PHILIPPINE TECHNOLOGICAL COUNCIL
Presented at the
COMMISSION ON HIGHER EDUCATION
CHED Auditorium, HEDC Bldg, CP Garcia Ave.,Diliman, Quezon City
October 23-25, 2014
by the
PHILIPPINE TECHNOLOGICAL COUNCIL (PTC)
ACCREDITATION AND CERTIFICATION BOARD FOR
ENGINEERING AND TECHNOLOGY (ACBET)
V2014.1
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MODULE OBJECTIVES
• To introduce PTC, PTC CASEE and OBE and their
importance to the overall continuous quality improvement of
engineering education towards international recognition and
competitiveness;
• To prepare participants to assume leading roles in the
preparation of engineering programs for accreditation under
PTC CASEE; and
• To prepare participants to assume effective roles of program
accreditation leader and/or program evaluator under PTC
CASEE.
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MODULE OUTCOMES
After completing the integrated modules, the participant should be
able to:
•
Explain and articulate the features of PTC CASEE and its
importance to the continuous quality improvement of
engineering programs;
•
Participate in the preparation of Self Study Report and the
educational program that comply with the requirements of
program accreditation under PTC CASEE; and
•
Function effectively as evaluation team member or team leader
during the accreditation review of engineering programs in
accordance with PTC CASEE.
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CASEE MODULES
CASEE
MODULE TITLE
DURATION
CASEE 101
INTRODUCTION TO CASEE
AND OBE
1 day
CASEE 102
CASEE FOR PROGRAM
EVALUATORS
1 day
CASEE 103
CASEE FOR SELF STUDY
REPORT PREPARERS
1 day
CASEE 104
CONDUCTING PROGRAM
ACCREDITATION REVIEWS
1 day
1.5 days
1.5 days
CASEE 105
LEADING PROGRAM
ACCREDITATION REVIEWS
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2 days
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MODULE OUTLINE
•
Intro to PTC, PTC Program Accreditation and International
Recognition under the Washington Accord
• Intro to CQI, OB Education and OB Accreditation
• PTC CASEE – Criteria, Policies and Procedures
• Self-Study Report (SSR) Guidelines: Preparing for
Accreditation
•
•
Conducting Accreditation Reviews
•
•
LAR: Findings, Findings Classification and Reporting
Leading Accreditation Reviews (LAR) : Accreditation
Review Site Visit
LAR: Accreditation Decision Process and Final
Accreditation Reporting
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INTRODUCTION
• PTC
• PTC MEMBERS
• PTC ADVOCACIES
• ROLES OF THE APO/PEO
• ROLES OF HEI
• CONTEXT OF ENGINEERING PRACTICE AND
EDUCATION
• PTC WASHINGTON ACCORD INITIATIVE AND
ENGINEERING REGISTERS
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ROLES OF ENGINEERING PROFESSIONAL
ORGANIZATIONS (APOs/EPOs)
IN SUPPORT OF THESE ADVOCACIES, APO/EPOs:
• ACT AS “GUARDIANS” OF QUALITY OF EDUCATION
AND ENGINEERING PRACTICE
• SIT IN THE PTC BOARD OF TRUSTEES
• SIT IN THE PTC ACCREDITATION BOARD
• SIT IN THE ENGINEERING ACCREDITATION
COMMISSION
• NOMINATE PROGRAM EVALUATORS AND HELP PTC
MAINTAIN REGISTRY OF PEvs
• ENCOURAGE ENGINEERS TO REGISTER UNDER THE
APEC, ASEAN & ACPE REGISTRIES
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ROLES OF HEI
•
Implement OBE in accordance with CMO 37 Series 2012
•
Submit (voluntarily) the engineering program for
accreditation under CASEE
•
Maintain accreditation status for continuing recognition.
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MODULE OUTLINE
• Intro to PTC, PTC Program Accreditation and International Recognition
under the Washington Accord
• INTRO TO CQI, OB EDUCATION
AND OB ACCREDITATION
• PTC CASEE – Criteria, Policies and Procedures
• Self-Study Report (SSR) Guidelines: Preparing for
Accreditation
• Conducting Accreditation Reviews
• Leading Accreditation Reviews (LAR) : Accreditation Review Site Visit
• LAR: Findings, Findings Classification and Reporting
• LAR: Accreditation Decision Process and Final Accreditation Reporting
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OVERALL FRAMEWORK FOR QUALITY
SOCIETAL NEEDS,
ADVANCING
TECHNOLOGIES,
STUDENT’S ENROLMENT
HUMAN AND MATERIAL
RESOURCES, ETC
INPUTS
TEACHING & LEARNING
FACILITATION,
ASSESSMENT & EVALUATION
METHODS,
CURRICULUM DESIGN, ETC
GRADUATE
ATTRIBUTES,
STUDENT OUTCOMES
PROGRAM
OBJECTIVES,
ENGINEERING
EDUCATION
SYSTEM (OBE)
CMO 37
SER. 2012
ACCREDITATION SYSTEM
(CASEE)
(CRITERIA, POLICIES, PROCEDURES)
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OUTPUTS
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KEY WORDS - 1
• OBE – an educational delivery system that emphasizes
learning outcomes, assessment and evaluation, and
continuous quality improvement rather than detailed
curricular specifications (ref. Engineering Criteria 2000 or
EC2000). “Top-Down” vs. “Piece-Together”
• ACCREDITATION – a process for assessing and
evaluating whether or not the educational delivery system
and program meets specified standard of educational
quality, e.g., WA GA & CP
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KEY WORDS - 2
• Assessment – one or more processes to identify, collect, and
prepare data to evaluate the attainment of student outcomes and
program educational objectives. Effective assessment uses relevant
direct, indirect, quantitative and qualitative measures as appropriate
to the objective or outcome being measured.
• Evaluation – one or more processes for interpreting the data
and evidence accumulated through assessment processes.
Evaluation determines the extent to which student outcomes and
program educational objectives are being attained.
Evaluation
results in decisions and actions regarding program continuous quality
improvement.
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KEY WORDS - 3
• Continuous Quality Improvement (CQI):
A periodic feedback process for changing any aspect of a program
whereby formal results from assessment and evaluation and other
informal observations are utilized in the formulation of the changes,
with expected higher degrees of attainment of program educational
objectives and higher degrees of attainment of student outcomes.
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OUTCOMES-BASED EDUCATION IN
ENGINEERING
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TRAD E. VS. OBE
OBE
STUDENT’S POTENTIAL TO
COMPLETE PROGRAM
AND ACHIEVE OUTCOMES
INPUTS
STUDENT’S ENROLMENT
HUMAN AND MATERIAL
RESOURCES, ETC
TRAD. E
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OUTCOMES-FOCUSED
CURRICULUM,
STUDENT LEARNINGFOCUSED TEACHING
METHODS, ASSESSMENT
AND EVALUATION
PROFESSIONAL
COMPETENCE PROFILES,
PROGRAM EDUCATIONAL
OBJECTIVES,
STUDENT OUTCOMES (WHAT
STUDENT KNOW AND CAN
DO- PERFORMANCE)
EDUCATION
DELIVERY
SYSTEM
OUTPUTS
CURRICULUM,
TEACHING METHODS
COMPLETION RATES, TEST
RESULTS,
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Traditional Education
• Instructions of facts - inputs
• Assumes that these “inputs” when delivered and completed
will lead to “education (?)”
•
e.g., In a swimming course, one normally thinks first about:
swimming styles, body motions, safety guidelines, breathing
techniques
• Perhaps the bigger question after the course:
- Is the student able to swim in water effectively and safely?
• Dedication of Resources
•
•
•
Facilities, classrooms, libraries, offices
Faculty and support staff
Scholarships
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Improving Quality in a “Traditional
Education” Setting
• Increase instructions (e.g., add courses)
• Increase resources (facilities, scholarships, operational budget)
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CHANGING CONTEXT OF LEARNING
• Teaching  Learning
• Teacher-Centered Activities  Student•
•
•
Centered Activities
Processes  Outcomes (shift of focus)
Discipline-specific  All around development
Institutional Learning  Life-long Learning
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OUTCOMES-BASED EDUCATION
• an educational delivery system that
emphasizes learning outcomes, assessment
and continuous quality improvement rather
than detailed curricular specifications (Ref.
Engineering Criteria 2000 or EC2000 of US
ABET).
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OBE PARADIGM
WHAT & WHETHER
Students Learn Successfully
vs.
WHEN & HOW They Learn Something
Accomplishing Results (Outcomes)
vs. Providing Services
All Students Emerge From The System As Genuinely
Successful Learners
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OBE’S TWO PURPOSES
SUCCESS FOR ALL STUDENTS AND STAFF:
• Ensure that all students are equipped with the knowledge,
competence, and qualities needed to be successful after
they exit the educational system
• Structuring and operating the educational system so that
those outcomes can be achieved and maximized for all
students.
Source: W.G. Spady, Outcomes-based Education: Critical Issues and Answers.
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OBE’S THREE KEY ASSUMPTIONS
• All students can learn and succeed, but not on the
same day in the same way.
• Successful learning promotes even more
successful learning
• Schools control the conditions that directly affect
successful student learning
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THE FOUR BASIC PRINCIPLES OF OBE
1. Clarity of focus about outcomes
- Culminating
exit outcomes as the focus. Students know what they are
aiming for.
2. Expanded Opportunity
- Cater for individual needs
and differences, for example, expansion of available time and
resources so that all students succeed in reaching the exit
outcomes.
3. Consistent, high expectations of success Expect students to succeed by providing them encouragement to
engage deeply with the issues they are learning and to achieve the
high challenging standard set (Spady, 1994).
4.
Designing Down -
Design curriculum backward by using
the major outcomes as the focus, linking and aligning all planning,
teaching and assessment decisions directly to these outcomes
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RELEVANT QUESTIONS – OBE APPROACH
• MAIN CONCERN: Outcomes.
• What Are The Desirable Qualities Of The Graduates From
•
•
Your Programme(s) And Subject(s)?
What Knowledge And Skills You Want And Expect Your
Students To Demonstrate?
What Level Of Performance Should They Demonstrate To
Be Able To Excel In Their Prospective Role Of Entry-level
Professionals?
Same Topics - Different Outcomes
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TRENDS
•
•
•
•
Shift towards outcomes-based learning and accreditation
(Washington Accord – EC2000)
CHED is shifting to Outcomes-based Education (Ref.
CMO 37 Series 2012 dated September 11, 2012)
Accreditation bodies – local and international - are moving
towards outcomes-based accreditation (See same CMO
37 S.2012)
PTC engineering accreditation uses outcomes-based
criteria
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SO HOW DO WE SHIFT TO O-B-E?
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OBE FRAMEWORK
VISION AND
MISSION
PROGRAM EDUC.
OBJECTIVES
CONSTITUENCES’
INPUTS
STUDENT OUTCOMES
INPUTS
(CURRICULUM
RESOURCES,
ETC
TEACHING AND
LEARNING STRATEGIES
AND ACTIVITIES
CONTINUOUS
QUALITY
IMPROVEMENT
ASSESSMENT,
EVALUATION
AND ANALYSIS
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ADOPTING OUTCOMES-BASED
APPROACH TO STUDENT LEARNING
A.
B.
C.
D.
Define clearly what students should be able to do on
completing their course of study (exit intended learning
outcomes)
Design the curriculum, teaching, learning and
assessment to enable students to achieve the intended
learning outcomes (alignment)
Collect data on students’ achievement of learning
outcomes (outcomes assessment)
Use outcome assessment data to inform further
development and enhancement of the
programme/subject (continuous improvement)
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PTC - MAJOR STEPS FOR IMPLEMENTING
OUTCOMES-BASED EDUCATION
1)
2)
3)
4)
5)
6)
Establish degree Program Educational Objectives (PEO)
Establish Student Outcomes (SO) for the degree program
Frame curriculum to achieve the SOs and PEOs
Establish teaching and learning processes
Assess and evaluate objectives and outcomes
Use results of evaluations to adjust
courses/curriculum/system to improve the quality of
education
7) Periodically go to 1.
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SETTING PROGRAM EDUCATIONAL OBJECTIVES
(PEO)
•
Degree program educational objectives are broad
statements that describe what graduates are expected to
attain a few years after graduation. PEOs need to be
measurable and are based on the needs of the program’s
identified constituencies.
•
The PEOs must be consistent with the mission and vision
of the institution.
•
Assessment must be gathered from alumni and employers
to measure degree of achievement.
•
Assessment data must be evaluated to determine the
degree of achievement of PEOs.
•
PEOs reviewed regularly.
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SETTING DESIRED STUDENT OUTCOMES (SO) - 1
•
•
•
Student outcomes (SO) specify what students are
expected to know and be able to do by the time of
graduation.
SOs relate to the skills, knowledge, and behaviors that
students acquire as they progress through a baccalaureate
degree program.
SOs need to be measurable.
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SETTING DESIRED STUDENT OUTCOMES (SO) - 2
•
•
•
•
•
Specified student outcomes must foster the attainment of the
degree program objectives by the graduates.
Graduates must possess the attributes of the student
outcomes by the time of graduation.
Graduates are expected to build on the foundation as they
progress with their professional lives.
Assessment – data must be gathered from students to obtain
information about the degree of achievement of student
outcomes.
Evaluation – assessment data must be evaluated to determine
the degree of achievement of student outcomes.
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PTC STUDENT OUTCOMES - 3
•
•
•
There are the “a to l” outcomes provided for in the PTC
