Good Thank You to MAHIDOL UNIVERSITY - do.eg.mahidol.ac.th. เอกสารประกอบ... · outcomes. Possible question: Where do you collect the data that is evidence

Good Morning & Thank You to MAHIDOL UNIVERSITY

• A Workshop on Preparation of ABET Self‐Study Report (SSR) for

Engineering Programs

• ABET Accreditation System and Key Benefits of International Accreditation

• SSR Review for: EE, CE, Biomedical Engineering

• Visit The Dean Office

• Readiness Review & SSR

• LAB Visit

Dr. Ho Hwi Chie, M.Sc.

Educational Background:Industrial EngineeringIndustrial Psychology

Education & Counseling

Research Focus:Ergonomics: Human Productivity & Wellbeing

SELF INTRODUCTION

A lecturer (2008 – today) in Industrial Engineering, for undergraduate program, teaching Ergonomics classes

SELF INTRODUCTION

SELF INTRODUCTION

Dean of Faculty of Engineering (2009 – 2014):

• Leading the team of IE, CE, Comp. Eng., pursuing ABET accreditation;

• After four years of implementing the right strategies, choosing the right people, and following the right direction: all study programs received ABET accreditation for the first time and for 6 years.

Dean of Binus Aso School of Engineering (2014 – today):

• A Join Venture with AsoCollege Group, Japan;

• Automotive & Robotics Engineering;

• Product Design Engineering

SELF INTRODUCTION

Faculty Advisor for IISE BinusStudent Chapter # 716:

• Gold awards since its establishment: 2013, 2014, 2015, 2016, 2017, 2018 …

The goal is for the benefits of our students

SELF INTRODUCTION

Selected as a Regional Outstanding Faculty Advisor for:

• South East Asia (2016)• Asia (2017)

SELF INTRODUCTION

Prior 2008, I have worked for an automotive industry: AUDI

• Started working in Production Planning & Inventory Control;

• “Retired” as one of 40 best CEO in Indonesia, SwaMagazine version in 2002

I love my previous job, but when I entered BINUS, I fall in love even more, because I can prepare the youth to grow & flourish

SELF INTRODUCTION

Experiences of BINUS University Seeking ABET Accreditation:

• ABET Accreditation System and Key Benefits of International

Accreditation

ABET SYSTEM

• GENERAL CRITERIA• PROGRAM CRITERIA• MEASUREMENT OF SO & PEO• CONTINUOUS IMPROVEMENT

• International accreditation for Engineering & Technology

• Based on Student Outcomes (7)

• General Criteria & Program Criteria

• Continuous Improvement through the process (systems): Changing People

ABET SYSTEM


ABET SYSTEM


• Sufficient coverage of all areas in the program

• Balanced and focused faculty workload

THE FACULTY

ABET SYSTEM


• The loop (PDCA)• The implementation of an

improvement has to be through a systems

How Do I know if a program has an adequate continuous quality improvement process for student learning? Evidence of a CQI (Continuous Quality Improvement) process would contain the following:

1. A timeline of repeated activities related to the assessment and evaluation of students outcomes. Possible question: What is your data collection and evaluation timeline?

2. Agreed upon student outcomes and how they will be assessed. Identifying a few performance indicators per outcome is an effective way to develop measurable definitions. Possible question for the faculty: How does your program assess its student outcomes to ensure consistent assessment across the curriculum?

3. Systematic data collection focusing on direct evidence of student performance related to the student outcomes. Possible question: Where do you collect the data that is evidence of student learning?

4. Systematic data collection ensuring coverage of each student outcome for the given student cohort. Possible question: Describe how the data being presented were collected

5. Data collection and analyzing providing information that enables faculty to identify superior performance and opportunities for improvement related to the outcomes. Possible question: I see X% of your students have attained outcome Y; were there any notable positive or negative aspects of the students’ performance?

6. An evaluation process clearly communicating to program faculty opportunities for improvement in student learning. Possible question: Describe how the proposed actions improved student learning (or are anticipated to improve student learning) related to the enhancement opportunities identified.

