Accreditation

Report
Body of Knowledge and New
Foundational Requirements
for Curriculum Development:
-Learning from Engineering
Programs of 2025
Methi Wecharatana
New Jersey Institute of Technology
August 6, 2009
Acknowledgment
Chulalongkorn University:
Assoc. Prof. Dr. Pornpote Piumsomboon
Dean of Graduate School, and
Dr. Manaskorn Rachakornkij
Deputy Director, NCE-EHWM
CHE, Ministry of Education
Directors:
International Affairs Division
QA/QC Division
Outline
Background and Philosophy
Globalization and New Challenges
for Future Graduates
Body of Knowledge, Requirements
for Graduates of 2025
Curriculum Development and
Accreditation
– Concept and Practice
“Boost Your Company’s IQ”
 An
article published in “Graduating
Engineers” in March 1997
 Two
common problems of most
companies and organizations that
failed are:
“The Impossible Syndrome”
and
“The Not-Invented-Here or
Not-My-Idea Syndrome”
New Perceptions
Positive Attitude Mentality:
“Anything is possible, if we want it
bad enough”
“Your idea is good, we will adopt it
and make it even better”
Higher Education
Philosophy
Old Chinese Teaching:
Logic of Higher Education
????
Thai Higher Education
at a Crossroads
So many new ideas
So many new mega projects
– Research University
– Collaborative Research Network
– Center of Excellence, and ……
So many incomplete projects
Thai Higher Education
at a Crossroads
Same Old School of Thoughts:
– People, System, and Management
Same Old Issues of Lacking
– Sense of Ownership
– Commitments
– Responsibility, and
– Accountability
Thai Educational Programs
 Where
are we, nationally, regionally,
and globally after 40+ years?
 In short, products ranking and
quality? Who defines it? And
How
we measure it?
 How do we compete with other
existing (i.e. engineering) programs,
old and new?
Thai Educational Programs
 How
do our graduates (products)
compete in the profession,
nationally and globally?
 How do we position ourselves
and our students (products) to
meet future challenges?
What Are the New Challenges?

Globalization
 Sustainability Requirements
 Emerging Technology
 Serious Problems with Ethical and
Professional Responsibilities
 Increased Complexity with the
Corresponding Need to Identify, Define,
and Solve Problems at the Boundaries of
Traditional Disciplines (Multi-disciplinary)
Learning from the Past

Example of the past 25 years: Emerging
Technology
 How did our leading higher education
institutions (Executive Bodies) fail to project
the significance of Information Technology on
its impact to today’s global societies?
 No serious investment on developing
Programs and Curricula in this critical area
Prof. Wiwat Sulayakamthorn
Conversion Process:
1.
2.
3.
4.
5.
Contents and Structure
Instructors
Teaching Method
Tool and Equipment
Learning Environment and Timeline
Missing: -Institutional Leadership
-Most Critical for Thai System
What should our
Thai Graduates
(engineers) be in the
year 2025?
What are the Unique
Features of your Products?
 What
 Are
are your selling points?
we known for anything today?
 Selected
Examples from One of the
Thai Universities:
Past: Water Resource Engineering
Today: Anything special and unique?
Signatures
What are the unique features of your
graduate products (engineering)?
Example: CEE graduates (NJIT)
–
–
–
–
–
–
Site Planning and Project Development
Master of AISC Code
Green Engineering?
Sustainability?
Critical Infrastructure?
Co-operative Education (Northeastern
University)?
Future Challenges / Actions Taken
Identifying new challenges, changes, and
action:
–
–
–
–
–
–
–
–
Green Technology
Sensor Technology
Nanotechnology
Sustainability and Upcoming Energy Crisis?
Management and Leadership?
Globalization and Outsourcing?
New Global Financial Business Models?
Ethical Challenges that Threaten the Very Existence of
our Thai Society today?
Forward-looking Questions?
What have we prepared
them for?
What do we want to be and
do, individually and
collectively?
What are we here for?

It is not about us, it is about
them, our students, our products.