Certification and Accreditation System for Engineering
Education (CASEE)
Culled from and aligned with the Washington Accord
Graduate Attributes of 2009
A program may add more outcomes or may modify the
PTC outcomes but must make sure that the “a to l” are
addressed.
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ESTABLISH TEACHING AND LEARNING
PROCESSES AND STRATEGIES
•
Coordinate the setting up of syllabi of courses to encompass
the assigned student outcomes in designing the learning
and teaching processes.
•
Incorporate the assessment of student outcomes in the
course so that student outcomes can be evaluated for the
class as a whole.
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TEACHING AND LEARNING STRATEGIES
• Focus on LEARNING rather than teaching
• Student learn if they THINK. Engage student to THINK
• Facilitate and encourage thinking by PROCESSES used to
•
•
engage students with the CONTENT
See big picture – help students LINK subjects
Help students LEARN how to LEARN
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Continuous Quality Improvement
•
•
Assess objectives
Evaluate objectives
Revise courses/
curriculum/
system
•
•
Assess outcomes
Evaluate outcomes
•
Revise courses, curriculum/system, based one evaluations
of SOs and PEOs .
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Student and teachers will collaborate to
achieve objectives and outcomes
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OB ACCREDITATION
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OVERALL FRAMEWORK
SOCIETAL NEEDS,
ADVANCING
TECHNOLOGIES,
STUDENT’S ENROLMENT
HUMAN AND MATERIAL
RESOURCES, ETC
INPUTS
TEACHING & LEARNING
FACILITATION,
ASSESSMENT & EVALUATION
METHODS,
CURRICULUM DESIGN, ETC
ENGINEERING
EDUCATION
DELIVERY SYSTEM
(OBE)
GRADUATE ATTRIBUTES,
PROGRAM
OBJECTIVES,
STUDENT OUTCOMES
ACCREDITATION SYSTEM
(CASEE)
(CRITERIA, POLICIES, PROCEDURES)
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OUTPUTS
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ACCREDITATION
• A process for assessing
and evaluating
whether or not the educational delivery
system and program meets specified
standard of educational quality, i.e.,
PEOs and SOs are continually
achieved.
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ACCREDITATION – MEASURE OF QUALITY
COMPLIANCE (Presence and Consistency of Implementation)
• Regulatory Requirements (Basic)
• PTC Criteria, Policies and Procedures
• Graduate Attributes - delivery
• Criteria (General + Special)
• Policies and Procedures
• Results – Objectives, Outcomes
• Institution-specific Mission and Vision,
Program Objectives and Student
Outcomes and other Educational Delivery System Elements
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COMPONENTS OF AN ACCREDITATION
SYSTEM AND WA REQUIREMENTS
Washington Accord requires:
Substantial Equivalence to WA
Graduate Attributes
STANDARD
(Purpose,
Attributes)
Substantial Equivalence to
Signatories’ Practices
ACCREDITATION
CRITERIA
(Outputs, Inputs)
ACCREDITATION
PROCESS
LIST OF
ACCREDITED
PROGRAMS
ACCREDITATION POLICY
• Sydney Accord – Engineering Technology disciplines
• Seoul Accord - Computing & IT-related disciplines
_________
Hu Hunrahan. “The Washington Accord Graduate Attributes” , Sept 2011
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MODULE OUTLINE
•
Intro to PTC, PTC Program Accreditation and International Recognition
under the Washington Accord
•
Intro To CQI, OB Education And OB Accreditation
• PTC CASEE – Criteria, Policies and
Procedures
• Self-Study Report (SSR) Guidelines:
Preparing for Accreditation
•
•
•
•
Conducting Accreditation Reviews
Leading Accreditation Reviews (LAR) : Accreditation Review Site Visit
LAR: Findings, Findings Classification and Reporting
LAR: Accreditation Decision Process and Final Accreditation Reporting
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• PTC Certification and Accreditation
System for Engineering Education
(PTC-CASEE)
• Is outcomes-based accreditation
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PTC HAS ESTABLISH ITS ACCREDITATION SYSTEM
•
CASEE (Certification and Accreditation System for
Engineering Education) has been established and
implemented by PTC:
• Policies
• Criteria
•
•
• Processes
PTC has been re-organized to implement CASEE - ACBE,
EAC, RPEv
PTC and the APO/PEO needs you as Program
Evaluators/Team Leaders for the accreditation of the
engineering program of your expertise
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PTC Certification and Accreditation System for
Engineering Education (CASEE)
•
PTC-CASEE is a system of criteria and standards, policies,
processes and procedures by which the quality of an
engineering educational program that leads to a bachelor
of science degree in a specific field of engineering is
assessed and evaluated.
•
PTC created an organizational structure for implementing
CASEE for the accreditation of engineering programs.
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Getting to know the PTC-ACBET-EAC-RPEv Structure
• PTC – Philippine Technological Council
• ACBET – Accreditation and Certification Board for
•
•
•
Engineering and Technology
EAC – Engineering Accreditation Commission
RPEv – Register of PTC-ACBET-EAC Program Evaluators
PEv – Program Evaluators
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FUNCTIONAL DIVISIONS OF PTC, ACBET AND EAC
• Owns,
establishes,
improves,
and
maintains
the
Accreditation
and
Certification Policies, Procedures, Criteria
and Standards, Guidelines, and other
Accreditation and Certification Instruments
PTC
BOARD OF TRUSTEES
AND OFFICERS
• Acts as the applicant signatory to education
accords and mobility forums (Washington
Accord, APEC Engr, Engrs Mobility Forum,
etc.)
EAC - Engineering Accreditation Commission
ADRC - Accreditation Dispute Resolution Committee
PARP - Peer Accreditation Review Panel
TA
C
• Future structure for
computing and
technology
ENGINEERING
ACCREDITATION
COMMISSION
• Carry out the accreditation
procedures
• Evaluates and deliberates on
accreditation cases
• Recommends to ACBET
• Peer review system
Philippine Technological Council
15 members max.
•
•
• Approves and certifies accreditation
CA
C
BOARD OF ADVISERS
ACBET
•
•
Authorized by PTC
Implements the PTC Policies, Procedures,
Criteria, Guidelines and and Standards for
the accreditation of engineering programs
Recommends changes to the above PTC
policies, procedures, criteria, guidelines and
standards
Decides and Endorses to PTC all
Accreditation Cases & Recommendations
•
PARP
EXECUTIVE
DIRECTOR’S
OFFICE
ADRC
•
REGISTER OF
PROGRAM
EVALUATORS
Manages the day-today operations of
ACBET & EAC
• Provides the pool of program
ACBET during
Regular and
Special Meetings
• Source of accreditation team
• Acts as Secretariat to
evaluators/accreditors from
which accreditation team
members (ATM) are selected
chairs (ATC) who will eventually
comprise the EAC
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ACCREDITATION ORGANIZATIONS AND
FUNCTIONS
ORGANIZATION
FUNCTION
LEVELS OF
DECISION
PTC
•
•
OWNS AND MAINTAINS CASEE
ESTABLISHES ACCREDITATION POLICIES AND
STRATEGIC PLANS
FINAL DECISION ON
ACCREDITATION
CASES
ACBET
•
IMPLEMENTS AND MANAGES ACCREDITATION
POLICIES, CRITERIA, PROCESSES
RECOMMENDS IMPROVEMENTS TO CASEE
RECOMMENDS ACCREDITATION ACTIONS
RECOMMENDED
OPTIONS ON
ACCREDITATION
CASES
(YES OR NO)
•
•
EAC/
PROGRAM
EVALUATION
TEAM
•
•
•
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IMPLEMENTS ACCREDITATION REVIEWS
RECOMMENDS IMPROVEMENTS TO CASEE
RECOMMENDS SPECIFIC ACCREDITATION
ACTIONS ON CASES
REPORTS ON
ACCREDITATION
REVIEW VISITS AND
FINDINGS
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Accreditation and Certification Board for Engineering
and Technology (ACBET)
•
•
•
•
ACBET is a creation of PTC to implement program
accreditation
ACBET has created the Engineering Accreditation
Commission (EAC) to carry out the details of engineering
program accreditation
Additional commissions for Computing and Technology are
planned
PTC makes final accreditation decisions based on
ACBET/EAC recommendations
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Engineering Accreditation Commission (EAC)
• EAC is a creation of PTC-ACBET (P-ACBET)
• EAC members serve as Team Chairs (TC) on engineering
•
•
•
accreditation reviews and site visits
A TC preliminary report to a HEI program is reviewed by
the EAC Exec com
EAC en banc makes an accreditation recommendation to
be submitted to ACBET. ACBET submits its
recommendation to PTC.
Members of the site team are selected from the Register of
Program Evaluators (RPEv)
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Register of Program Evaluators (RPEv)
•
•
•
•
•
A Program Evaluator (PEv) is a member of one of the member
engineering organizations of PTC in good standing.
A PEv for a specific engineering program must be a member of
the engineering organization assigned for the specific
engineering field.
The RPEv is a data base listing of PEv’s who have completed
PTC training for PEv’s
Members of TC for a site visit must be selected from the RPEv
and some should be from the industry
The RPEv database includes the PEv name, engineering
organization affiliation, date of training completion, conflicts of
interest, and HEI programs visited with dates.
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PTC CASEE
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MAJOR COMPONENTS OF CASEE
•
•
•
•
•
•
GRADUATE ATTRIBUTES AND COMPETENCY PROFILE
EXEMPLARS
ACCREDITATION POLICIES AND PROCEDURES
ACCREDITATION CRITERIA
ACCREDITATION PROCESSES AND REPORTS
SELF STUDY REPORT GUIDELINES
ORGANIZATION
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GRADUATE ATTRIBUTES AND COMPETENCY
PROFILE EXEMPLARS
•
•
PTC has adopted the Washington Accord Graduate
Attributes and Competency Profile Exemplar (WA GA-CPE)
as benchmarked reference graduate attributes for
accredited engineering programs.
PTC has adopted student outcomes “a) to l)” that are
aligned with those of the WA GA-CPE
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WA GRADUATE ATTRIBUTES
KNOWLEDGE-ORIENTED
SKILL-ORIENTED GROUP
1. Using engineering knowledge
5. Modern Tool Usage
9. Individual and Teamwork
10.Communication
11.Project/Engineering
Management
Defined Knowledge Profile
PROBLEM-SOLVING SKILL
GROUP
2. Problem analysis
3. Design/development of
solutions
4. Investigations
Defined Level of Problem Solving
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ATTITUDE-ORIENTED GROUP
6.
7.
8.
9.
The Engineer in Society
Environment and Sustainability
Ethics
Life-long learning
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Graduate Attributes for Engineers
(From Washington Accord)
1. Engineering
Knowledge
Apply knowledge of mathematics, science, engineering
fundamentals and an engineering specialization to the
solution of complex engineering problems
2.
Problem
Analysis
Identify, formulate, research literature and analyze complex
engineering problems reaching substantiated conclusions
using first principles of mathematics, natural sciences and
engineering sciences.
3.
Design/
development
of solutions
Design solutions for complex engineering problems and
design systems, components or processes that meet
specified needs with appropriate consideration for public
health and safety, cultural, societal, and environmental
considerations.
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Graduate Attributes
4.
Investigation
Conduct investigations of complex problems using
research-based knowledge and research methods
including design of experiments, analysis and
interpretation of data, and synthesis of information to
provide valid conclusions
5.
Modern Tool
Usage
Create, select and apply appropriate techniques,
resources, and modern engineering and IT tools, including
prediction and modelling, to complex engineering activities,
with an understanding of the limitations
6.
The Engineer
and Society
Apply reasoning informed by contextual knowledge to
assess societal, health, safety, legal and cultural issues
and the consequent responsibilities relevant to
professional engineering practice.
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Graduate Attributes for Engineers
7.
Environment
and
Sustainability
Understand the impact of professional engineering
solutions in societal and environmental contexts and
demonstrate knowledge of and need for sustainable
development.
8.
Ethics
Apply ethical principles and commit to professional ethics
and responsibilities and norms of engineering practice.
9.
Individual and
Team Work
Function effectively as an individual and as a member or
leader in diverse teams and in multi-disciplinary settings.
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Graduate Attributes for Engineers
10.
Communication
Communicate effectively on complex engineering
activities with the engineering community and with
society at large, such as being able to comprehend and
write effective reports and design documentation, make
effective presentations, and give and receive clear
instructions.
11. Project
Demonstrate knowledge and understanding of
Management & engineering and management principles and apply these
Finance
to one’s work, as a member and leader in a team, to
manage projects and in multidisciplinary environments
12. Life long
Learning
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Recognize the need for, and have the preparation and
ability to engage in independent and life-long learning in
the broadest context of technological change.
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MAJOR ACCREDITATION POLICIES:
•
Accreditation is voluntary. Accreditation review will be
undertaken by PTC only upon confirmation of the request
from the HEI.
•
Program submitted for accreditation must have complied
substantially with any and all government regulatory
requirements.
•
Accreditation is substantially industry-led, independent of
