ABET Accreditation Process
Chemical Engineering
Department
Prof. Emad Ali
ABET
Stands for
Accreditation Board for Engineering
and Technology
ABET is a U.S. Institution
Professor Musaed N. J. Al-Awad
ABET EC 2000
Emphasis on Skills:
– Communication
– Lifelong learning
– Multi-disciplinary
– Teamwork
– Ethics and Profession
Emphasis on Design Course
Emphasis on learning NOT teaching
ABET EC-2000
Define objectives of program
Determine measurable program outcomes
required to achieve program objectives
Design curriculum to achieve program
outcomes; map program outcomes to
course objectives.
Measure student achievement of outcomes
via assignments in courses
Feedback and Continuous Improvement
Outcome-Based Assessment
Intended
Outcomes
Action
Process
Output
(outcomes)
Feedback
Measurement/
Comparison
Outcome-Based Assessment
(Outcome-based, learning focused, continuous
feedback/improvement)
CHE Vision & Mission
Vision
The department of chemical engineering aims at contributing to
the nation’s development and improving the welfare of the
society, through preparing professional chemical engineers
and conducting theoretical and applied researches.
Mission
The chemical engineering department strives at providing
rigorous and dynamic education to students in the various
chemical engineering fields, serving local communities,
contributing to the progress of the chemical engineering
profession and leading in innovative applied research.
CHE Educational Objectives
Educate the students in the fundamental principles of science and
chemical engineering, and provide them with modern experimental
and computational skills.
Help the students to develop the ability to use chemical engineering
education to tackle problems of practical importance to society while
taking into consideration ethical, safety, economical and
environmental factors.
Provide students, through broad education, with necessary skills
required for effective communication, team work and to be a
productive and ethically conscience members of the professional
community and society.
Provide the students with industrial training to facilitate their
integration into professional life.
Objectives Guidelines
Program objectives should be related
to university mission
Program objectives should be related
to College of Engineering mission
Program objectives must be developed
with constituents
Records of development process must
be available to the team on site
Objectives Guidelines ….
Program objectives must be evaluated for
three important characteristics
– Have we and our constituents set the right
objectives for ourselves?
– Is the curriculum appropriate?
– Are we accomplishing our objectives?
This is a long term process
Evaluation data must be collected and
analyzed by the faculty
Results used for Improvement
Industrial Advisory Council
Usually industrial leaders
– May include government leaders
– May include other educators
– Chaired by one of the industrial members
Meet once or twice a year with the
faculty and administration
Team may want to meet with this group
ABET Outcomes
(a) knowledge of mathematics, science, and engineering
(b) design and conduct experiments, analyze data
(c) design a system, component, or process
(d) function on multi-disciplinary teams
(e) identify, formulate, and solve engineering problems
(f) understanding of professional and ethical responsibility
(g) communicate effectively
(h) broad education
(i) recognition and engagement in life-long learning
(j) knowledge of contemporary issues
(k) Use of modern engineering tools
CHE Program Outcomes
O1.Knowledge in the fundamentals
of mathematics, chemistry and
physics.
O7.Design Project tailored to their
interests or to their
professional goals.
O2.Knowledge in the major areas of
chemical engineering:
O8.Work effectively alone or as a part
of multi-disciplinary teams.
O3.Formulate and solve practical
chemical engineering problems.
O9.Write correct and coherent
technical reports and make
effective oral presentations.
O4.Select the appropriate numerical
methods and use computers to
solve chemical eng problems.
O10.Appreciate the ethics of the
chemical eng profession and
its importance on local and global
scales.
O5.Design, run safely, gather and
analyze experimental data
relevant to chemical eng
problems.
O6.Design a process considering,
ethical, safety, economical and
environmental factors
O11.Knowledge of contemporary
issues related to chemical eng
or to other engineering or science
fields.
O12.Self learning skills to ensure life
long learning.