It is not about more research
papers, it is about what new
knowledge and technology we
learned in order to pass on to our
students
 It
is not about money and what
we will get, it is about the
readiness of our next generation
to meet new challenges.
 It
is about responsibilities and
self- satisfaction of fulfilling our
obligation as an educator.
Globalization and Forthcoming Challenges
 Thai
graduates to work in the global
market or in other countries
 For example: APEC Engineers and
its Accreditation
 Forth-coming requirements: Thai
Education programs may have to meet
International Accreditation (such as
ABET for Engineering)
How will globalization affect
Thai Education programs
and our graduates?
What is
“APEC Engineer”?
An engineer who can officially practice
as professional engineer in all 28 APEC
economies (countries)
APEC Engineer
-Disciplines
 Civil
 Electrical
 Structural
 Industrial
 Geo-technical
 Mining
 Environmental
 Chemical
 Mechanical
Required Qualification
an accredited
engineering program
 Been assessed within their own
economy as eligible for independent
practice
 Completed
 Gained
a minimum of seven years
practical experience after graduation
Required Qualification
Spent at least two years in
responsible charge of significant (?)
engineering work
– International Projects
– Projects of Mega-level
Maintained their continuing
professional development at a
satisfactory level
Impact Assessment
Disadvantages:
Concerns
of job loss to foreign
engineers
Are we better of today?
– Outsourcing:
 India, China, Taiwan, Malaysia
Impact Assessment
Advantages:
 Export
of Thai engineering services
to other APEC countries, larger
economies such as USA, Canada,
Japan, Australia, Singapore, Taiwan,
Hong Kong, Korea and China
Pathway for
Engineering Profession
Accreditation
of programs
and institutions
Examination (PE and Licensure)
Experiences
Expertise
Significance of APEC
Engineers

Drive QA/QC of Engineering programs
 Development of assessment tools for
programs and engineering practices
 Encourage cross-border industrial
investment and trade
 Job opportunities for engineers in foreign
countries to work on major projects such
as those under ADB and World Bank
loans
Primary Organizations in
Thailand for AE
 Engineering
Council -Registration
 Ministry of Education (CHE)
-Accreditation
 Engineering
Institute of Thailand (EIT)
Professional Development
-Accreditation
 Dean
of Engineering Council
-Accreditation
An Accredited
Engineering Program
 The
Engineering-in-Training (EIT)
exam set by the Japanese Consulting
Engineers Association
 The Fundamental of Engineering
(EIT) exam set by the US National
Council of Examiners in Engineering
and Surveying
What is forth-coming?
Locally and Internationally
-Accreditation
-Accreditation
-Accreditation
Why do we need
Accreditation?
 Rules
and Requirements
 Quality, Uniformity, and Standards
(recognition and credit transfer)
 Public Relation
 Self Assessment and Self
Improvement
What is ABET?
 Accreditation
Board for Engineering
and Technology (ABET)
 A Not-for-Profit organization
 Set national standards and
requirements
 Assess standards of all engineering
and technology programs in all US
universities
What is
ABET Accreditation?
 An
assurance that a college or
university program meets the
quality standards established by the
profession for which it prepares its
students
ABET Accreditation
 It
is important to understand that
accreditation is not a ranking
system
 It is simply an assurance that a
program or institution meets
established quality standards
Why is ABET
Accreditation Important?
It
helps students and parents
choose quality college programs
Accreditation enables
employers to recruit graduates
they know are well-prepared
Why is ABET
Accreditation Important?
 Accreditation
is used by registration,
licensure, and certification boards to
screen applicants
 Accreditation
gives colleges and
universities a structured mechanism to
assess, evaluate, and improve the
quality of their programs
Benefit of an Accredited
Program

Jobs: Most engineering firms only hire
engineers from accredited programs
 Quality assurance (QA) of the products
or graduates
 Credit transfer among accredited
programs
 An indicator of good educational
program and quality instructors
Who Sets
ABET Quality Standards?

The quality standards programs are set by
the ABET professionals
 For example:
– Quality Standards for Civil Engineering
–
–
–
–
Program are set by ASCE
For Mechanical Engineering: ASME
For Chemical Engineering: AICHE
For Electrical Engineering: IEEE
For Environmental Engineering: American
Academy of Environmental Engineers
ABET Staff
Members from many Professional
Associations such as
– ASCE, ACI
– AISC
– AICHE, ASME
– University Professors
– Private Engineering Firms
– Government Agencies: DOT
Types of Accreditation
There are two types of accreditation:
Institutional
accreditation
Specialized accreditation
Institutional Accreditation
 Evaluates
 One
overall institutional quality
form of institutional
accreditation is regional
accreditation of colleges and
universities (Middle Atlantic States
Colleges Association)
Regional Accreditation

Middle States Association of Colleges and
Schools
 New England Association of Schools and
Colleges
 North Central Association of Colleges and
Schools
 Northwest Commission on Colleges and
Universities
 Southern Association of Colleges and Schools
 Western Association of Schools and Colleges
Specialized Accreditation
 Examines
specific programs of
study:
– Architecture, Nursing, Law,
Medicine, Management,
Engineering, etc.
Accreditation Agency
(Professional)
ABET –The Accreditation Board for
Engineering and Technology
 AACSB –The Association to Advance
Collegiate Schools of Business
 NAAB –National Architectural
Accrediting Board
 ACPE –Accreditation Council for
Pharmacy Education