CONTINUOUS IMPROVEMENT IN IE

If we cannot measure, we cannot improve

A continuous improvement has the loop (PDCA)

ABET SYSTEMDefinitions




GENERAL GUIDELINESFOR PREPARING THE ABET VISIT



• Verifies that your educational experience meets the global standard for technical education in your profession

• Enhance your employment opportunities• Supports your entry to a technical profession through

licensure, registration, and certification– all of which often require graduation from an ABET‐accredited program as a minimum qualification

• Establish your eligibility for many federal students loans, grants, and/or scholarships

• Paves the way for you to work globally

KEY BENEFITSfor Students

• Received international recognition of its quality• Promotes “best practices” in education• Directly involves faculty and staff in self‐assessment and

continuous quality improvement processes• Based on “learning outcomes,” rather than “teaching

inputs”• Can more easily determine the acceptability of transfer

credits

KEY BENEFITSfor Institutions

• Being ABET accredited implies that the program prepares their graduates to be global citizens

• 100% increase in intake of students and strengthens network among the constituents, especially with the alumni

• Initiatives based on the results of the outcomes

• Valuable feedbacks to improve program further

KEY BENEFITSfor BINUS

Q & A

SSR REVIEW

ELECTRICAL ENGINEERING

PLEASE VISIT AND FOLLOW THE WRITING MANUAL

https://www.abet.org/accreditation/accreditation‐criteria/

https://www.abet.org/accreditation/accreditation‐criteria/criteria‐for‐accrediting‐engineering‐programs‐2019‐2020/

• Please ensure to present the whole table as one information;

• Take the culturematters into high considerations

• Would be great to present the number distribution into pictures (graphs)

GENERAL

• Graduation Requirements (p. 17) should inform the total credits a student needs to take for graduation eligibility.

GENERAL

• This sentence imply a confusing meaning. It should say, to graduate a student must have a cumulative GPA ≥ 2.0

• Vision is something we would like to achieve within 20 years for examples

• Missions are what we provide to achieve the vision.

GENERAL

• The vision of EE Dept has to be aligned with the vision of MU

GENERAL

• Please show consistency in writing format

GENERAL

• PEO will be measured only through the alumni, 2‐5 years after they graduate, to ensure achievement of the PEO;

• The measurement results of the PEO later will be used to design the improvement; PDCA is the loop of a continuous improvement.

• Check Table 2‐3 PEO Process Review and Results:Graduating seniors are students that will graduate; They cannot be used as participant of PEO measurement.

• Graduating seniors can be use as participants for indirect measurement of the SO.

GENERAL

D. Process for Review of the PEO: p. 22

• The measurement has to be developed and the achievement standard has to be set. Then do the measurement to the alumnus.

• The EE dept has to review the results of the measurement.• After the review, what EE dept will do, if the result of PEO are achieved

or not achieved.

GENERAL

Criterion 3. Student Outcomes: p. 24

• Please check ABET website for the General Criteria and Program Criteria; READ the information in ABET website carefully.

• https://www.abet.org/accreditation/accreditation‐criteria/criteria‐for‐accrediting‐engineering‐programs‐2019‐2020/

• Printed out all information from the above link is advisable.

Basic ScienceBasic sciences are disciplines focused on knowledge or understanding of the fundamental aspects of natural phenomena. Basic sciences consist of chemistry and physics and other natural sciences including life, earth,

and space sciences.

College‐Level MathematicsCollege‐level mathematics consists of mathematics that requires a degree of mathematical sophistication at least equivalent to that of introductory calculus. For illustrative purposes, some examples of college‐level mathematics include calculus, differential equations, probability, statistics, linear algebra, and discrete

mathematics.