institutions providing engineering programs.
•
Conflict of interest is highlighted among those involved in
any accreditation activity.
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EXAMS
Philippine Technological Council
1.
How can an accreditation system demonstrate
“substantial equivalency” to WA requirements?
2.
What are the five (5) major elements of an OBE
that PTC CASEE is looking for in an education
delivery system?
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PTC CASEE
Philippine Technological Council
89
90
MAJOR COMPONENTS OF CASEE
•
Graduate Attributes and Competency Profile Exemplars
•
Accreditation Policies and Procedures
•
Accreditation Processes
•
Accreditation Criteria
•
Self Study Report Guidelines
•
Organization
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91
MAJOR ACCREDITATION PROCESSES AND
PROCEDURES
• Accreditation Process
• Accreditation Review And Visit Procedures
• Accreditation Decision Review And Approval
Procedures
• Accreditation Reporting Procedure
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OVERVIEW OF THE ACCREDITATION PROCESS
INSTITUTION AND PROGRAM
PTC-ACBET-EAC
SUBMIT APPLICATION
RECEIVE APPLICATION
SEND OUT CRITERIA AND SELF STUDY
REPORT (SSR) GUIDELINES
SUBMIT SELF STUDY REPORT
FORM TEAM (TEAM CHAIR+1 PEv/PROGRAM)
REVIEW SELF-STUDY REPORT
ON-SITE VISIT BY REVIEW TEAM
PROVIDE PRELIM ORAL STATEMENT
REPLY WITHIN 7 DAYS
SEND DRAFT REVIEW STATEMENT
REPLY WITHIN 30 DAYS
ACCREDITATION RECOMMENDATION
ACCREDITATION DECISION
ACCEPT OR APPEAL DECISION
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NOTIFY ACCREDITATION DECISION
93
PTC-ACBET-EAC Criteria
I
• 9 General Criteria
II
• Specific Program
Criteria
III
• Policy and Procedures
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94
ACCREDITATION CRITERIA
•
9 GENERAL CRITERIA:
1.
2.
3.
4.
5.
6.
7.
8.
9.
•
PROGRAM EDUCATIONAL OBJECTIVES
STUDENT OUTCOMES
STUDENTS
FACULTY AND SUPPORT STAFF
CURRICULUM
FACILITIES AND LEARNING ENVIRONMENT
LEADERSHIP AND INSTITUTIONAL SUPPORT
EXTENSION SERVICE, COMMUNITY-ORIENTED PROGRAMS AND
INDUSTRY-ACADEME LINKAGE
CONTINUOUS QUALITY IMPROVEMENT
SPECIFIC PROGRAM CRITERIA:
•
•
CURRICULUM
FACULTY
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Application of General Criteria
• All 9 general criteria apply to each
engineering program with
engineering in its title.
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Definition of Terms Used in Criteria
1
• Program Educational Objectives
2
• Student Outcomes
3
• Assessment
4
• Evaluation
5
• Continuous Quality Improvement
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97
Definitions
Program Educational Objectives
• Program educational objectives are broad
statements that describe what graduates are
expected to attain three to five years after
graduation. Program educational objectives are
based on the needs of the program’s
constituencies.
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Definitions
Student Outcomes
•
Student outcomes specify what students are expected to
know and be able to do by the time of graduation.
•
These relate to the skills, knowledge, and behaviors that
students acquire as they progress through the program.
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Definitions
Assessment
•
Assessment is one or more processes that identify, collect,
and prepare data to evaluate the attainment of student
outcomes and program educational objectives. Effective
assessment uses relevant direct, indirect, quantitative and
qualitative measures as appropriate to the objective or
outcome being measured. Appropriate sampling methods
may be used as part of an assessment process.
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Definitions
Evaluation
• Evaluation is one or more processes for interpreting the
data and evidence accumulated through assessment
processes. Evaluation determines the extent to which
student outcomes and program educational objectives are
being attained. Evaluation results in decisions and actions
regarding program continuous quality improvement.
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Definitions
Continuous Quality Improvement
• Continuous Quality Improvement is a periodic feedback
process for changing any aspect of a program whereby
formal results from evaluation and other informal
observations are utilized in the formulations of the changes,
with expected higher degrees of attainment of program
educational objectives and higher degrees of attainment of
student outcomes.
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102
THE SELF STUDY REPORT
GUIDELINES
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The Self Study Report (SSR)
•
The SSR is a document prepared by the HEI to document
and demonstrate that the program meets all the PTC
criteria and other accreditation requirements as espoused
in the policies and procedures of accreditation.
•
The SSR provides a quantitative and qualitative
assessment and evaluation of the strengths and limitations
of the program.
•
It is prepared for each engineering program being
submitted for review, signed by the HEI-authorized officer.
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Self Study Report… continued 2
The purposes of the SSR:
• To explain the extent to which the program meets applicable PTC
accreditation criteria and policies.
• To provide sufficient information for a thorough on-site review of the
program.
It is necessary that the SSR:
• Address all methods of instructional delivery used for the program,
• All possible paths that students may take to completion of the degree,
and
• All remote offerings available to students in the program.
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Self Study Report… continued 3
•
PTC provides SSR Guidelines for the preparation of the
SSR for engineering programs of HEIs.
•
The Chapters of the SSR are keyed to the corresponding
PTC Accreditation Criteria.
•
In the event of a possible question of interpretation
between the PTC SSR Guidelines and the PTC
Accreditation Criteria, the PTC Accreditation Criteria shall
prevail.
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Self Study Report… continued 5
•
The primary purpose of the new accreditation system for
engineering in the Philippines is to assure high quality of
engineering education that will enable entry-level
engineering professionals to be globally competitive.
•
PTC has been admitted as provisional member of the
Washington Accord in June 2013, which means that: The
accreditation system appears to be conceptually similar to
those of the Washington Accord signatories
•
PTC has filed its application for full signatory status on
June 10, 2014 and is awaiting WA team evaluation visit in
due time.
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The
Philippine Technological Council
- Washington Accord
Initiative
(PTC-WAI)
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108
The PTC-Washington Accord Initiative
• A program being undertaken by PTC that:
• Fosters quality of engineering education and engineering
graduates through the establishment and implementation of
an independent certification and accreditation system for
engineering education (CASEE);
•
Pursues international recognition of engineering programs
and graduate engineers through membership with the
Washington Accord;
•
Recognized and supported by CHED
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The PTC-WAI : Washington Accord
• What is the Washington Accord?
•
It is an independent agreement among group of
signatories for the mutual recognition of engineering
programs.
•
Benchmarking standards for engineering education
• The Washington Accord Graduate Attributes represent
the generally agreed reference for accredited programs
•
Benchmarking accreditation policies and processes
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THE PTC-WAI : MUTUAL RECOGNITION
•
Mutual Recognition of accredited engineering programs means
that:
 Their accreditation criteria, policies and procedures have been
verified comparable
 Accreditation decisions made by one signatory are acceptable to
the other signatories, and that
 Recognition applies only to accreditations conducted within
the signatory’s national or territorial boundaries, except:
• Offshore programs offered by university with programs accredited in
home territory
• A designated signatory accredits in developing countries where there
is no capacity to operate an accrediting body
 Recognition
means that the academic qualifications of the
graduates from the accredited engineering program substantially
meet the requirements for entry to practice of engineering.
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WASHINGTON ACCORD: MEMBERSHIP STATUS
• Signatory: A body entitled to fully participate in the Accord, enjoys the
•
same rights and obligations as all other signatories. The body must be:
• Independent of the academic institutions delivering accredited or
recognized programs within their jurisdiction.
• An authority, agency or institution representative of the engineering
profession that has statutory or recognized professional authority to
accredit programs designed to satisfy the academic requirements for
admission to the practicing engineering community within the
jurisdiction
• Requires unanimous votes from existing signatories to be admitted as
full signatory
Provisional Status: A body that has demonstrated that it has an
accreditation/recognition system conceptually similar to signatories
• Has none for the rights or duties of signatories
• Requires 2/3 votes from existing signatories to achieve provisional
status
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112
REQUIREMENTS FOR ADMISSION TO WA
•
The accreditation system and processes are substantially
equivalent to those of the other signatories of the Accord,
and
•
The graduate outcomes standard applied for accreditation
is substantially equivalent to that of the Accord (as
illustrated by the Accord graduate attributes exemplar).
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113
CRITICAL REQUIREMENTS FOR JOINING WA
•
A signatory must be the sole accreditation body (against
international standards such as WA) for engineering
education within the jurisdiction
•
A signatory must be independent of the higher educational
institutions offering engineering degree programs
•
A signatory must represent the engineering profession in
the jurisdiction or territory
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WA: Steps to Membership
•
Application for Signatory status will be preceded by a
prescribed period of Provisional Status
•
Applicants for provisional status must be nominated by two
signatories (who have usually mentored the applicant)
• Acceptance as provisional by 2/3 majority of signatories
• Admission requires that the body has an accreditation
system
•
Substantial equivalence is not required for provisional
status: the provisional may need to develop criteria,
policies and procedures
•
Mentoring continues during provisional status
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WA: Becoming a Full Signatory
•
•
Normal minimum period as provisional is two years
•
•
Application must be supported by two signatories
A provisional that is ready to apply for signatory status
requests a verification visit
Visit must demonstrate substantial equivalence of:
• Accreditation standard to the Graduate Attributes
• Policies and processes to be substantially equivalent
•
•
Visit report is considered at a general meeting
Admission of a new signatory requires unanimous approval
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CURRENT WASHINGTON ACCORD SIGNATORIES
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
Australia - represented by Engineers Australia (1989)
Canada – represented by Engineers Canada (1989)
United Kingdom – represented by Engineering Council UK (1989)
United States – represented by ABET (1989)
New Zealand – represented by Institution of Professional Engineers New Zealand (1989)
Ireland – represented by Engineers Ireland (1989)
Hong Kong – represented by The Hong Kong Institution of Engineers (1995)
South Africa – represented by Engineering Council South Africa (1999)
Japan – represented by Japan Accreditation Board for Engineering Education (2005)
Singapore –represented by Institution of Engineers Singapore (2006)
South Korea – represented by Accreditation Board for Engineering Education Korea (2007)
Chinese Taipei – Institution of Engineering Education Taiwan (2007)
Malaysia – represented by the Board of Engineers Malaysia (2009)
Turkey – represented by MUDEC (2011)
Russia – represented by RAEE (2012)
India – represented by National Accreditation Board (2013)
Sri Lanka - represented by Institution of Engineers Sri Lanka (2013)
**Provisional Members – PRChina, Pakistan, Bangladesh, Peru, Philippines
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117
Timetable of Washington Accord Initiative
•
•
•
•
•
•
•
•
•
•
June 2011 - PTC at IEA-Washington Accord Meeting in Taipei, Taiwan
February 2012 - PTC Certification and Accreditation System for Engineering
Education in place
August 2011 - Training for PTC-ACBET-EAC-PEvs
February 2012 - Released PTC-ACBET-EAC Criteria and Self Study Report
Guidelines
June 2012 - Initial Information filed with International Engineering Alliance –
WA at Sydney
Nov 2012 - PTC-ACBET-EAC start of accreditation visits to HEI engineering
programs
February 2013 – Provisional Membership final application filed with
nominations from Engineers Australia & IEE Taiwan
June 2013 – Presentation and Deliberations on Provisional Membership by
WA Committee. PTC admitted as Provisional Member
June 2014 – Filed application for upgrading to Full Signatory
June 2015 – Presentation and Deliberations on Full Signatory
Membership (if WA team visit completed by Nov-Dec 2014)
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MODULE OUTLINE
• Intro to PTC, PTC Program Accreditation and International Recognition under
