web site & contact form
• Become an ABET Evaluator
– Attend Evaluator training (in Hawaii!)
– Keep an eye on ABET.org (requirements evolve)
• Programs work together, central
coordination. Share best practices.
Fred DePiero
fdepiero@calpoly.edu
How?
Finally - Perspective
College of Engineering
• “We can still learn from an imperfect
assessment process.”
– Bok, ‘Our Underachieving Colleges’
• A ‘Learn-by-Doing’ process!
Fred DePiero
fdepiero@calpoly.edu
How?
Goal: Data-Driven Curriculum Revision
Adopted by Faculty
College of Engineering
• Imagine a faculty member saying…
• Past
– ‘I changed my course. I know its better.’
• Now
– ‘I changed my course. I need to collect data for ABET.’
• Future
–
–
–
–
‘I think I need to improve my course. I need data to…
… assess severity of perceived problems.’
… assess impact of possible changes.’
… assess benefits of improvements.’
Fred DePiero
fdepiero@calpoly.edu
Benefits!
What is the Value of ABET
To Faculty & Students?
College of Engineering
• Encourages Scholarly Teaching Practices
• ABET Evaluators are trained to ask,
“How do you know good (communication) skills
when you see them?”
• Good Answers, for ABET
– “We defined skills and use a (test/quiz…)”
– “We have a rubric to evaluate student work”
• Bad Answer, for ABET
– “I know it when I see it!”
• Beneficial, provides consistent evaluation.
Fred DePiero
fdepiero@calpoly.edu
Benefits!
Conclusion: Develop
Sustainable Processes
College of Engineering
• Centralize effort where appropriate
– Clearly articulate expectations for
centralized / decentralized efforts
• Leverage campus data sources and
processes
• Seek partners in assessment across
campus
Fred DePiero
fdepiero@calpoly.edu