Accreditation Agency
(Professional)
ACGME –Accreditation Council for
Graduate Medical Education
 BCATE –National Council for
Accreditation of Teacher Education
 CHEA –The Council for Higher
Education Association, and
 Many Accreditation Bodies for Other
Educational Programs………

Body of Knowledge
and
Expected Qualification
of Graduates in 2025
Qualification of Graduates
for the Year 2025
 Expected
Outcome and Skill Sets
 Level of Cognitive Achievement
(Bloom’s Taxonomy)
Vision
for Civil Engineering
in 2025
Entrusted by society to create a
sustainable world and enhance
the global quality of life, civil
engineers serve competently,
collaboratively, and ethically as
master:
 Planners,
designers, constructors,
and operators of society’s economic
and social engine, the built
environment;
 Stewards of the natural environment
and its resources
 Innovators and integrators of ideas
and technology across the public,
private, and academic sectors
 Managers
of risk and uncertainty
caused by natural events, accidents,
and other threats, and
 Leaders in discussions and decisions
shaping public environmental and
infrastructure policy
“Master” means
One
who possesses widely
recognized and valued
knowledge, skills, and attitudes
acquired as a result of
education, experience, and
achievement.
“Master” means
 Individuals
within a profession who
have these characteristics are willing
and able to serve society by
orchestrating solutions to society’s
most pressing and current needs
while helping to create a more
viable future
Expected Outcome for the
Practice of Civil Engineering
-Bloom’s Taxonomy
Six Levels of Cognitive Achievement:
Level 1 –Knowledge
Level 2 –Comprehension
Level 3 –Application
Level 4 –Analysis
Level 5 –Synthesis
Level 6 –Evaluation
Expected Outcomes of Future
Civil Engineers
The
necessary depth and breadth
of knowledge, skills, and
attitudes required of an
individual entering the practice
st
of Civil Engineering in the 21
Century:
 Master
more mathematics, natural
sciences, and engineering science
fundamentals
 Maintain technical breadth
 Acquire broader exposure to the
humanities and social sciences
 Gain additional professional practice
breadth, and
 Achieve greater technical depth –that is,
specialization
24 Expected Outcomes