the Washington Accord
• Intro To CQI, OB Education And OB Accreditation
• PTC CASEE – CRITERIA, POLICIES AND
PROCEDURES
• SELF-STUDY REPORT (SSR) GUIDELINES:
PREPARING FOR ACCREDITATION
• Conducting Accreditation Reviews
• Leading Accreditation Reviews (LAR) : Accreditation Review Site Visit
• LAR: Findings, Findings Classification and Reporting
• LAR: Accreditation Decision Process and Final Accreditation Reporting
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SPECIFIC TOPIC OBJECTIVES
• To thoroughly understand the requirements
indicated in the PTC-ACBET Criteria
• To calibrate Program Evaluators in
preparation for accreditation activities.
• To help the administration and staff of the
HEI prepare the SSR.
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MODULE OUTCOMES
Upon completion of the module, the participant is
expected:
• To be able to explain the PTC-ACBET accreditation
criteria, policies and procedures.
• To understand the requirements of the SSR and be
able to prepare a part or the whole of SSR.
• To know the mechanics of accrediting an
engineering education delivery process and be
able to participate in an accreditation review.
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The PTC-ACBET-EAC Criteria
I
• 9 General Criteria
II
• Specific Programs Criteria
III
• Policy and Procedures
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Definition of Terms Used in the Criteria
1
• Program Educational Objectives
2
• Student Outcomes
3
• Assessment
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123
Definition of Terms Used in the Criteria
4
• Evaluation
5
• Continuous Quality
Improvement
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Definitions
Progress Educational Objectives
•
These are broad statements that describe
what graduates are expected to attain
three (3) to five (5) years after graduation.
•
These are based on the needs of the
program’s constituencies.
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125
Definitions
Student Outcomes
• Specify what students are expected to
know and be able to do by the time of
graduation.
• These relate to the skills, knowledge,
and behaviors that students acquire
as they progress through the
program.
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126
Definitions
Assessment
•
One or more processes that identify, collect, and
prepare data to evaluate the attainment of
student outcomes.
•
Effective assessment uses relevant direct,
indirect, quantitative and qualitative measures as
appropriate to the objective or outcome being
measured.
•
Appropriate sampling methods may be used as
part of an assessment process.
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127
Definitions
Evaluation
•
One or more processes for interpreting the data and
evidence accumulated through assessment processes.
•
It determines the extent to which student outcomes and
program educational objectives are being attained.
•
The evaluation results are made as basis for decisions and
actions regarding program continuous quality
improvement.
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128
Definitions
Continuous Quality Improvement
•
A periodic feedback process for changing any
aspect of a program whereby formal results from
evaluation and other informal observations are
utilized in the formulation of changes.
•
It is aimed at higher degrees of attainment of
program educational objectives and student
outcomes.
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The 9 General Criteria
1
• Program Educational
Objectives
2
• Student Outcomes
3
• Students
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130
The 9 General Criteria
4
• Curriculum
5
• Faculty and Support Staff
6
• Facilities and Learning
Environment
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131
The 9 General Criteria
7
• Leadership and Institutional Support
8
• Extension Service, Community-oriented
Programs, Industry-Academe Linkage
9
• Continuous Quality Improvement
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132
Application of Criteria
• All 9 general criteria apply to
each engineering program
with engineering in its title
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133
Specific Program Criteria Examples
1
• Chemical Engineering
2
• Metallurgical Engineering
3
• Electrical Engineering
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134
What Specific Program Criteria Cover
• Curriculum
• Faculty
These are in addition to the General
Criteria 4 and 5
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135
Details of the
PTC-ACBET-EAC
9 General Criteria
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136
Criterion 1: Program Educational Objectives
• There must be documented and published program
educational objectives (PEO)
• PEOs are consistent with the mission and vision of the
institution.
• PEOs shall reflect the particular field(s) of engineering
practice and the associated area(s) of specialization, the
desired characteristics and/or capabilities of the graduates
after a few years of their career following graduation, the
anticipated career destinations of graduates and the needs of
the appropriate external constituencies.
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Criterion 1: PEO’s continued
•
•
A formal and documented process to develop and review/
change of the PEO’s is in place. The review process shall
be periodic and shall ensure and demonstrate that the
objectives are based on the needs of the program’s various
stakeholders.
External stakeholders’ inputs are critical to the
development, review and monitoring process of the
objectives.
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Criterion 2: Student Outcomes (SO)
•
•
•
•
•
•
The program must have established and documented
student outcome.
Process for formulation, review and revision of SO
Deployment process
Student outcomes foster the attainment of the program
education objectives by the graduates
The program must demonstrate that the graduates possess
the attributes of the student outcomes at the time of
graduation
Performance Indicators for each SO shall be
formulated/monitored.
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Criterion 2: SO’s continued
•
Student outcomes are outcomes enumerated as (a) to (l).
There may be other student outcomes specified under
Section II on Specific Program Criteria.
(a) Ability to apply knowledge of mathematics and
science to solve engineering problems.
(b) Ability to design and conduct experiments, as well as
to analyze and interpret data.
(c) Ability to design a system, component, or process to
meet the desired needs within realistic constraints in
accordance with standards.
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Criterion 2 –SO’s continued 2
(d) ability to function on multidisciplinary teams
(e) ability to identify, formulate, and solve engineering
problems.
(f) Understanding of professional and ethical responsibility.
(g) Ability to communicate effectively.
(h) Broad education necessary to understand the impact of
engineering solutions in a global, economic,
environmental, and societal context.
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Criterion 2: SO’s continued 3
(i)
(j)
(k)
(l)
Recognition of the need for, and an ability to engage in
life-long learning.
Knowledge of contemporary issues.
Ability to use techniques, skills and modern engineering
tools necessary for engineering practice.
Knowledge and understanding of engineering and
management principles as a member and leader in a
team, to manage projects and in multidisciplinary
environments.
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Criterion 3: Students
•
Students admitted to the program must
• have the educational background to undertake the engineering degree
•
courses and
• have a reasonable prospect of achieving the student outcomes.
Policies and processes must be in place and enforced for
• Admissions, transfers, progression, retention, student progress
•
monitoring and performance evaluation, student advising on curricular
and career matters, guidance and support, academic exchange,
promotion and graduation and ensure that the students continually
achieve desired learning outcomes.
Program must ensure and document that all students who
are promoted or graduated meet all the requirements for
promotion or graduation.
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Criterion 3: Students’ continued 2
• NOTES:
• Policies must be documented.
• Process and procedures are also documented.
• Provide supporting report/ data on applicable items.
• Provide list of documented procedures, as applicable.
• Ensure that student continually achieve desired learning
outcome.
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Criterion 4: Faculty and Support Staff
•
There must be a sufficient number of competent faculty
• to cover all of the curricular areas of the program and
• to assure adequate levels of student-faculty interaction and student
advising.
•
Faculty must have the appropriate academic qualifications
and professional competencies needed to assure the
continuity and stability of the program.
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145
Criterion 4: F&SS continued
•
•
•
•
The program must not be critically dependent on an individual;
the faculty must be involved in implementation and decisions of
the program
The program must have professional development opportunities
for the faculty to participate in research, scholarly work,
professional development activities and industrial interaction.
The program must establish an evaluation method to determine
the educational contributions of each faculty member and to
provide it to the faculty members involved in the program.
The evaluation of educational contributions must be implemented
in accordance with the method.
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146
Criterion 4: F&SS continued 2
•
•
•
There must be a sufficient number of technical, laboratory
and support staffs to ensure that there is a satisfactory
level of technical support in shops, maintenance of
equipment, management of laboratories and general
support.
The technical, laboratory and support staffs must have
adequate qualifications and experience to assure the
quality of the program.
There must be adequate staff development.
Philippine Technological Council
147
Criterion 5: Curriculum
•
•
EAC does not specify a minimum of credit hours on any of
the following areas: Normally there should be one year of
mathematics and basic science and one and one half years
of engineering science including design and research.
There must be sufficient coverage to ensure achievement
of student outcomes. The curriculum must cover the
following six (6) areas:
1)
Mathematics and basic sciences: The study of mathematics and
basic sciences is fundamental in understanding the physical world
in relation to engineering. It will serve as a foundation to the
engineering theories and principles.
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Criterion 5: Curriculum.. continued 2
2) Engineering Sciences: have roots in the mathematical and physical
3)
sciences, and where applicable, in other basic sciences but extend
knowledge and develop models and methods in order to lead to
engineering applications and solve engineering problems.
Engineering Design and Synthesis: the creative, iterative and often
open-ended process of conceiving and developing components,
systems and processes. Design requires the integration of
engineering, basic and mathematical sciences, working under
constraints, taking into account economic, health and safety, social
and environmental factors, codes of practice and applicable laws, and
standards in the field. Students must be prepared for engineering
practice through a curriculum culminating in a major design experience
based on the knowledge and skills acquired in earlier course work and
incorporating appropriate engineering standards and multiple realistic
constraints.
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Criterion 5: Curriculum..continued 3
4) Complimentary Studies: Disciplines outside
engineering which are essential for professionalism and
ethics. Studies are selected from political science,
economics, effective communication, literature, history, art,
philosophy, psychology, ethics, etc.
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150
Criterion 5: Curriculum...continued 4
5)
6)
Laboratory and Field Work: Courses should be
supported by meaningful laboratory work, well
coordinated with the lecture material and supported with
relevant up-to-date equipment.
Practical training: Exposure of the students to industry,
which puts theory into practice.
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Criterion 6: Facilities and Learning
Environment
•
•
Classrooms, offices, laboratories, and associated
equipment must be adequate to support the attainment of
the student outcomes and to provide an atmosphere
conducive to learning.
Modern tools, equipment, computing resources, and
laboratories appropriate to the program must be available,
accessible, and systematically maintained and upgraded to
enable students to attain the student outcomes and to
support program needs.
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Criterion 6: F& LE.. continued
•
•
Students must be provided appropriate guidance regarding
the use of the tools, equipment, computing resources, and
laboratories available to the program.
The library services and the computing and information
infrastructure must be adequate to support the scholarly
and professional activities of the students and faculty.
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Criterion 7: Leadership and Institutional Support
•
Institutional support and leadership must be adequate to
ensure the quality and continuity of the program.
• Resources including institutional services, financial support,