Complex Engineering ProblemsComplex engineering problems include one or more of the following characteristics: involving wide‐ranging or conflicting technical issues, having no obvious solution, addressing problems not encompassed by current standards and codes, involving diverse groups of stakeholders, including many component parts or sub‐

problems, involving multiple disciplines, or having significant consequences in a range of contexts.

https://www.abet.org/accreditation/accreditation‐criteria/criteria‐for‐accrediting‐engineering‐

programs‐2019‐2020/

Definitions

Engineering DesignEngineering design is a process of devising a system, component, or process to meet desired needs and specifications within constraints. It is an iterative, creative, decision‐making process in which the basic sciences, mathematics, and engineering sciences are applied to convert resources into solutions. Engineering design involves identifying opportunities, developing requirements, performing analysis and synthesis, generating multiple solutions, evaluating solutions against requirements, considering risks, and making trade‐ offs, for the purpose of obtaining a high‐quality solution under the given circumstances. For illustrative purposes only, examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability,

policy, regulations, schedule, standards, sustainability, or usability.

Engineering ScienceEngineering sciences are based on mathematics and basic sciences but carry knowledge further toward creative application needed to solve engineering problems. These studies provide a bridge between mathematics and

basic sciences on the one hand and engineering practice on the other.

TeamA team consists of more than one person working toward a common goal and should include individuals of diverse backgrounds, skills, or perspectives.



Definitions

p.25

Direct Assessment is directly related to the students’ performance;• Exam answer• Lab report• Homework

Indirect Assessment is based on:• Perspectives or opinions such as faculty survey on

students performance• Exit survey

Assessment Direct Indirect

Curriculum Mapping (Learning outcomes to SO)

p. 26

Performance Indicator

Performance Indicators are for the Subjects in Curriculum instead of in SO.

p. 30Performance Indicators are for the Subjects in Curriculum instead of in SO.Then the mapping to show relationship between PI of the subjects/courses to the SO;Make sure the Performance Indicator of the SO are explainable

Industrial PracticeAssessment Form

Scope and depth

English versionfor all internship related documents

Assessment tools (mentor, project client, and examiner)

Scope and depth



Final Project

A group of 3‐4 students

Scope and depth

English versionfor all final project related documents



Scope and depth



Curriculum

• General criteria and program criteria: 100% required or will be rejected (read carefully);

• LATH 100 cannot be categorized as math & basic science;

• Please check the curriculum again. My expertise is in Industrial Engineering. My suggestion, please read and follow ABET instructions related to curriculum.

Criterion 5. Curriculum The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The program curriculum must provide adequate content for each area, consistent with the student outcomes and program educational objectives, to ensure that students are prepared to enter the practice of engineering. The curriculum must include: a minimum of 30 semester credit hours (or equivalent) of a combination of college‐level mathematics and basic sciences with experimental experience appropriate to the program. a minimum of 45 semester credit hours (or equivalent) of engineering topics appropriate to the program, consisting of engineering and computer sciences and engineering design, and utilizing modern engineering tools. a broad education component that complements the technical content of the curriculum and is consistent with the program educational objectives. a culminating major engineering design experience that 1) incorporates appropriate engineering standards and multiple constraints, and 2) is based on the knowledge and skills acquired in earlier course work.

• MUST fulfill this requirement as program criteria; as well as in general criteria

Electrical, Computer, Communications, Telecommunication(s) and Similarly Named Engineering ProgramsLead Society: Institute of Electrical and Electronics Engineers Cooperating Society for Computer Engineering Programs: CSABThese program criteria apply to engineering programs that include “electrical,” “electronic(s),” “computer,” “communication(s),”telecommunication(s), or similar modifiers in their titles.

1. CurriculumThe structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.

The curriculum must include probability and statistics, including applications appropriate to the program name; mathematics through differential and integral calculus; sciences (defined as biological, chemical, or physical science); and engineering topics (including computing science) necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components.

The curriculum for programs containing the modifier “electrical,” “electronic(s),” “communication(s),” or “telecommunication(s)” in the title must include advanced mathematics, such as differential equations, linear algebra, complex variables, and discrete mathematics.