CHE-ABET Outcome Map
a
O1
O2
O3
O4
O5
O6
O7
O8
O9
O10
O11
O12
b
c
d
e
f
g
h
i
j
k
Outcomes – Objectives Map
Outcome\Objective
1
2
O1
●
●
O2
●
●
●
O3
●
●
●
O4
●
●
O5
●
●
●
●
●
O6
3
●
O7
O8
4
●
●
●
●
O9
O10
●
●
O11
●
●
●
O12
●
●
●
Course-Outcome Map
CHE 499
CHE 498
CHE 441
CHE 432
2
CHE 426
1
2
CHE 423
d
1 1 1 1
CHE 422
3
3 3
1
CHE 421
CHE 413
CHE 411
CHE 405
CHE 404
CHE 403
CHE 402
CHE 401
2
c
x x 2 3 3 2 2
3
1
1 1
1 3 3 1 2 x x 1 1 2 2 2
2 2
1 1
Outcomes
2 2 2 2 2 2 2 3 3 3 2 2 2 1 1 1 1 1 3 3 2 2 x x 1 2 2 3 3
f
g
1
h
1
i
1
j
1
1 1
1
2
k
CHE 331
CHE 323
CHE 321
CHE 316
CHE 314
CHE 313
3 2 1 2 3 2 3 3 3 3 2 2 1 3 3 2 2 2 3 3 1
b
e
CHE 312
CHE 309
CHE 308
CHE 307
CHE 304
CHE 302
CHE 202
CHE 201
Courses
a
2
2 2
x x
1 1
3 3
x x
3 3
x x
1 2 2
2 2
2 2
2
2
3 2 2
x x
2 2
2 1 1 1 x x
3 1 3 3
Assessment: Measures of Student
Learning Outcomes
Direct
Tests
Rubrics
Portfolios
Capstone projects
Field supervisor ratings
Employer ratings
Special student
achievement, prize,
publication, presentation
Archival records
Oral exams
Behavioral observation
Indirect
Course grades
Surveys
Focus Groups
Student self ratings
Course evaluations
Graduate school
admissions
National standard
exams
External reviewer
Assessment Tools
Course
Course Assessment
Report
Student Course
Evaluation
Course Portfolio
Oral Presentation
Course Grades
Program
Faculty Survey
Alumni Survey
Employer Survey
Assessment Rubrics
External Advisor
Assessment Guidelines
Outcomes must be assessed
– Your choice as to what methods
– Surveys alone are insufficient
– Student surveys are insufficient
– Methods must show that all required
outcomes acquired by all students to
some extent
Assessment Guidelines
– Grades are insufficient unless all
outcomes assigned to a course are
assessed on at least one examination
– Need more than one assessment method
– Faculty are the most important assessors
– Design courses important here. Most
outcomes can be assessed here.
Responsibilities of Course Instructors
Establish course objectives
Map course objectives to program outcomes
Prepare the Course portfolio each semester
Measure student achievement via assignments each
semester
Assess course outcomes and produce Course
performance memo
Apply or Allow for Course Evaluation survey annually
Complete Faculty survey annually
Adjust lectures and lab organization to reasonably
address the course outcomes (periodically)
Design exams and other assignments in an outcomesbased fashion (periodically)
Course Portfolio Contents
Course title and number.
Course syllabus
Course notes and/or outlines
Student work: homework, quizzes, examination
and projects.
Lab reports
Statement/questions for each assignment
Student Final Grades and distribution
Course performance report
Problems
Course Portfolio Contents
Course Performance Report
Industrial Advisory Board
Employer Survey
Direct Assessment
Skills: Ethics, Multi-disciplinary, lifelong
Course Binder status
2005-2006II
C 441
C 432
C 426
C 423
C 422
C 421
C 413
C 411
C 405
C 404
C 403
C 402
C 401
C 331
C 323
C 316
C 314
C 313
C 312
C 309
C 308
C 307
C 304
C 302
C 202
C 201
Course
Binder
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y N Y N N Y Y Y
HW Q N
N N N N N N Y Y Y N N N Y Y Y N Y N N N N N N N N
HW A N
N N N N N N Y Y Y N N N Y Y Y N Y N N N N N N N N
Midterm N
N N N N N N Y Y Y N N N Y
N
N N N N N N N N
Final Y
Exam Q
Final Y
Exam A
Report N
Y` Y N Y N Y Y Y Y Y Y Y Y
Y
Y Y Y Y Y Y Y Y
N Y N Y N N Y N Y N N N Y
Y
Y Y Y Y Y Y N Y
N N N N N N N N N N N N N N N N N N N N N N N N N
Course Binder Content
2006-2007I
C 441
C 432
C 426
C 423
C 422
C 421
C 413
C 411
C 405
C 404
C 403
C 402
C 401
C 331
C 323
C 316
C 314
C 313
C 312
C 309
C 308
C 307
C 304
C 302
C 202
C 201
Course
Binder
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
HW Q Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
-
HW A Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Midterm Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
N
Final Y
Exam Q
Final Y
Exam A
Report N
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
N
Y
Y
Y
Y
N
Y
Y
N
Y
Y
Y
N
Y
N Y
N
N
-N Y
-N Y
N
Y
N Y
N
N
Y
Y
Y
Y
N Y
N Y
N
N
N
-
-N Y
-N Y
N N
N Y
N
N
N
Y
-
-N Y
-N Y
N N
N Y
N
N
N
Y
-
-N Y
-N Y
N N
N Y
N
N
Y
Y
N N N N N N N N N N N N N N N N N N N N N N N N N
Course Binder Status
2006-2007II
Not available
2007-2008I
Not available
2007-2008II
Not available
2008-2009I
Depends on you
Course Performance Report, KAU
Our Course Report
Course Performance Report …
Course Outcome Weights
C441
C432
C426
C423
C422
C421
C413
C411
C405
C404
C403
C402
C401
C331
C323
C321
C316
C314
C313
C312
C309
C308
C307
C304
C302
C202
C201
Outcomes