and staff (both administrative and technical) provided to the
program must be adequate to meet the program needs.
• The resources available to the program must be sufficient
to attract, retain, and provide for the continued professional
development of a qualified faculty.
• The resources must be sufficient to acquire, maintain, and
operate infrastructures, facilities, and equipment
appropriate for the program, and to provide for the
environment in which student outcomes can be attained.
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Criterion 8: Extension Service, Community-oriented
Programs, and Industry-Academe Linkage
• Extension Service
• The program shall provide non-degree educational service
such as short courses on new technologies and new
professional topics, to assists engineers from industry in
keeping abreast of new developments in the field. Some
short courses may provide summaries of findings from the
research of the faculty. New courses may be developed
with collaboration from industry and engineering societies.
Philippine Technological Council
155
Criterion 8: ESCOP & IAL..continued
• Community-Oriented Programs
• There shall be evidence that students and student
organizations have programs to assist communities.
Possible projects may involve assistance to high school
students on potential science/engineering fairs.
Community assistance may involve helping design low-cost
computing, low-cost access to the internet, and general
utilization of their technological expertise. Dialogs with the
communities to determine their needs should be explored
first.
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156
Criterion 8: ESCOP & IAL..continued
• Industry-Academe Linkage
• There must be regular active participation from industry in
•
planning and defining program educational objectives,
student outcomes and curricula to ensure that these are
relevant and up-to-date with societal and professional
requirements.
There should be faculty/student industry exposure through
internships, industry visits, collaborative projects under
professionals in industry and industry-based final year
projects.
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Criterion 9: Continuous Quality
Improvement
• There must be a recorded process for assessment
and evaluation of the student outcomes.
• There must be a recorded process for assessment
and evaluation of program education objectives.
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Criterion 9: CQI…continued
•
•
•
There must be evidence that results of the evaluation of
student outcomes and results of the evaluation of program
educational objectives are utilized as inputs to the process
for continuous quality improvement such as changes in
course syllabi, curriculum, and any other aspect of the
program to improve the degrees to which student outcomes
and program educational objectives are achieved.
There shall be feedback to and from all concerned
stakeholders on the achievement of the graduates.
These shall be maintenance of a Continuous Quality
Improvement program with adequate supporting resources.
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What Specific Program Criteria Cover
• Curriculum
• Faculty
The provisions are in addition to the nine (9) General Criteria applicable to
all engineering programs
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160
Specific Program Criteria: Examples
• Chemical Engineering
• Civil Engineering
• Electrical Engineering
• Electronic Engineering
• Mechanical Engineering
• Metallurgical Engineering
• Etc.
Philippine Technological Council
161
THE SELF STUDY REPORT
GUIDELINES
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162
The Self Study Report (SSR)
• The
•
•
SSR is a document prepared by the HEI to
document and demonstrate that the program meets
all the PTC criteria and other accreditation
requirements as espoused in the policies and
procedures of accreditation.
The SSR provides a quantitative and qualitative
assessment and evaluation of the strengths and
limitations of the program being submitted for
review to the PTC, ACBET and the EAC.
Prepared for each engineering program being
submitted for review, signed by the HEI-authorized
officer.
Philippine Technological Council
163
Self Study Report… continued 2
•
•
•
The purpose of the SSR is to explain the extent to which
the program meets applicable PTC accreditation criteria
and policies.
The SSR will provide sufficient information for a thorough
on-site review of the program.
SSR necessarily address all methods of instructional
delivery used for the program, all possible paths that
students may take to completion of the degree, and all
remote offerings available to students in the program
Philippine Technological Council
164
Self Study Report… continued 3
•
PTC provides Guidelines for the Preparation of the SSR for
engineering programs of HEIs.
•
The Chapters of the SSR are keyed to the corresponding
PTC Accreditation Criteria.
•
In the event of a possible question of interpretation
between the PTC SSR Guidelines and the PTC
Accreditation Criteria, the PTC Accreditation Criteria shall
prevail.
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Submission and Distribution of SSR
•
•
The SSR and supplemental materials shall be submitted
as follows:
1.
Hard-bound SSR Report, 3 complete sets.
2.
A soft copy of the SSR and supplemental materials shall be
submitted on pdf read-only files. No hot-linked references
allowed.
3.
Email submission is not permitted
4.
Mixed submission (hard bound and soft copies) not allowed
Above should be submitted at least sixty (60) calendar
days prior to the targeted dates of review visit
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Background Information
• Contact information
• Program History
• Organization
• Delivery modes
• Locations
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I. GENERAL CRITERIA
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Criterion 1: Program Educational
Objectives
A.
Vision and Mission Statement
• Provide the institutional vision and mission statements.
• Discuss its relationship to PEO.
B.
Program Educational Objectives
• List the PEOs
• List the program constituencies and discuss how the PEO meets the
needs of constituencies.
• Process of formulation, review and revision of the PEO.
• Assessment tools/ methods
• Deployment process of PEO
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Workshop 1: SSR for PEO
•
Form groups among the participants
Workshop:
•
•
•
•
Write the section on the PEO per SSR Guidelines
Develop the PEOs
Develop the Assessment Tools
Presentation
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Criterion 2: Student Outcomes
A. Student Outcomes
• List the student outcomes
• Indicate where it is documented
• Process for the formulation, review and revision
• Deployment process of SOs
• Performance Indicators for each of SO
B. Relationship of SO to PEO
• Explain how SO prepare graduates to attain the PEO.
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Workshop 2: Preparation of SSR for SO
• Form groups from among the participants.
Workshop:
• Write the SSR section on the SOs per SSR Guidelines
• Develop the Performance Indicators per SO
• Develop the Rubric for the SO
• Presentation
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Criterion 3: Students
A. Student Admission
• Policy
• Process for accepting new students
• Summarize requirements
• Orientation/ evidence of orientation/ Emphasis
on OBE, PEO and SO
• Data and profile
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Criterion 3: Students…..p2
B. Evaluating Student Performance
• Policy
• Summarize the process for evaluating student
performance
• Evaluation procedures
• Evaluation report/ data/ Data analysis/
Improvement Actions
• Include a discussion of how SOs are included
in the evaluation of student performance
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Criterion 3: Students…..p3
C. Monitoring Student Progress
• Policy
• Summarize the process for monitoring student progress
i. Include documented information on how the program
ensures that student pre-requisites and exceptions are
handled
ii. Include discussion on how monitoring ensures that the
schedule of courses for each semester or term for each
student takes into account an appropriate progression of
learning towards the student outcomes
•
Monitoring data/ Data analysis/ Improvement action
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Criterion 3: Students…..p4
D. Transfer Students and Transfer Courses
• Policy
• Summarize the requirements and process for
accepting transfer students and transfer
credits
• Monitoring data/ Data analysis/ Improvement
action
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Criterion 3: Students…..p5
E. Advising and Career Guidance
• Policy
• Summarize the process for advising and providing
career guidance to students, on career paths for the
profession associated with the program
• Include information on how the students are advised,
who provides the advising program
• Monitoring data/ Data analysis/ Improvement action
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Criterion 3: Students…..p6
•
•
•
•
•
Policy/ procedures/ data on the following:
Work in lieu of courses
Graduation requirements
Transcript of recent graduates
Academic exchange, if any
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Criterion 4: Faculty and Support Staff
A. Faculty Qualifications
•
•
•
•
•
•
Policy
Describe the qualifications of the faculty and how they are
adequate to cover all the curricular areas of the program.
Include the composition, size, credentials, and faculty
experience
Complete ACGS-02 Table 4-1.
Show at least two faculty members capable of teaching the
major course
Include faculty Resumes in Appendix B.
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Criterion 4: Faculty and Support Staff...p2
B. Faculty Workload
• Policy
• Complete ACGS-02, Table 4-2, Faculty
Workload Summary and describe this
information in terms of workload expectations
or requirements.
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Criterion 4: Faculty and Support Staff….p3
C. Faculty Activities
• Discuss the adequacy of the size of the faculty
• Policy
• Describe the extent and quality of faculty involvement in;
i. Interaction with students
ii. Monitoring of student progress
iii. Advising and career guidance
iv. University service activities
• Professional development
• Interactions with industrial and professional practitioners
including including employers of students
• Data in regards to the attainment of relevant SO
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Criterion 4: Faculty and Support Staff..p4
D. Professional Development
• Policy
• Training Needs Analysis/ Procedures
• Professional development plan for 2013 (previous) and 2014
• Development plan status
• Describe the faculty professional development activities, in
accordance
program
with
the
institution
• Data/ improvement actions
• Samples of Attainment of relevant SO
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Criterion 4: Faculty and Support Staff….p5
E. Authority and Responsibility of Faculty
• Describe the role played by the faculty with respect to the
guidance of the program and in the implementation of the
processes for the assessment, evaluation and continuing
improvement of the program
• Signed documented job descriptions or responsibilities of
faculty
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Criterion 4: Faculty and Support Staff….p6
• Support staff
• Describe the adequacy of support staff
• Include description of the workload
• Signed documented job descriptions or responsibilities
• Description of staff development
• Development plan for 2013 and 2014
• Development plan status
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Criterion 5: Curriculum
A. Program Curriculum
• Complete Table 5-1
• Describe how the curriculum and its associated
prerequisite structure support the attainment of student
outcomes.
• Attach a flowchart or worksheet that illustrates the
prerequisite structure of the program’s required courses.
• Describe how the curriculum aligns with PEO.
• For each curricular area, describe how your program
meets the specific requirement.
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Criterion 5: Curriculum….p2
B. Program Curriculum
• Describe the major design experience that prepares students for
engineering practice. Incorporate appropriate
standards and multiple design constraints.
engineering
• Describe the industry-academe linkage, such as OJT to satisfy
curricular requirements. Describe the academic component of this
experience and how the program evaluates this.
• Describe the adequacy of laboratory courses in the curriculum.
Include a discussion of class sizes, number of identical
experimental set-ups, and number of students in an experiment
group.
• Describe the materials (course syllabi, textbooks, sample student
work, etc) which will be available for review during the visit.
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Criterion 5: Curriculum….p3
C. Course Syllabi
• In Appendix A, include a syllabus for each course.
• For required courses with multiple sections that do not use a
common syllabus, include a syllabus for each of the different
sections.
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Workshop 3: SSR for Criteria No. 3, 4 & 5
• Form groups from among the participants
• Assign one criterion per group
Workshop:
•
Write the corresponding sections of the SSR for Criteria
No. 3, 4 & 5
•
Presentation
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Criterion 6: Facilities and Learning Environment
A. OFFICES
Summarize each of the program’s facilities in terms of the ability to support
the attainment of PEOs and SOs and to provide an atmosphere conducive
to learning.
• Offices (such as administrative, faculty, clerical, and teaching assistants) and any
