JIC ABET WORKSHOP No.4
Guidelines on:
I
Student Course Satisfaction Survey Questionnaire.
II
Faculty Survey Questionnaire.
III Program Assessment Planning.
IV
Course Description models.
V
Mapping of CHET PEOs to JIC Mission Statement.
Presented by:
JIC ABET COMMITTEE
Venue:
Date:
Time:
M038
Monday May 02,2011
10:00 AM
I- Student Course Satisfaction Survey
Questionnaire
II- Faculty Survey Questionnaire
III - Program Assessment Planning
The focus of the data collection is to answer the
question, “Can the program demonstrate the level
to which students have attained the anticipated
student outcomes?” The evidence of student
learning is then used to identify student strengths
and weaknesses related to each of the student
outcomes for the purpose of making decisions
about how to improve the program
teaching/learning processes. This evidence should
be the product of faculty reviewing and/or
observing student work related to the program
requirements.
It is important to understand several principles of a
well-constructed process to enable continuous
improvement related to program-level student
learning.
 Each course syllabus should outline the learning that should take
place in that course. The course is organized around a series of
activities designed to engage the students in learning related to what
is indicated on the syllabus. At the end of the course the faculty
member evaluates how well the students learned based on their total
performance in the course.
 At program level assessment, the focus should be on the learning that
has resulted from the cumulative experiences in the program. This is
progressive as students learn, practice and demonstrate their learning
as they progress through the curriculum moving from simple to more
complex concepts and skills.
 To provide evidence of student outcomes for the program, the data
that should be used is the data that is collected in the course where
the experience is summative.
Principles of a well-constructed process to enable continuous improvement are:
 Focus of the continuous improvement process (Criterion 4) should be on the
assessment of the program, not the assessment of individual students.
 Focus should be on the cumulative learning of students and not the assessment of
individual courses.
 Student outcomes should be defined in order for faculty to have a common
understanding of the expectations for student learning and to achieve consistency
across the curriculum.
 The program does not have to collect data on every student in every course to know
how well it is doing toward the attainment of student outcomes.
 The program does not need more than one data point on each student in the
program cohort to determine if the performance has been met.
 The program does not have to assess every outcome every year to know how well it
is doing toward the attainment of student outcomes. This creates an unreasonable
overhead for faculty and the result is massive data collection systems that produce data that is
not informative
 The focus should be on continuous improvement based on information for decision
making, not just data collection (i.e., data ≠ information)
The program Continuous quality improvement process would contain the following:
A continuous timeline of activities (not all activity is data collection). Possible
question: “What is your data collection and evaluation timeline?”
Define performance indicators for each student outcome with faculty consensus.
Possible question for faculty: “How do you define your outcomes so that the faculty is
assessing them consistently across the program"
Systematic data collection that focuses on summative performance related to the
indicators. Possible question: “Where do you collect the data that is evidence of the
summative learning of students?“
Summative results will have a single data point for each performance indicator for each
student. Possible request: “Describe how the data being presented were collected.”
Data that is collected enables faculty to identify student strengths and weaknesses related
to the outcomes. Possible question: “I see that X% of your students have attained
outcome Y. What were the strengths and weakness of their performance?”
Evaluation process focuses improvements on areas of student weaknesses and is
communicated to faculty. Possible request: “Describe how the proposed actions
improved student learning (or are anticipated to improve student learning) related to the
weaknesses that were identified.
Example of Continuous Assessment
Process
Indirect and Direct Assessment
Timeline and Responsibilities
IV- Course description Models
Sample #1
MME 202 : Mechanical CAD Applications
Sample #2
ELC 205 : Technical Report Writing
V- Mapping of CHET PEOs
to JIC Mission Statement
CHEMICAL AND PROCESS ENGINEERING
TECHNOLOGY ( CHET) PROGRAM
JIC MISSION
To provide the Kingdom with well-educated and highly-trained
manpower in technical and business related fields by offering
quality technology education and training programs that are careerfocused and market-driven, through partnership with business,
industry, community and other stakeholders.
MISSION
PROGRAM EDUCATIONAL OBJECTIVES
To prepare students who are capable of
demonstrating excellence in professional knowledge
and technical skills in the field of chemical and
process engineering technology in serving the local,
national and international industries, and the
government agencies;
2. To prepare students with the necessary background
and technical skills to work professionally as
individuals or as teams in their professional practice
or in the pursuit of higher education;
Provide
quality technology
education
Offer careerfocused and
market-driven
programs
Support and enhance
Build partnership with
the various
business, industry, and
developmental projects
community
of the nation
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3. To enhance the students ability to effectively
communicate technically and professionally in
written, oral and graphic forms;
4. To prepare students to be interested, motivated, and
capable of pursuing continued life-long learning
through higher education, short courses or other
training programs in chemical and process
engineering technology and related fields;
5. To prepare students for personal and professional
success with an understanding and appreciation of
ethical behavior, social responsibility, and diversity,
both as individuals and in team environments.
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Student Outcomes and Relationship to Chemical Engineering Technology
Program Educational Objectives:
Student Outcomes
The students will be able to:
Chemical Engineering and Process
Technology Educational Objectives
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a. apply the acquired knowledge, technical skills and the use of modern tools in chemical and process
engineering technology to narrowly defined chemical and process engineering technology activities;
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b. apply knowledge of mathematics, science, engineering and technology to solve emerging problems in the
field of chemical and process engineering technology;
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c. identify, formulate and solve technical problems in the field of chemical and process engineering
technology using the skills of critical thinking and creative problem solving;
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d. conduct standard tests and measurements, and to conduct, analyze and interpret data, prepare technical
reports and apply experimental results for chemical process and technology improvement;
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e. function effectively as a member of a multi-disciplinary team in a variety of working environments;
f. demonstrate an adequate level of competency and proficiency in written, oral and graphical
communications;
g. recognize and appreciate the need to and be capable to engage in life-long learning for his professional
development
h. understand and appreciate professional, ethical and social responsibilities, and diversity when working as
an individual and in team; and
i. demonstrate a commitment to quality, timelines, and continuous improvement to enhance their professional
career and the society.
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