The curriculum for programs containing the modifier “computer” in the title must include discrete mathematics.The curriculum for programs containing the modifier “communication(s)” or “telecommunication(s)” in the title must include topics in communication theory and systems.The curriculum for programs containing the modifier “telecommunication(s)” must include design and operation of telecommunication networks for services such as voice, data, image, and video transport.



Program Criteria





General Criteria of curriculum

Criterion 5. Curriculum

The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The program curriculum must provide adequate content for each area, consistent with the student outcomes and program educational objectives, to ensure that students are prepared to enter the practice of engineering. The curriculum must include:

a. a minimum of 30 semester credit hours (or equivalent) of a combination of college‐level mathematics and basic sciences with experimental experience appropriate to the program.

b. a minimum of 45 semester credit hours (or equivalent) of engineering topics appropriate to the program, consisting of engineering and computer sciences and engineering design, and utilizing modern engineering tools.

c. a broad education component that complements the technical content of the curriculum and is consistent with the program educational objectives (PEO).

d. a culminating major engineering design experience that 1) incorporates appropriate engineering standards and multiple

constraints, and 2) is based on the knowledge and skills acquired in earlier course work.



Faculty

Criterion 6. Faculty

The program must demonstrate that the faculty members are of sufficientnumber and they have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student‐faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students.

The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional

Engineers.

GOOD LUCK!

CIVIL ENGINEERING





and space sciences.


mathematics.





DEFINITIONS








DEFINITIONS

Ensure that all information written in the SSR are available in Dept. Website (admissions, credit transfer, Vision, missions, PEO, SO, advising & career guidance, graduation requirements, faculty & area of expertise, … );

GENERAL

GENERAL:https://ie.binus.ac.id





GENERAL

• Take care of the TYPO

PROGRAM ADVISORY BOARD

Good example;

Good example;

• Please provide the reasonable judgment for every decision in the SSR;• The more the PEV understand what you are doing, the more ABET can

be beneficial for the program

Good example;

• Why the alumni survey is left blank?

• All SO have to have direct and indirect measurement




EXAMPLE FROM IE BINUS• Direct & indirect measurement for

assessing 11 SO

• If only 70% of students will perform at level 1 or 2, what about the rest? • Is there any minimum standard that 100% students have to achieve?• The target needs a reasonable elaboration

Lesson learned from IE BINUS

Using wrong terminology;

Should be: course work etc but not Course Grade;

Because course grade cannot be used for measurement of the SO;

It will fail a program to get accredited by ABET

Please add the target line, so the PEV will be easier to grab the meaning of this graph;

Continuous improvement has to show: • the loop (based on a measurement the improvement were made,

and how is the condition now, and what would be the next plan; etc. PDCA (plan‐do‐check‐action);

• The improvement made through the process that will ensure the improvement will continuously be done

The design for improvement should have an evidence (mini examinations), such as set in the Course Outline;

Individual Course ImprovementEach instructor is encourage to all the time monitor the performance of the subjects. Several illustrative examples are givenbelow.EGCE 203:One of the problems found on the EGCE203 Strength of Materials course is that students understand the fundamental principles but the problem‐solving skills are not sufficient to gain full competency required by the Strength of Materials course. Two mini‐examinations are implemented in the course since the second semester of 2013. The first mini‐examination is scheduled before the midterm examination and the second mini‐examination is before the final examination of each semester. The mini‐examination is designed to help students engage to the course and know of their level of competency throughout the course. From the Spring of 2016, in addition to homework assigned as a weekly basis, more exercise problems and examples on each topic are discussed in the class through the in‐class quiz problems and the in‐class problem‐solving examples (by the instructor). Students are allowed to choose the problems they want for the in‐class problem‐solving examples. Students show more engagement in the class and the overall level of competency has been

improved. 91.43 percent of 70 students perform in the 1 or 2 rank for the Spring 2016 semester.

• MUST fulfill this requirement as program criteria; as well as in general criteria https://www.abet.org/accr

editation/accreditation‐criteria/criteria‐for‐

accrediting‐engineering‐programs‐2019‐2020/

Program Criteria

Civil and Similarly Named Engineering ProgramsLead Society: American Society of Civil EngineersThese program criteria apply to engineering programs that include “civil” orsimilar modifiers in their titles.