associated equipment that is available there.
• Classrooms and associated equipment
• Laboratory facilities including those computers and the associated tools and
equipment that support instruction.
• Include those facilities used in the program even if they are not dedicated to the
program. State time of use.
• Discuss instruction on safety practices and safety environment
• Indicate adequacy of the number of identical set-ups, typical class size and number
of students per group.
• Provide Appendix C for the list of Equipment.
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Criterion 6: Facilities and Learning Environment…p2
B. COMPUTING RESOURCES
• Describe any computing resources (workstations, servers, storage, networks
including software licenses.
• Include a discussion of the accessibility of university-wide resources available
to students such as student housing, library, off-campus..etc.
• State the hours when these are open to students
• Asses the adequacy of these facilities to support the scholarly and
professional activities of the students and faculty in the program.
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Criterion 6: Facilities and Learning Environment…p3
C. GUIDANCE
• Policy
• Describe how the students are guided regarding the use of the
tools, equipment, computing resources
including instructions on safety practices.
and
laboratories,
D. MAINTENANCE AND UPGRADING OF FACILITIES
• Describe the policies and procedures for maintaining and
upgrading the tools, equipment, computing resources and
laboratories.
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Criterion 6: Facilities and Learning Environment…p4
E. LIBRARY SERVICES
• Describe and evaluate the capability of the library
• Describe the adequacy of library’s technical collection
• Adequacy of the process by which the faculty may request the
library to order books or subscription
• The library’s system for locating and obtaining electronic
information
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Criterion 6: Facilities and Learning Environment…p5
F. OVERALL COMMENTS ON FACILITIES
Describe how the program ensures the facilities, tools and
equipment used in the program are safe for the intended
purposes.
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Criterion 7: Leadership and Institutional Support
A. LEADERSHIP
• Describe the leadership of the program and how it is involved in
decision
• Discuss the adequacy to ensure the quality and continuity of the
program.
• Provide the organizational Chart and function description.
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Criterion 7: Leadership and Institutional Support….p2
B. PROGRAM BUDGET AND FINANCIAL SUPPORT
• Describe the process used to establish the program’s budget and provide
evidence of continuity of institutional support. Include sources of financial
support.
• Describe how the institution supports teaching in terms of graders, teaching
assistants, teaching workshops, etc.
• Describe how resources are provided to acquire, maintain and upgrade the
infrastructures, facilities and equipment used.
• Assess the adequacy of the resources for the students to be able to attain the
SOs.
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Criterion 7: Leadership and Institutional Support….p3
C. STAFFING
• Describe the adequacy of the staff and institutional services provided to the
program.
• Discuss methods used to retain and train staff.
D.
FACULTY HIRING AND RETENTION
• Describe the process for hiring of new faculty.
• Describe strategies used to retain current qualified faculty.
E.
SUPPORT OF FACULTY PROFESSIONAL
DEVELOPMENT
• Describe the adequacy of support for faculty professional development.
• Describe how are these planned and supported.
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Criterion 8: Extension, Community-Oriented Programs
& Industry-Academe Linkage
A. EXTENSION SERVICE
• Describe non-degree educational services such as short courses on new
technologies and new professional topics, to assist engineers from
industry in keeping abreast of new developments in the field.
• The course may be the result of research by the faculty.
• New course may be developed with collaboration from industry and
engineering societies.
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Criterion 8: Extension, Community-Oriented Programs
& Industry-Academe Linkage..p2
B. COMMUNITY ORIENTED PROGRAMS
• Provide evidence that students and student organizations have programs
to assist communities not only as an avenue for societal service but also
to gain understanding of the impact of engineering solutions to local
context.
• Possible projects may involve assistance to high school students on
potential science/ engineering fairs.
• Community assistance may involve helping design low-cost computing,
low-cost access to the internet.
• Dialog with the communities to determine their needs should be explored
first.
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Criterion 8: Extension, Community-Oriented Programs &
Industry-Academe Linkage..p3
C. INDUSTRY-ACADEME LINKAGE
• Describe regular active participation from industry in planning and
defining PEOs, SOs and curricula to ensure that these are relevant and
up-to date with societal and professional requirements.
• Describe faculty/ student-industry exposure through internships, industry-
visits, collaborative projects under professionals in industry, and industrybased final year project.
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Workshop 4: SSR for Criteria No. 6, 7 & 8
• Form groups from among the participants
• Assign a criterion to a group (2 groups for 1 criterion)
Workshop:
•
Write the corresponding sections of the SSR for Criteria
No. 6, 7, & 8
•
Presentation
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Criterion 9: Continuous Quality Improvement
•
This section of SSR should document your processes for
regularly assessing and evaluating the extent to which SOs
and PEOs are being attained.
•
It should describe how the results of these evaluations are
being utilized to effect continuous improvement of the
program.
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Criterion 9: Continuous Quality Improvement….p2
A. STUDENT OUTCOMES
• Performance Indicators
• List and description of assessment processes (exam questions, student
portfolio, oral exam,
departmental exam, etc)
project
presentation,
national-normed
exam,
• List and description of the evaluation processes for each of the student
outcomes
• The frequency with which these assessment and evaluation processes are
carried out.
• The expected satisfactory level of attainment for each of the student
outcomes.
• Summaries of the results of the evaluation process and an analysis illustrating
the extent to which each of the student outcomes is attained.
• Documentation and maintenance of results.
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Criterion 9: Continuous Quality Improvement….p3
B. PROGRAM EDUCATIONAL OBJECTIVES
• List and description of assessment processes (employer survey, graduate
surveys, focus groups, industrial advisory committee meetings, etc)
• List and description of the evaluation processes for each of the PEOs
• The frequency with which these assessment and evaluation processes
are carried out.
• The expected satisfactory level of attainment for each of the PEOs
• Summaries of the results of the evaluation process and an analysis
illustrating the extent to which each of the PEOs is attained.
• Documentation and maintenance of results.
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Criterion 9: Continuous Quality Improvement….p4
C. CONTINUOUS IMPROVEMENT
• Describe how the results of evaluation processes for the PEOs and SOs and
any other available information have been used as input in the CI of the
program.
• List and describe recent program improvements.
D. MAINTENANCE OF CQI PROGRAM
• Discuss how the CQI program is maintained including a description of how
records are kept.
• A discussion of resources needed for the maintenance of the program
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Workshop 5: SSR for Criteria No. 9 - CQI
•
Form groups from among the participants
Workshop:
•
Write the corresponding section of the SSR for Criterion
No. 9
•
•
•
Demonstrate assessment /evaluation of data
Demonstrate CQI
Presentation
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II. SPECIFIC PROGRAM CRITERIA
Describe how the program satisfies
applicable specific program criteria.
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APPENDICES
•
•
•
•
APPENDIX A – Course Syllabi
•
Notes: Details requirements are indicated in SSR Guideline
and are self-explanatory.
APPENDIX B – Faculty Vitae
APPENDIX C – List of Equipment
APPENDIX D – Institutional Summary
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THANK YOU
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INTEGRATED CASEE MODULES
• CONDUCTING PROGRAM
ACCREDITATION REVIEWS
• LEADING PROGRAM ACCREDITATION
REVIEWS
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OVERVIEW OF THE ACCREDITATION PROCESS
INSTITUTION AND PROGRAM
SUBMIT APPLICATION
PTC-ACBET-EAC
RECEIVE APPLICATION
SEND OUT CRITERIA AND SELF STUDY
REPORT (SSR) GUIDELINES
SUBMIT SELF STUDY REPORT
FORM TEAM (TEAM CHAIR+1 PEv/PROGRAM)
DESK-TOP REVIEW OF SELF-STUDY REPORT
ON-SITE VISIT BY REVIEW TEAM
PROVIDE PRELIM ORAL STATEMENT
REPLY WITHIN 7 DAYS
SEND DRAFT REVIEW STATEMENT
REPLY WITHIN 30 DAYS
ACCREDITATION RECOMMENDATION
ACCREDITATION DECISION
ACCEPT OR APPEAL DECISION
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Code of Ethics for Accreditation Decision Makers
• The Code of Ethics is contained in its entirety in the
PTC Policy and Procedures Manual
• Its most important part is the avoidance of conflicts
of interest on the part of all accreditation makers,
starting from the Program Evaluators in a site
visiting Team, members of the EAC, members of
ACBET, and members of PTC Board of Trustees
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Site Visit Team Norms
• PEv’s represent PTC and their APO/EPO.
• PEv’s evaluate engineering programs to assure
they satisfy PTC ACBET Criteria.
• Team Effort – Team decision
• Always practice rules on confidentiality.
• Conflict of Interest issues should be settled prior
to the visit.
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Confidentiality
• PEv’s will not discuss conclusions with faculty, students, and
other parties.
• PEv’s will keep all materials until the PTC semi-annual
meeting. Upon conclusion of accreditation, all materials will
be returned to PTC for shredding.
• Information specific to any institution shall remain confidential
without time limit.
• Institutional data are confidential unless given written
authorization by the institution.
• PTC-ACBET materials are to be released only by the ACBET
Staff.
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Site Visit Team Communication Norms
• Maintain an open line of communication with the
Department Head
• Identify deficiencies as soon as possible
• Discuss issues with the Department Head before
the HEI briefing
• Do not discuss recommended accreditation action
except with team members
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MAJOR PROCESSES OF PROGRAM
ACCREDITATION REVIEW
• Pre-visit Preparations for Accreditation
• Desk Top Accreditation Review (DTAR)
• Program Accreditation Review Site Visit
• Post-Program Accreditation Review Visit
• Accreditation Actions and Decisions
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Pre-visit Preparations for Accreditation
• Organize the Program Evaluation Team (PET)
Team Chair – 1
Deputy Team Chair – 1
Program Evaluator – 1 per program
• Agree with the HEI on the accreditation visit dates
• HEI submits the Self Study Report for each program
• HEI provides samples of Transcript of Records per PET
requirements.
• EDO provides Program Evaluator Report Forms to PET.
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DESK TOP PROGRAM ACCREDITATION
REVIEW (DTAR)
• RFE is received by EDO.
• Review of Program Evaluator Report Forms
• Conducting the DTAR
• Accomplishing the forms
• Generating the DTAR Reports
• Feedback to HEI
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Program Evaluator’s Report
• Consists of the following:
 Program Evaluator Worksheet
 Program Audit Form (PAF)
 The Report Form which consists of:
 Basic Information Sheet
 Curriculum Analysis
 Transcript Analysis
 Recommended Accreditation Action
 Exit Statement
• Refer to sample of forms
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Program Evaluator’s Worksheet
• Expanded version of the PAF.
• Used during the desk top review
• Used and completed during the site
visit.
• Observations and notes are written on
this form
• Summaries are entered into the PAF.
• It is submitted as part of the Program
Evaluator’s Report.
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Program Audit Form (PAF)
• PAF summarizes the Team assessment of
program being reviewed
• PAF has two parts which are:
1. Program Audit Summary - Summarizes the
team’s identification of shortcomings with
respect to criteria.
2. Detailed Explanation of Shortcoming
• Refer to the Forms
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Program Audit Summary
• Refer to the form.
• Indicates the overall assessment of findings for
each criterion
• Classification of findings
 Deficiency – indicates that criterion, policy or
procedure is not in compliance.
 Weakness – indicates that a program lacks the
strength of compliance to ensure that the quality
of the program will not be compromised.
 Concern – indicates that a program currently
satisfies, however, the potential exist that criteria,
policy or procedure may not be satisfied.
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Detailed Explanation of Shortcomings
• Refer to the form.
• Shortcomings in each criterion are stated.