A 60 60 11 50 60 40 43 23 43 30 29 50 14 75 43 12 12 50 21 30 14 13 13 50 30 33
B
15 10
18 18 21
10
C
33
20 14 8 14 29 29
25 21 30 14 40 13 13 25 10 22
D
11
12 12
E 40 40 22 50 40 40 29 23 43 30 29 50 29 25 14 6 6 25 21 30 29 40 13 13 25 20 22
F
12 12
13 13
G
14
18 18
13 13
H
8
13 13
11
I
8
12 12
J
8 10 14
29 13 13
K
22
8 20
29 43 12 12 0 14 10 14 20 13 13 30 11
Course Performance Report …
Direct embedded method
Outcome Addressed
a
b
Course objectives related
to the outcomes
1,4,8
1,2,5,6
Methods or tools used to
assess the outcome
HW#1, Q2
EX2, Q1(a)
Assessment Results
outcome
Score (out of 5)
a
3.4
b
2.7
Course performance report …
Indirect embedded method
che 201
Che201
A
score
60
38.7
comment
OK
Achievement level
outcome Target
70
Tool
60
score
50
40
B
0
0.0 NA
C
0
0.0 NA
D
0
0.0 NA
E
40
25.8 Warn
F
0
0.0 NA
G
0
0.0 NA
H
0
0.0 NA
I
0
0.0
J
0
0.0 NA
Score/target<40%
K
0
0.0 NA
0.0/0.0
sum
100
64.5
NA
30
20
10
0
A
B
C
D
E
F
G
H
I
J
K
Outcomes
Score/target>60%
ok
40%<score/target<60% warn
NA
alarm
What is Rubric?
Rubrics offer the Instructor an opportunity
to assess the student's understanding of
a scientific topic by levels of
performance on certain criteria
Rubrics can be designed such that they track a
student’s performance across several courses or
learning experiences and show improvements in
performance over time rather than in a single
instance
How to design a Rubric
faculty must first identify the key elements
(criteria) of a work or performance, and
then develop the standards that
discriminate between poor and excellent
accomplishments on those key elements.
Why use rubrics
A carefully designed rubric:
1. Focuses instruction by identifying the key elements and
minimum standards of a skill, knowledge, or attitude;
2. Helps the instructor provide feedback that is focused and
meaningful;
3. Characterize the desired results in a relatively objective
manner by clearly describing expectations;
4. Operationalizes performance standards such that students
know in advance what is expected of them;
5. Rubrics, when given in advance and used constantly, develop
self-assessment competence in students;
6. Can be developed with the involvement of students, helping
them understand the issue in greater depth.
Rubrics continued
What to use?
We developed Rubrics for evaluating:
1. Design Project
2. Data analysis, Experiment Design
3. Written Communication
4. Oral Communication
5. Ethics, Life-long learning and Teamwork
Rubric Example
Written Communication Assessment Rubric
course No
Date
Student
Reviewer
Topic
Unacceptable
Marginal
Acceptable
(Weight)
0
1
2
3
Sequence of
Work is hard to
information is
follow as there is
difficult to follow. No very little continuity.
apparent structure or Purpose of work is
continuity.
stated, but does not
Purpose of work is
assist in following
not clearly stated.
work.
Information is
presented in a logical
manner, which is
easily followed.
Purpose of work is
clearly stated assists
the structure of
work.
Information is
presented in a
logical, interesting
way, which is easy to
follow.
Purpose is clearly
stated and explains
the structure of
work.
No grasp of
Uncomfortable with
information. Clearly content. Only basic
no knowledge of
concepts are
subject matter.No
demonstrated and
questions are
interpreted.
answered. No
interpretation made.
Work is illegible,
Mostly consistent
format changes
format. Figures and
throughout, e.g. font tables are legible,
type, size etc Figures but not convincing.
and tables are sloppy
and fail to provide
intended information.
Numerous spelling Several spelling and
and grammatical
grammatical errors.
errors.
At ease with content
and able to elaborate
and explain to some
degree.
Demonstration of full
knowledge of the
subject with
explanations and
elaboration.
No referencing
system used.
Minor inadequacies
in references.
Consistent
referencing system.
Organization
&
Style
Content
&
Knowledge
Format
&
Aesthetics
Spelling
&
Grammar
References
OVERALL
PERFORMANC
E
POINTS
REQUIRED
Unacceptable
4-0
Inadequate list of
references or
references in text.
Inconsistent or
illogical referencing
system.
Marginal
7-5
Exceptional
Format is generally Format is consistent
consistent including throughout including
heading styles and heading styles and
captions. Figures and captions. Figures and
tables are neatly
tables are presented
done and provide
logically and
intended information. reinforce the text.
Minor misspellings
Negligible
and/or grammatical misspellings and/or
errors.
grammatical errors.
Acceptable
11-8
Points
`
Reference section
complete and
comprehensive.
Consistent and
logical referencing
system.
Exceptional
15-12
TOTAL