4 Foundational
 11 Technical, and
 9 Professional
4 Expected
Foundational Outcomes
Mathematics
2. Natural Sciences
3. Humanities
4. Social Sciences
1.
11 Expected Technical
Outcomes
5.
6.
7.
8.
9.
10.
Materials science
Mechanics
Experiments
Problem
recognition and
solving
Design
Sustainability
11.
12.
13.
14.
15.
Contemporary issues
and historical
perspectives
Risk and uncertainty
Project management
Breadth in civil
engineering areas
Technical
specialization
9 Expected Professional
Outcomes
16.
17.
18.
19.
20.
Communication
Public policy
Business and
public
administration
Globalization
Leadership
21.
22.
23.
24.
Teamwork
Attitudes
Lifelong learning
Professional and
ethical
responsibility
Number Outcome and
Title
1
To enter the practice of civil engineering at the
professional level, an individual must be able to
demonstrate this level of achievement
Foundational Outcomes
Mathematics Solve problems in mathematics through
differential equations and apply this
knowledge to the solution of engineering
problems (L3)
2
3
Natural
sciences
Solve problems in calculus-based physics,
Humanities
Demonstrate the importance of the humanities
chemistry, and one additional area of natural
science and apply this knowledge to the
solution of engineering problems (L3)
in the professional practice of engineering (L3)
4
Social
sciences
Demonstrate the incorporation of social
sciences knowledge into the professional
practice of engineering (L3)
Technical Outcomes
5
Materials science Use knowledge of materials science to solve
problems appropriate to civil engineering (L3)
6
Mechanics
Analyze and solve problems in solid and fluid
mechanics (L4)
7
Experiments
Specify an experiment to meet a need, conduct
the experiment, and analyze and explain the
resulting data (L5)
8
Problem
recognition and
solving
Formulate and solve an ill-defined engineering
problem appropriate to civil engineering by
selecting appropriate techniques and tools. (L4)
Technical Outcomes
9
Design
Evaluate the design of a complex system,
component, or process and assess compliance
with customary standards of practice, user’s and
project’s needs, and relevant constraints (L6)
10
Sustainability
Analyze systems of engineered work, whether
traditional or emergent, for sustainable
performance (L4)
11
Contemporary
issues and
historical
perspectives
Analyze the impact of historical and
contemporary issues on the identification,
formulation, and solution of engineering
problems and analyze the impact of engineering
solutions on the economy, environment, political
landscape, and society (L4)
Technical Outcomes
12
Risk and
uncertainty
Analyze the loading and capacity, and the
effects of their respective uncertainties, for a
well-defined design and illustrate the
underlying probability of failure (or
nonperformance) for a specified failure mode
(L4)
13
Project
management
Formulate documents to be incorporated into
the project plan (L4)
14
Breadth in civil
engineering
areas
Analyze and solve well-defined engineering
problems in at least four technical areas
appropriate to civil engineering (L4)
15
Technical
specialization
Evaluate the design of a complex system or
process, or evaluate the validity of newly
created knowledge or technologies in a
traditional or emerging advanced specialized
technical area appropriate to civil engineering
(L6)
Professional Outcomes
16
Communication
Plan, compose, and integrate the verbal,
written, virtual, and graphical communication
of a project to technical and non-technical
audiences (L5)
17
Public policy
Apply public policy process techniques to
simple public policy problems related to civil
engineering works (L3)
18
Business and
public
administration
Apply business and public administration
concepts and processes (L3)
19
Globalization
Analyze engineering works and services in
order to function at a basic level in a global
context (L4)
20
Leadership
Organize and direct the efforts of a group
(L4)
Professional Outcomes
21
Teamwork
Function effectively as a member of a
multidisciplinary team (L4)
22
Attitudes
Demonstrate attitudes supportive of the
professional practice of civil engineering
(L3)
23
Lifelong learning Plan and execute the acquisition of required
expertise appropriate for professional
practice (L5)
24
Professional and
ethical
responsibility
Justify a solution to an engineering problem
based on professional and ethical standards
and assess personal professional and ethical
development (L6)
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Foundational Outcomes
1
Mathematics
Define key
factual
information
related to
mathematics
through
differential
equations
>
Explain key
concepts and
problemsolving
processes in
mathematics
through
differential
equations
>
Solve
problems in
mathematics
through
differential
equations and
apply this
knowledge to
the solution of
engineering
problems X
Analyze a
complex
problem to
determine the
relevant
mathematical
principles and
then apply
that
knowledge to
solve the
problem
>
(B)
(B)
(B)
Create new
knowledge in
mathematics
>
Evaluate the
validity of
newly created
knowledge in
mathematics
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Foundational Outcomes
2
Natural
sciences
Define key
factual
information
related to
calculusbased physics
chemistry, and
one additional
area of natural
science
Explain key
concepts and
problemsolving
processes in
calculusbased physics,
chemistry, and
one additional
area of natural
science
(B)
(B)
Solve
problems in
mathematics
calculusbased physics,
chemistry, and
one additional
area of natural
science and
apply this
knowledge to
the solution of
engineering
problems
O
(B)
Analyze
complex
problems to
determine the
relevant
physics,
chemistry,
and/or other
areas of
natural
science
principles and
then apply
that
knowledge to
solve the
problem
Create new
knowledge in
physics,
chemistry,
and/or other
areas of
natural
science
>
Evaluate the
validity of
newly created
knowledge in
physics,
chemistry,
and/or other
areas of
natural
science
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Foundational Outcomes
3
Humanities
Define key
factual
information
from more
than one
area of
humanities.
Explain key
concepts from
at least one
area of the
humanities
and their
relationship to
civil
engineering
problems and
solutions.
Demonstrate
the
importance of
the humanities
in the
professional
practice of
engineering >
(B)
(B)
(B)
Analyze a
complex
problem
informed by
issues raised
in the
humanities
and apply
these
considerations
in the
development
of a solution
to the
problem.
Create new
knowledge in
humanities
Evaluate the
validity of
newly created
knowledge in
humanities
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Foundational Outcomes
4
Social
sciences
Define key
factual
information
from more
than one area
of social
science
Explain key
concepts from
at least one
area of the
social
sciences and
their
relationship to
civil
engineering
problems and
solutions.
Demonstrate
the
incorporation
of social
sciences
knowledge
into the
professional
practice of
engineering
>
(B)
(B)
(B)
Analyze a
complex
problem
incorporating
social science
knowledge
and then
apply that
knowledge in
the
development
of a solution
to the
problem.
Create new
knowledge in
social
sciences
Evaluate the
validity of
newly created
knowledge in
social
sciences
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
5
Materials
science
Define key
factual
information
from related
to materials
science within
the context of
civil
engineering
Explain key
concepts and
problemsolving
processes in
materials
science within
the context of
civil
engineering
Use
knowledge of
materials
science to
solve
problems
appropriate to
civil
engineering
>
(B)
(B)
(B)
Analyze a
complex
problem to
determine the
relevant
materials
science
principles,
and then
apply that
knowledge to
solve the
problem
Create new
knowledge in
materials