• In writing the shortcoming, state the following:
 What is required?
 Identify which criterion or policy is applicable.
 Describe what the criterion or policy requires.
 What was observed?
 Describe the observation
 Describe how it violates the criterion or
policy.
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Conducting DTAR
• PET prepares the required forms, transcript of
records and SSR.
• TC discusses the DTAR process.
• PEV conducts Curriculum Analysis by filling-up the
required form.
• PEV conducts Transcript Analysis by filling-up the
required form.
• PET reviews the SSR against the PEW.
• PET writes observations, concerns and items to be
verified.
• Accomplish the PAF for initial findings.
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Conducting Curriculum Analysis
• Purpose : To verify compliance to the required
courses/ number of hours.
• To be conducted prior (DTAR) and verify during the
visit. Refer to SSR for DTAR.
• Check the six aspects of the curriculum particularly
math and basic sciences and engineering sciences.
• Check culminating design experience considering
multiple constraints and using standards.
• Record observations on PEW.
• Refer to the form
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Conducting Transcript Analysis
• Purpose: To verify compliance to pre-requisites
requirement.
• Conduct before or during DTAR.
• Check math and basic sciences.
• Check engineering sciences and design.
• Check complementary studies.
• Check if prerequisites were observed.
• Check graduation requirements.
• Record observations on PEW.
• Refer to the form.
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Review of the SSR-DTAR
• Use the PEW for the notes.
• Use the ACGS-01 and ACGS-02 as reference
documents vs SSR.
• Take note of the strengths of the program and
institution.
• Indicate findings or observations on the PEW that
require clarification or verification before or
during the visit.
• TC clarifies with the institution as needed.
• TC and PEVs accomplish the initial PAF.
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Deciding on Overall Classification
of Finding
• Each criterion has several sub-criteria.
• Possibilities :
1. All sub-criteria are complied (no
shortcoming).
2. One or more sub-criteria have
shortcomings.
3. All of sub-criteria have shortcomings.
• PET has to deliberate/ decide on the overall
shortcoming classification of the criterion.
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Site Visit Process
• 3 days
• PET members are booked in hotel or
equivalent near the HEI, a day before
the visit.
• PTC brings his own computer and
printer.
• Prepare site visit process outline
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Typical Site Visit Schedule
• Day 0
 Visit Campus, review curriculum
materials
 Visit laboratories, computer
facilities, libraries
 Evening meeting by the team to
share findings and to plan next day
activities.
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Site Visit Schedule
• Day 1
 In the morning: Dean’s overview,
PEv’s visit the departments
 Lunch with the institutional officials
 In the afternoon: Support Areas, PEv’s
continue visit in departments.
 Evening: Share findings, draft exit
statements
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Site Visit Process Outline
• Day 2
 Tie up loose ends
 Draft exit statements in the morning
 Debrief department heads before
lunch
 Exit meeting in the afternoon.
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Program Accreditation Visit
• Opening meeting
• Conducting the Program Accreditation
Review
• Accomplishing the Program Audit
Forms
• Generating the Exit Statement
• Exit Meeting
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Opening Meeting
• HEI attendees are the VPs, Dean,
Department Chair, Support Department Chair
or representative, Primary contact person
• Team Chair leads the opening meeting.
• Message from the HEI
• Team Chair explains the procedures of the
accreditation visit review.
• Team Chair provides the schedule of
activities for the day.
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Conducting the Program Accreditation
Review
• Ways to conduct
 Review of SSR, supporting documents and
verification of implementation.
 Group interview ( ex. Students, professors,
support staff…etc)
 Individual interview
 Verification of actual implementation
• Verification of “concern items” as noted during the
DTAR.
• Use the Program Evaluator Worksheet in taking down
notes during the review.
• If there is a non-compliance on an input requirement,
make further query on its relevance to student
outcome. Decision factor is either the SO is achieved
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Review of Process/ Policy/ Procedures
• Policy is documented, thus check for documentation.
• Processes and procedures are normally documented.
Check for documentation.
• Key words for mandatory documentation : Shall be or
must be documented
• Process Audit Approach may be employed
 For every process, there is/ are inputs and
corresponding outputs.
 For the output, check for the data and for relevant
outcome.
• PDCA approach may be employed also.
• Again, check for SO affected.
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Conducting Group Interview
• Groups are as follows:
 Students
 Professors
 Support Staff
 Program Chairs
 Industry Advisory Board
• Before the interview, prepare questions/checklist, if necessary.
• Ensure questions are focused on how the achievement of the
SOs are being supported
• Take notes of key information shared by the interviewees.
• From the interview notes, check the veracity of inputs.
• Workshop
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Workshop 6: Generating Set of Questions
• Form groups from among the participants
Workshop Activity:
• Generate a set of questions for a set of
personnel to be interviewed
• Presentation
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Accomplishing the Program Audit Summary
• Program Evaluator fills-up the form accordingly.
• PET deliberates of SHORTCOMING CLASS if
Deficiency, Weakness or Concern.
• Overall classification of shortcoming is indicated
under the “Exit meeting” column.
• If criterion has no shortcoming, leave it blank.
• This form is left to HEI.
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Deciding on Overall Classification
of Finding
• Each criterion has several sub-criteria.
• Possibilities :
1. All sub-criteria are complied (no shortcoming).
2. One or more sub-criteria have shortcomings.
3. All of sub-criteria have shortcomings.
• PET has to deliberate/ decide on the overall
shortcoming classification of the criterion.
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WORKSHOP 7: CLASSIFYING SHORTCOMINGS INDIVIDUAL AND OVERALL
•
Form groups from among the participants
Workshop:
•
•
•
Case situation is as provided.
Determine the overall class of shortcoming.
Presentation
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Accomplishing the Detailed Explanation of
Shortcomings
• Program Evaluator fills-up the form accordingly.
• Each shortcoming should have 3 components:
1. The applicable part of the criterion, using the exact
language of the criteria,
2. The observed fact that is not consistent with the
requirement,
3. The negative impact of the inconsistency or potential
inconsistency.
• The accomplished form is to be left at HEI.
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WORKSHOP 8: ACCOMPLISHING THE DETAILED
EXPLANATION OF SHORTCOMING
•
Form groups from among the participants
Workshop:
•
•
•
Case study as provided
Write the Statement of Shortcoming on the prescribed form
Presentation
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Generating Exit Statement Report
• General format of the statement should be as follows:
1. General description of the program
2. Strengths
3. Shortcomings
4. Observations
• Shortcoming should be in the order of (1) Deficiency, (2)
Weakness and (3) Concern.
• Include all shortcomings for one criterion under the most stringent
shortcoming.
• Observations do not relate to finding relative to criteria, policy or
procedures. Must not appear to be prescriptive.
• The Team Chair may read the Exit Statement Report during the
Exit meeting.
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Exit Statement Report – General Description
• Program’s administrative location at the
institution
• Its enrollment and faculty size
• Number of recent graduates
• Launch date of the program and date of its
initial graduates
• Accreditation granted to the program
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Exit Statement Report – Strength
• Three components of program’s strength:
1. The observed facts that represent the
strength,
2. What makes it stand out above the norm,
3. What positive effect it has on the program.
• Normally based on SSR and actual
observation during the visit.
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Workshop 9: Writing Exit Statement Report
• Form groups from among the participants
Workshop:
1. Consider previous exercises.
2. For general description and strength, you
may make assumptions.
Forms: Exit Statement Report form, PAF
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Exit Meeting
•
•
•
•
•
•
•
•
•
To be opened/ facilitated by the Team Chair (TC)
TC provides the agenda of the Exit Meeting and the guidelines.
Program Evaluator reads his/ her Exit Statement Report.
TC explains the Due Process for the shortcomings.
 7-day response
 30-day response
Message from the HEI
TC leaves copy of Program Audit Forms (Program Audit Summary
and Detailed Explanation of Shortcomings) to Program Chairs.
TC closes the meeting.
This Exit meeting is NOT a forum of argument.
Note: Prior the Exit meeting, TC discusses findings with Program
Chair to give them time to correct
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Post-Accreditation Review
•
•
•
•
•
Accreditation Decision Process
Due Process
Draft Statement Report
Final Statement Report
Accreditation Action
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Accreditation Decision Process
•
•
•
•
•
•
•
•
•
•
•
HEI is granted a DUE PROCESS.
TC generates DSR based on 7-day response report.
TC submits to EAC the DSR for review and revision as necessary.
EDO submits the DSR to HEI.
HEI generates 30-day response report in reference to accomplished Program
Audit Form Report and DSR.
TC reviews the 30-day response report, generates the FSR and submits to
EAC. In this stage, TC may downgrade the classification of finding. (ex. From
weakness to concern)
EAC reviews the FSR and revises in agreement with accordingly. EAC
recommends for the Accreditation Action to ACBET.
ACBET reviews the Accreditation Action in reference to FSR. ACBET meets
with EAC for concern. ACBET approves the Accreditation Action.
ACBET recommends to PTC Board the review and approval of Accreditation
Action.
PTC Board approves.
Accreditation Action Statement sends to HEI.
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DUE-PROCESS
• 7-DAY RESPONSE (calendar day)
 To be applied for ERROR OF FACT ONLY. Support with
evidence the claim as error of fact.
 The response will be the basis of Draft Statement Report
(DSR) generation
 Response is in electronic format.
• 30-DAY RESPONSE (calendar day)
 Response on valid shortcoming (not error of fact)
 Formulate action plans or corrective actions for each
shortcoming.
 Cycle time starts after the receipt of DSR.
 Will be the basis of Final Statement Report (FSR)
 Response in electronic format
• Responses impacts Accreditation Term
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Draft Statement Report (DSR)
• TC with his/ her Program Evaluators reviews/ incorporates the
response on 7-day response report.
• TC generates the DSR and submit to EDO.
• In case, the response included shortcoming which is NOT error
of fact, do NOT consider it.
• EDO reviews the DSR for documentation errors.
• EAC reviews the DSR and coordinates with PET for changes, as
necessary.
• Letter of Transmittal and Draft Statement Report are sent by
EDO to HEI thru the Contact person.
• PDF copy will be sent also HEI.
• Target turn-around time = 2 weeks
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Final Statement Report (FSR)
• TC with his/ her Program Evaluators reviews/ incorporates the response from the 30day response report of HEI, if any.
• TC reviews relevance of corrective actions. TC generates the FSR and submit to EDO.
• EDO reviews the DSR for documentation errors.
• EDO submits the FSR to Engineering Accreditation Commission (EAC) for review.
• EAC reviews the finding classification and the corrective actions.
• EAC provides inputs to PET for revision as necessary. PET revises FSR as necessary.
EAC recommends Accreditation Action.
• EAC approves the revised FSR and submits to ACBET (thru EDO) for endorsement of
the recommended Accreditation Action.
• ACBET endorses the recommended Accreditation Action to PTC Board for approval.
• PTC communicates the FSR with Accreditation Action to HEI’s Contact person.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
NGR
 The program has no deficiencies or
weaknesses.
 Is given after a Comprehensive General Review
 Typically done every six years.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
WR (Weakness – Report)
 The program has no deficiencies but has one or
more weaknesses.
 Weaknesses are such that a progress report on
the remedial actions taken by the institution will
be required.
 Action has a typical duration of two years.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
WV (Weakness-Visit)
 The program has no deficiencies but has one or
more weaknesses.
 Weaknesses are such that an on-site visit to
evaluate the remedial actions taken by the
institution will be required.
 Action has a typical duration two years duration.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
WE (Weakness-Extension)

