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Preparing for ABET Accreditation: Meeting Criteria 2, 3

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Title: Preparing for ABET Accreditation: Meeting Criteria 2, 3


1
Preparing for ABET Accreditation Meeting
Criteria 2, 3 4
  • October 12, 2006
  • Melissa Canady Wargo, Director
  • Office of Assessment

2
ABET Assessment Terminology
  • Program Educational Objectives
  • Program Student Learning Outcomes
  • Program Assessment
  • Program Evaluation

3
Program Educational Objectives
  • Focus is on student after graduation.
  • What are your goals for students in the first few
    years of their career?

4
Program Student Learning Outcomes
  • Focus is on what students know or can do when
    they complete they program i.e., at the time of
    graduation.
  • ABET defines 11 outcomes for you, but you can add
    additional outcomes if you choose.

5
Program Assessment
  • Collection and analysis of data related to
    student acquisition of learning outcomes
  • Involves development and consistent
    administration of multiple measures of learning,
    both direct and indirect.

6
Program Evaluation
  • Interpretation and use of assessment results.
  • Meaningful evaluation should translate into
    programmatic or curricular change.

7
What is outcomes-based assessment?
Program, School, College, University Mission,
Vision, Strategic Priorities
8
How do I go about assessing my program?
  • Engage program faculty in assessment
    conversations
  • Commit to support assessment activities
  • Be willing to use assessment information to make
    programmatic or curricular changes

9
How do I begin?
  • Develop comprehensive assessment plan
  • Program Purpose
  • Program Goals
  • Intended Learning Outcomes
  • Assessment Methods

10
Formulating Program Mission
  • 3 Key Questions to Address in Purpose Statement
  • What is program?
  • What does program provide?
  • Whom does the program serve?

11
Sample Purpose Statement
  • The MBA Program within the College of Business
    at James Madison University emphasizes excellence
    and continuous improvement in graduate learning
    by stressing knowledge, technical and
    interpersonal and experiential skills in the
    development of managerial decision making. The
    MBA Program seeks to serve part-time students who
    are full-time working professionals in the
    Shenandoah Valley and Piedmont Region of
    Virginia. The MBA Program also serves other
    professionals through contract programs utilizing
    on-site and distance learning methodologies.
    (MBA Program, James Madison University)

12
Formulating Program Goals
  • Focus on what the program provides to achieve the
    mission and outcomes.
  • Keep goals brief and general
  • Describe an ideal graduate program in your
    discipline at this type of institution

13
Sample Program Goals
  • To develop students as successful professionals
    for highly competitive positions in industry,
    government, and academic departments. (NC State
    Graduate Program in Mechanical Aerospace
    Engineering)
  • To foster an intellectual appreciation for the
    value of multiple perspectives in the study of
    past and present societies. (MA in History, James
    Madison University)

14
Formulating Learning Outcomes
  • Think SMART
  • Specific
  • Measurable
  • Attainable
  • Results-Oriented
  • Time-Bound
  • Adapted from UCF Assessment Handbook

15
Sample Learning Outcomes
  • Graduate students will present research to
    diverse audiences through publications in
    professional journals and conference papers.
  • Graduate students will advance the state of
    disciplinary knowledge by creating and
    interpreting research results specific to the
    field of study.

16
Group ExercisePart I
  • Develop a learning outcome appropriate for a
    graduate program
  • Think about skills/knowledge related to
    developing students as professionals or
    practitioners in the field of study.
  • Remember SMART

17
Formulating Assessment Methods
  • What data will allow us to determine whether the
    outcome has been met?
  • Are those data attainable?
  • How often should those data be collected?
  • Who is responsible for data collection, analysis,
    reporting?
  • When will the collection, analysis, reporting
    occur?

18
Direct Measures of Student Learning
  • Evaluation of
  • Theses/Dissertations
  • Capstone projects or exams
  • Culminating experiences (e.g. internships, senior
    thesis, etc.)
  • Juried review of student projects or performances
  • Student work samples (e.g., case study responses,
    research papers, essay responses, etc.)
  • Collection of student work samples (portfolios)
  • Exit exams (standardized/proprietary exams or
    locally developed exams)
  • Pre- and post-tests
  • Performance on licensure or certification exams

19
Indirect Measures of Student Learning
  • Surveys (student, alumni, etc.)
  • Exit interviews
  • Employment or Graduate School placement rates
  • Retention/graduation data
  • Demographics of student population
  • Focus groups

20
Group ExercisePart 2
  • Develop two assessment methods appropriate to the
    outcome, at least one must be a direct measure
  • Consider
  • What data are needed?
  • Where will data be collected?
  • Are there mechanisms in place already?
  • How often are data collected?
  • How will data be disseminated and discussed?

21
How can this process be managed more effectively?
  • Capitalize on activities you already have in
    place
  • Locate and use resources from around the
    University
  • Use your time and resources efficiently

22
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