science
Evaluate the
validity of
newly created
knowledge in
materials
science
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
6
Mechanics
Define key
factual
information
from related
to solid and
fluid
mechanics
(B)
Explain key
concepts and
problemsolving
processes in
solid and fluid
mechanics
solve
problems in
solid and fluid
mechanics
Analyze and
solve
problems in
solid and fluid
mechanics
>
(B)
(B)
(B)
Create new
knowledge in
mechanics
Evaluate the
validity of
newly created
knowledge in
mechanics
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
7
Experiments
Identify the
procedures
and
equipment
necessary to
conduct civil
engineering
experiments
in more than
one of the
technical
areas of civil
engineering
(B)
Explain the
purpose,
procedures,
equipment,
and practical
applications
of
experiments
spanning
more than one
of the
technical
areas of civil
engineering
Conduct
Experiments
in one or
across more
than one of
the technical
areas of civil
engineering
according to
established
procedures
and report the
results
Analyze the
results of
experiments
and evaluate
the accuracy
of the results
within the
known
boundaries of
the tests and
materials in or
across more
than one of
the technical
areas of civil
engineering.
Specify an
experiment to
meet a need,
conduct the
experiment,
and analyze
and explain
the resulting
data
>
(B)
(B)
(B)
(M/30)
Evaluate the
effectiveness
of a designed
experiment in
meeting an illdefined realworld need
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
8
Problem
recognition
and solving
Identify key
factual
information
related to
engineering
problem
recognition,
problem
solving, and
applicable
engineering
techniques
and tools
(B)
Explain key
concepts
related to
problem
recognition,
problem
articulation,
and problemsolving
processes, and
how
engineering
techniques
and tools are
applied to
solve
problems
(B)
Develop
problem
statements
and solve
well-defined
fundamental
civil
engineering
problems by
applying
appropriate
techniques
and tools
(B)
Formulate
and solve an
ill-defined
engineering
problem
appropriate to
civil
engineering
by selecting
and applying
appropriate
techniques
and tools
>
(M/30)
Synthesize the
solution to an
ill-defined
engineering
problem into a
broader
context that
may include
public policy,
social impact,
or business
objectives
Compare the
initial and
final problem
statements,
the
effectiveness
of alternative
techniques
and tools, and
evaluate the
effectiveness
of the solution
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
9
Design
Define
engineering
design; list the
major steps in
the
engineering
design
process; list
constraints
that affect the
process and
products of
engineering
design
(B)
Describe the
engineering
design
process;
explain how
real-world
constraints
affect the
process and
products of
engineering
design
(B)
Apply the
design process
to meet a
well-defined
set of
requirements
and
constraints
Analyze a
system or
process to
determine
requirement
s and
constraints
Design a system
or process to
meet desired
needs within
such realistic
constraints as
economics,
environmental,
social, political,
ethical, health
and safety,
constructability,
and
sustainability
(B)
(B)
(B)
Evaluate the
design of a
complex
system,
component, or
process and
assess
compliance
with
customary
standards of
practice,
user’s and
project’s
needs, and
relevant
constraints >
(E)
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
10
Sustainability
Define key
aspects of
sustainability
relative to
engineering
phenomena,
society at
large, and its
dependence
on natural
resources; and
relative to the
ethical
obligation of
the
professional
engineer
Explain key
properties of
sustainability,
and their
scientific
bases, as they
pertain to
engineered
works and
services
(B)
(B)
Apply the
principles of
sustainability
to the design
of traditional
and emergent
engineering
systems
>
Analyze
systems of
engineered
works,
whether
traditional
or emergent,
for
sustainable
performance
>
(B)
(E)
Design a
complex
system, process,
or project to
perform
sustainability.
Develop new,
more
sustainable
technology.
Create new
knowledge or
forms of
analysis in areas
in which
scientific
knowledge
limits
sustainable
design >
Evaluate the
sustainability
of complex
systems.
Whether
proposed or
existing.
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
11
Contemporary
issues and
historical
perspectives
Identify
economic,
environmental,
political,
societal, and
historical
aspects in
engineering
Describe the
influence of
historical and
contemporary
issues on the
identification,
formulation,
and solution
of engineering
problems and
describe the
influence of
engineering
solutions on
the economy,
environment,
political
landscape,
and society
Drawing upon a
broad education,
explain the impact
of historical and
contemporary
issues on the
identification,
formulation, and
solution of
engineering
problems and
explain the impact
of engineering
solutions on the
economy,
environmental,
political
landscape, and
society
Analyze the
impact of
historical and
contemporary
issues on the
identification,
formulation,
and solution of
engineering
problems and
analyze the
impact of
engineering
solution on the
economy,
environment,
political
landscape, and
society >
(B)
(B)
(B)
(E)
Synthesize
the
impacts
and
relationshi
ps among
engineerin
g and
economic,
environme
ntal,
political,
societal,
and
historical
issues
Evaluate
the impacts
and
relationship
s among
engineering
and
historical,
contempora
ry, and
emerging
issues
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
12
Risk and
Uncertainty
Recognize
uncertainties
in data and
knowledge
and list those
relevant to
engineering
design
(B)
Distinguish
between
uncertainties
that are databased and those
that are
knowledge that
are knowledgebased and
explain the
significance of
those
uncertainties on
the
performance
and safety of an
engineering
system
(B)
Apply the
principles of
probability
and statistics
to solve
problems
containing
uncertainties
Analyze the
loading and
capacity, and
the effects of
their respective
uncertainties,
for a welldefined design
and illustrate
the underlying
probability of
failure (or
nonperformanc
e) for a
specified
failure mode
>
Develop
criteria (such
as required
safety
factors) for
the illdefined
design of an
engineered
system within
an acceptable
risk measure
>
Appraise a
multicomponent
system and
evaluate its
quantitative
risk measure,
taking into
account the
occurrence
probability of
an adverse
event and its
potential
consequences
caused by
failure
>
(B)
(E)
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
13
Project
Management
List key
management
principles
Explain what
a project is
and the key
aspects of
project
management
Develop
solutions to
well-defined
project
management
problems
Formulate
documents to
be
incorporated
into the project
plan
>
(B)
(B)
(B)
(E)
Create
project plan.
Evaluate the
effectiveness
of a project
plan
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
14
Breadth in
civil
engineering
Define key
information
related to four
technical
areas
appropriate to
civil
engineering.
Explain key
concepts and
problemsolving
processes in at
least four
technical
areas
appropriate to
civil
engineering.
Solve
problems in or
across at least
four technical
areas
appropriate to
civil
engineering.
Analyze and
solve welldefined
engineering
problems in at
least four
technical areas
appropriate to
civil
engineering
>
(B)
(B)
(B)
(B)
Create new
knowledge
that spans
more than
one technical
area
appropriate to
civil
engineering.
Evaluate the
validity of
newly create
knowledge
that spans
more than one
technical area
appropriate to
civil
engineering
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
15
Technical
specialization
Define key
aspects of
advanced
technical
specialization
appropriate to
civil
engineering
Explain key
concepts and