Refers to the satisfactory remedial action taken by the
institution with respect to a WR or WV action.

Action taken after a WR or WV review.

Extends accreditation to the next General Review.

Action has a typical duration of two to four years.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
DR (Deficiency-Report)

Currently-accredited program has one or more
deficiencies normally found after an Interim Review or
CGR.

Deficiencies are such that a progress report to evaluate
the remedial actions taken by the institution is required.

Action cannot follow a previous DR or DV action for the
same Deficiency(ies).

Action has a typical duration of two years.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
DV (Deficiency-Visit)

Currently-accredited program has one or more deficiencies
normally found after an WR, WV or CGR review.

Deficiencies are such that on-site visit to evaluate the
remedial actions taken by the institution is required.

Action has a typical duration of two years.

This action cannot follow a previous DR or DV action for the
same Deficiency(ies).
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
DE (Deficiency-Extension)

Indicates that satisfactory remedial actions have been taken
by the institution with respect to deficiencies and weaknesses
identified in the prior DR or DV action.

Action taken only after either a DR or DV review.

Action typically extends accreditation to the next General
Review.

Action has a typical duration of either two or four years.
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Accreditation Actions
NGR
WR
WV
WE
DR
DV
DE
NA
NA (No Accreditation)

Program has deficiencies such that the program is not in
compliance with applicable criteria and, therefore, no
accredited could be granted.

Action is usually taken after a review of a previously
unaccredited program or after DR or DV review of a
currently accredited program.

Accreditation of previous DR or DV action is not extended as
a result of this action.
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Accreditation Actions in Diagram
NGR
Unaccredited
Program
Initial
Review
?
WR
WV
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OPEN FORUM
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THANK YOU
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Multi-Campus Site Visit Process Outline
• Day 0 – Campus 1
 Visit Campus 1, Review curriculum
materials
 Visit Laboratories, computing facilities,
library
 Evening – share findings, plan
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Multi-Campus Site Visit Process Outline
• Day 1
 Dean’s overview for all campuses,
PEv’s in departments
 Lunch with institutional officials
 Afternoon: Campus 1 Support
Areas, PEv’s in departments
 Evening – share findings, plan
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Multi-Campus Site Visit Process Outline
• Day 2
 Morning:
 Campus 1 Tie up loose ends
 Draft exit statements
 Lunch
 Afternoon:
 Campus 2 Visit, Review Curriculum
materials.
 Visit laboratories, Computing facilities,
Library
 Evening – share findings, plan
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Multi-Campus Site Visit Process Outline
• Day 3 Campus 2
 PEv’s in departments, Support
Areas
 Lunch
 Afternoon: Tie up loose ends
 Evening – share findings, plan
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Site Visit Process Outline
• Day 4 at Campus 1
 Tie up loose ends
 Draft exit statements in the morning
 Debrief department heads before
lunch
 Exit meeting in the afternoon for
both campuses
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Exit Meeting Outline
• Each PEv reads a preliminary statement
regarding program’s strengths and
shortcomings (if any).
• The Team Chair formally closes the
visit.
• Program Audit Form (PAF) copy is left
with the institution.
• This is not a forum for arguments on
findings.
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