1. Curriculum

• The curriculum must prepare graduates to apply knowledge of mathematics through differential equations, calculus‐based physics, chemistry, and at least one additional area of basic science;

• apply probability and statistics to address uncertainty; • analyze and solve problems in at least four technical areas appropriate to civil engineering; • conduct experiments in at least two technical areas of civil engineering and analyze and interpret

the resulting data; • design a system, component, or process in at least two civil engineering contexts; • include principles of sustainability in design; • explain basic concepts in project management, business, public policy, and leadership; • analyze issues in professional ethics; • and explain the importance of professional licensure.


• MUST fulfill this requirement as program criteria; as well as in general criteria https://www.abet.org/accreditation/accreditati

on‐criteria/criteria‐for‐accrediting‐engineering‐programs‐2019‐2020/

Program Criteria

2. FacultyThe program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.














• Please check with the ABET definition for the curriculum

https://www.abet.org/accreditation/accreditation‐criteria/criteria‐for‐




and space sciences.


mathematics.



• An example from IE Binus, our total faculty for about 450 student bodies

Faculty



The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of

scholarship, participation in professional societies, and licensure as

Professional Engineers.

Good example;

Good example;Nevertheless, the impact of the facilities would be great to tell to ABET.

• So every facility were planned to improve the students performance, good experience, and satisfaction

GOOD LUCK!

BIOMEDICAL ENGINEERING





and space sciences.


mathematics.





DEFINITIONS








DEFINITIONS

Ensure that all information written in the SSR are available in Dept. Website (admissions, credit transfer, Vision, missions, PEO, SO, advising & career guidance, graduation requirements, faculty & area of expertise, … );

GENERAL






GENERAL

• Benchmarking should be apple to apple;

PEO

Do not forget to measure them

SO

Please ensure they are matched with 7 required SO by ABET

Version 2019‐2020

• The SO should follow the 2019‐2020 version from ABET;• https://www.abet.org/accreditation/accreditation‐criteria/criteria‐for‐


Good example;

• Take the workload into high consideration

• The goal of ABET process is sustainable;

• So the process you do now has to be continued by others too

EXAMPLE FROM IE BINUS• Direct & indirect measurement for

assessing 11 SO

• Course grade cannot be used for SO measurement;

• Every course has its own learning outcomes that will be aligned to the SO;

• The given problem (from exams or homework, etc) has to be matched to the related Learning Outcome;

• The result/performance of that problem will be translated into a rubric;

• The result based on the rubric can be used as the measurement of the SO

• If the results based on their own rubric, it will be acceptable




Example from IE BINUS

Lesson learned from IE BINUS

Using wrong terminology;

Should be: course work etc but not Course Grade;

Because course grade cannot be used for measurement of the SO;

It will fail a program to get accredited by ABET

Has to be translated into English for the SSR;

• In the exam, bilingual is advisable;

• The students can answer in Thai

• This graph have to be elaborated; what is the meaning of that results;

• What would be the impact for your learning process etc;• Based on that result, what improvement would be made. • Please also provide the target line on that graph

Capstone project:

Have to be available in the curriculum

• Is there any elaboration?• Facts of the cycle that have

been done; • Without the facts, the

diagram will stay as theory, while we need to put the theory into action to make ABET standardized results


https://www.abet.org/accreditation/accreditation‐

criteria/criteria‐for‐accrediting‐engineering‐programs‐2019‐2020/

Program Criteria














• Please check with the ABET definition for the curriculum; general criteria and program criteria

https://www.abet.org/accreditation/accreditation‐criteria/criteria‐for‐




and space sciences.


mathematics.



• An example from IE Binus, our total faculty for about 450 student bodies

Faculty



The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of

scholarship, participation in professional societies, and licensure as

Professional Engineers.

Good example;

Good example;Nevertheless, the impact of the facilities would be great to tell to ABET.