problemsolving
processes in a
traditional or
emerging
specialized
technical area
appropriate to
civil
engineering
Apply
specialized
tool,
technology, or
technologies
to solve
simple
problems in a
traditional or
emerging
specialized
technical area
of civil
engineering.
Analyze a
complex
system or
process in a
traditional or
emerging
specialized
technical area
appropriate to
civil
engineering
Design a
complex
system or
process or
create new
knowledge or
technologies
in a
traditional or
emerging
advanced
specialized
technical area
appropriate to
civil
engineering.
(B)
(M/30)
(M/30)
(M/30)
(M/30)
Evaluate the
design of a
complex
system or
process, or
evaluate the
validity of
newly created
knowledge or
technologies
in a traditional
or emerging
advanced
specialized
technical area
appropriate to
civil
engineering.
(E)
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
16
Communication
List the
characterist
ics of
effective
verbal,
written,
virtual, and
graphical
communica
tion
>
(B)
Describe the
characteristics
of effective
verbal,
written,
virtual, and
graphical
communicatio
n
>
(B)
Apply the rules
of grammar and
composition in
verbal and
written
communication,
properly cite
sources, and use
appropriate
graphical
standards in
preparing
engineering
drawings
>
Organize
and deliver
effective
verbal,
written,
virtual, and
graphical
communicat
ions
>
(B)
(B)
Plan,
compose,
and
integrate the
verbal,
written,
virtual, and
graphical
communicati
on of a
project to
technical
and nontechnical
audiences
>
(E)
Evaluate the
effectiveness
of the
integrated
verbal, written,
virtual, and
graphical
communication
of a project to
technical and
non-technical
audiences
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
17
Public
policy
Describe key
factual
information
related to
public policy
Discuss and
explain key
concepts and
processes
involved in
public policy
Apply public
policy process
techniques to
simple public
policy
problems
related to civil
engineering
works
>
(B)
(B)
(E)
Analyze realworld public
policy
problems on
civil
engineering
projects
>
Develop
public policy
recommendat
ions, and
create or
adapt a
system to a
real-world
situation on
civil
engineering
work
programs
>
Evaluate the
effectiveness
of a public
policy in a
complex, realworld
situation
associated
with largescale civil
engineering
initiatives
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
18
Business
and public
administr
ation
List key
factual
information
related to
business and
public
administration
Explain key
concepts and
processes
used in
business and
public
administration
Apply
business and
public
administration
concepts and
processes
>
(B)
(B)
(E)
Analyze realworld
problems
involving
business and
public
administration
>
Create or
adapt a system
of business or
public
administration
to meet a realworld need
>
Evaluate the
effectiveness
of a public
policy in a
complex,
real-world
situation
associated
with largescale civil
engineering
initiatives
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
19
Globalization
Describe
globalization
processes and
their impact
on
professional
practice
across
cultures,
languages, or
countries
>
Explain
global issues
related to
professional
practice,
infrastructure,
environment,
and service
populations
(as they arise
across
cultures,
languages, or
countries)
>
Organize,
formulate,
and solve
engineering
problems with
a global
context
>
(B)
(B)
(B)
Analyze
engineering
works and
services in
order to
function at a
basic level in a
global context
>
(E)
Develop
criteria and
guidelines to
address global
issues
>
Evaluate
different
criteria and
guidelines in
addressing
global issues
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
20
Leadership
Define
leadership and
the role of a
leader; list
leadership
principles and
attitudes
Explain the
role of a
leader and
leadership
principles and
attitudes
Apply
leadership
principles to
direct the
efforts of a
small
homogeneous
group
Organize and
direct the
efforts of a
group
>
(E)
(B)
(B)
(B)
Create a new
organization to
accomplish a
complex task
>
Evaluate the
leadership of
an
organization
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
21
Teamwork
Define and
List the key
characteristics
of effective
intradisciplinary
and
multidisciplin
ary
Explain the
factors
affecting the
ability of
intradisciplinary
and
multidisciplin
ary teams to
function
effectively
Function
effectively as
a member of
an intradisciplinary
team
(B)
(B)
(B)
Function
effectively as a
member of a
multidisciplinary
team
>
(E)
Organize an
intradisciplinary
or
multidisciplin
ary team
>
Evaluation
the
composition,
organization,
and
performance
of an intradisciplinary or
multidisciplin
ary team
>
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
22
Attitudes
List attitudes
supportive of
the
professional
practice of
civil
engineering
>
Explain
attitudes
supportive of
the
professional
practice of
civil
engineering
Demonstrate
attitudes
supportive of
the
professional
practice of
civil
engineering
>
>
Analyze a
complex task
to determine
which attitudes
are most
conducive to
its effective
accomplishment
>
Create an
organizational
structure that
maintains/
fosters the
development
of attitudes
conducive to
task
accomplishment
>
Evaluate the
attitudes of
key members
of an
organization
and assess
the effect of
their
attitudes on
task
accomplishment
>
(B)
(B)
(E)
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Professional Outcomes
23
Lifelong
learning
Define
lifelong
learning
>
Explain the
need for
lifelong
learning and
describe the
skills required
of a lifelong
learner
>
Demonstrate
the ability for
self-directed
learning
>
Identify
additional
knowledge,
skills, and
attitudes
appropriate for
professional
practice
>
Plan and
execute the
acquisition of
required
expertise
appropriate for
professional
practice
>
Self-assess
learning
processes
and evaluate
those
processes in
light of
competing
and complex
real-world
alternatives
>
(B)
(B)
(B)
(E)
(E)
Outcome title
Level of cognitive achievement
1
Knowledge
2
Comprehension
3
Application
4
Analysis
5
Synthesis
6
Evaluation
To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement
Technical Outcomes
24
Professional
and ethical
responsibility
List the
professional
and ethical
responsibilitie
s of a civil
engineer
Explain the
professional
and ethical
responsibilitie
s of a civil
engineer
>
>
Apply
standards of
professional
and ethical
responsibility
to determine
an appropriate
course of
action
>
Analyze a
situation
involving
multiple
conflicting
professional
and ethical
interests to
determine an
appropriate
course of
action
Synthesize
studies and
experiences
to foster
professional
and ethical
conduct.
>
>
(B)
(B)
(B)
(B)
(E)
Justify a
solution to an
engineering
problem based
on
professional
and ethical
standards and
assess
personal
professional
and ethical
development
>
(E)
Body of Knowledge:
Guidance for Faculty
Be a Scholar:
 Teaching; Discovery; Integration; and
Application
Teach Effectively
Gain Relevant Practical Experience
Serve as a Positive Role Model
Balance Teaching with Other
Responsibilities
Effective Teaching
 “Under the
current system of
studies, individuals do not
typically become effective
teachers simply by advanced
study leading to a Ph.D.”
 “Appropriate
pedagogy and
education training are critical to
enhancing the effectiveness of
faculty in creating excitement for
learning by students.”
Effective Teaching
A challenging task that requires
 Expertise in the topic to be taught;
 Effective two-way communication with
students;
 An ability to promote clear, complex, and
complete understanding;
 An awareness of learning styles, and
 An ability to relate to students in ways both
positive and inspirational
“You,
as the teacher, must
motivate students by active
involvement in the individual
student’s personal learning
process.”
Accreditation Process

An Institute requests an evaluation of its
programs
 Each program conducts an internal evaluation
and prepare of the Self-Study Report of the
program
 Report submitted to the assessment team six
months prior to site visit
 A seven-member assessment team visits the
Department and University to review course
materials, student projects, and sample
assignments and interview students, faculty,
and administrators
Accreditation Process







The process takes one whole week
The University pays for all visiting expenses
Assessment cycle repeats every six years
Exit briefing with the Dean and University
President
Draft Report sent to the Department in 8 weeks
for additional clarification
At annual ABET Commission meeting,
evaluation report is presented, and
recommended accreditation action is voted
The university is notified and the Final Report
published in the Chronicle of Higher Education
ABET Consequences
Program with serious problems:
– Fail Accreditation
– Result announced in public domain
– Accreditation process repeats each year
Program with some problems:
– Partial accredited with a three-year review cycle
Program meets accreditation requirements:
– Review cycle repeats every six years
ABET Accreditation 2007
Programs pass accreditation (six years):
– Biomedical Engineering
– Civil Engineering
Programs pass with minor problems (three years):
– Mechanical Engineering
– Electrical and Computer Engineering
– Industrial Engineering
Program fails accreditation (one-year revisit):
– Chemical Engineering
Self-Study Report (SSR)

There exists an SSR for most Thai
university programs as part of the
required QA/QC of MUA
 SSR Report for ABET may be slightly
more in depth than the existing reports in
some aspects
 ABET SSR focuses on improving
technical content of courses and
programs, ensuring the quality of
graduates to meet market requirements
Content of ABET 2008-10