• So every facility were planned to improve the students performance, good experience, and satisfaction;

GOOD LUCK!

• Experiences of an Indonesia University Seeking ABET Accreditation:

• The efforts and resulting benefits


• Institutional Supports and Roles to Enhance the Possibility of Getting ABET Accreditation

THE SUPPORTS & ROLES:The Spirit & Trust

1. Leadership2. Trust3. Supports

• As the Dean, I designed the timeline & important activities

• I lead the ways when problems occurs

• I help solving problems & keep them motivated

• The Rector provide trust and support along the way

Critical stages

2010 (December) 2011 2012 2013 2014 2015

WritingSelf Study

Background part (filled)

Writing & Improving ABET Self Study * Submit Request Evaluation (Jan)

* FinalizingSelf Study

Accreditation Process:

* Feedback (Oct‐Mar)

* Action for feedbacks (Mar‐Apr)* DECISION from the ABET commission

* RESULT(Aug)

* Curriculum Mapping* Rubric* Course Outlines (CO)* PEO & Student Outcomes (SO)* Assessment

1st draft Self Study completed

Focus on Completion of Curriculum Mapping & Rubric

Readiness Review(submit Nov 1st )

* Submit (July 1st )

* Visitation (Sep‐Dec)

ABET Training & Sharing

Assessment

GAP Analysis & CONTINUOUS IMPROVEMENT (based on assessment)

THE ABET PREPARATION

My advice to the team: “Simplify the unknown as this is the first time”

THE ABET TIMELINE

2013 – 2015

Readiness Review (Nov 1)

http://www.abet.org/uploadedFiles/Events/Webinars/ABET_Accreditation_Interest.pdf

• Experiences of an Indonesia University Seeking ABET Accreditation:

• The efforts and resulting benefits


• How to Succeed in Demonstrating the Compliance

of the Program to ABET’s General Criterions

Founded in 1974 as the Modern Computer Course in a rented garage and established as Bina Nusantara (BINUS) University in 1996;

• In 1998, College of Engineering was established.

OVERVIEW:BINUS UNIVERSITY 2009 ‐ 2014

Architecture(1997)

Civil Engineering

(1997)

Computer Engineering

(1984)

Industrial Engineering

(1997)

BINUS VISION (2020):

A world‐class universityin continuous pursuit of innovation and enterprise

In 2008, the university set a new vision which is …


In 2009, the university set new milestones …


• There were 3 Study Programs seeking ABET accreditation;

• All of them achieved the target on time;

• The spirits & trust, despite of sweat & tears, of the Head of Departments were behind the victory;


Civil Engineering

Computer Engineering

Industrial Engineering

THE ISSUES (2009)

1. Gaining accreditation by ABET is not merely having a strong curriculum, but also requires an international mindset;

2. Cutting‐edge knowledge;3. Inclusion of industry expectations;

4. And continuous improvement;5. The latter is issue rarely in a typical

Indonesian mindset.

Departments’ Condition in 2009

THE ISSUES (2009): International Mindset

& Cutting‐edge knowledge

FACULTY Cultural gap: gender & seniority

• Over 80% were local graduates; mostly males & seniors;

• Mostly were part time faculty (about 70%)

• The drive of changes increased the risk of turnover



STUDENTS• Intakes continuously dropped since 2000 and

had reached the nadir of the declining intake in 2008;

CURRICULUM• Lagging from the current trend• Minimum program facility

Student Advisory Center

BINUS Career

Academic Operation Center

Student Registration & Service Center

Lecture Resource Center

Academic Resource Center

Human Capital

BINUS Corporate Learning and Development



BINUS CODA Systems: Centralized Operations & Decentralized Academic;

Advantage: cost efficientDisadvantage: “One for all”

Therefore we have to initiate creatively, what would be the unique program that suitable for our students:

Student Chapters (IISE, ICE, EEE)

LABORATORY & GENERAL CAMPUS FACILITIES:

• Emergency exits and evacuation procedure

• Campus information and directions

• Instruction manual

• Upgrading procedures and logbooks

THE ISSUES (2009): Inclusion of Industrial Expectation

including Safety Awareness

THE ISSUES (2009): Continuous Improvement

ASSESSMENT: we did not have SO & PEO, including their measurements

• We have “lecturing activity assessment tools,” evaluating on the overall faculty performance

THE ISSUES (2009): Continuous Improvement

INNOVATION:

• University level initiates a lot of innovations;

• Nevertheless, no evaluation after implementation;

• So they cannot be considered as improvements;

If we cannot measure, we cannot improve

THE ABET PREPARATION:How to Comply

• Working as a team, instead of working together;

• THE TRUST;

• The right direction, the right people

• Strong spirits & leadership

• Reevaluate program’s vision and mission

• Redefine Program Educational Objectives & Student Outcomes

• Compliance with 32 credits of math, basic science & engineering

• Curriculum mapping

• Socialization on the importance of ABET accreditation, its impact on current operational systems, and addressing any job security concerns

• Simplifying complex & demanding requirement and inflexible “BINUS CODA” system

Program:

Program Educational Objectives

Student Outcomes

Course Outcomes

Rubrics

The first year of ABET Preparation

Curriculum MappingThe first year of

ABET Preparation

1. Faculty development including professional membership, trainings, grants, interaction with industries and students

2. Faculty engagement towards the program curriculum, student outcomes, and program educational objectives

Faculty


• NCSU Learning Style• Dedicated faculty per batch• Regular advising schedule handled

by a coordinator• Career fair and workshops together

with student association

StudentsAdvising & Career Path


Indirect AssessmentGraduating Seniors Gathering

Always check the reliability and validityof the questionnaires beforehand


Assessment FormIndustrial Practice

Scope and depth



Scope and depth



The second year of ABET Preparation

Industrial PracticePoster Presentation

The idea came from IERC in 2011 & fitted into IE department’s culture


1. Course deliverables– 1 x 200 minutes become 2 x 100 minutes– Tutorial for mathematics‐based courses– Lab work embedded courses

1. Available updated software, laboratory forms, and safety procedure

Others: Improvements


Final Project


Scope and depth




Scope and depth



The third year of ABET Preparation

AssessmentDirect

Indirect


Internationalization of the student organization through the establishment of IIE BINUS University Chapter (#716)

StudentsThe Association: IIE, ICE, IEEE


StudentsActivities

We lead the students to have international exposures


StudentsActivities

We lead the students to have international exposures


PRIOR THE VISIT

2014

THE FINAL PREPARATION2013 ‐ 2014

2013

Draft of self‐study report for readiness review (Nov 1st, 2013)

RFE & RFA(Jan 31st, 2014)

The visit(Nov 19‐21, 2014) 2015

7‐day due response30‐day draft response

Accreditation Result(Aug 2015)

The VisitNovember 19th – 21st, 2014

OUR MESSAGE

1. ABET accreditation is a long process. DEAN’S ROLE is to motivate and maintain the spirit; Do the fine tune at the right time;

2. Make your own Self Study Report

3. Expand the students’ capability with industry engagement (e.g. ICE Binus Chapter)

1. Make a reasonable argument based on data

2. Team work & make a good plan: effective step by step

THE TIPS

6. Learn from the first source by attending related ABET workshops to get the soul of the ABET’s point of view and the flavor of the accreditation process

7. Once the Team Chair is assigned, Dean’s role is to intensely communicate with the Team Chair

8. When English is not your native language, use translator from your own area of expertise (e.g. alumni, student, faculty)

9. Understand the cultural difference– Privacy– Service excellence– Thorough explanation– Token of appreciation– Compliance with ABET regulation

THE TIPS

THANK YOU & WISH YOU A SUCCESSFUL ABET ACCREDITATION PROCESS

Documents

Good Thank You to MAHIDOL UNIVERSITY - do.eg.mahidol.ac.th. เอกสารประกอบ... · outcomes. Possible question: Where do you collect the data that is evidence