College Mission Statement
 Department Mission Statement
 ABET Engineering Criteria 2010
1. Students
2. Program Educational Objectives
3. Program Outcomes and Assessment
College Mission Statement
 The
mission of the Ohio State
University’s College of Engineering
is to
– educate professionals in engineering
and architecture,
– create and disseminate knowledge and
technology, and
– provide innovative solutions to societal
problems
College Mission Statement
 Newark
College of Engineering
(NCE) is committed to the
pursuit of excellence in:
Education, Research, Service
and State’s economic
development
Mission Statement
NJIT-CEE Department
 To
educate a diverse student body to
be employed in the engineering
profession
 To encourage research and
scholarship among our faculty and
students
 To promote service to the
engineering profession and society
ABET 2008/09/10
Required Criteria
1.
2.
3.
4.
5.
6.
7.
8.
Students
Program Educational Objectives
Program Outcome (Students) and Assessment
Continuous Improvement
Curriculum
Faculty
Facilities
Institutional Support
ABET 2008/09/10
Criteria 1 - Students
 The
program must evaluate student
performance, advise students on
curricular and career matters, and
monitor student’s progress to foster
their success in achieving program
outcomes
Criteria 2 – Program
Educational Objectives
 Detailed
published educational
objectives that are consistent with
the mission of the institution and
these criteria
 A process based on the needs of the
program’s various constituencies in
which objectives are documented,
demonstrated, and periodically
evaluated
Criteria 2 – Program
Educational Objectives
 A curriculum
and process that
ensures the achievement of these
objectives
 A system
of ongoing evaluation that
demonstrates achievement of these
objectives and uses the results to
improve the effectiveness of the
program
Criteria 3 – Program
(Student) Outcomes and
Assessment
Engineering programs must demonstrate
that their graduates have an ability to
a) apply knowledge of mathematics,
science, and engineering
b) design and conduct experiments, as well
as to analyze and interpret data
c) design a system, component, or process
to meet desired needs
Criteria 3 – Program (Student)
Outcomes and Assessment (cont.)
d)
e)
f)
g)
function on multi-disciplinary teams
identify, formulate, and solve
engineering problems
understand professional and ethical
responsibility
communicate effectively (professional report
writing)
Criteria 3 – Program (Student)
Outcomes and Assessment (cont.)
h)
i)
j)
k)
have a broad education necessary to
understand the impact of engineering
solutions in a global and societal context
recognize the need for, and an ability to
engage in life-long learning
have a knowledge of contemporary issues
use the techniques, skills, and modern
engineering tools necessary for engineering
practice
ABET Outcomes
ASCE Body of Knowledge 2025
a) Mathematics, science,
engineering
1. Mathematics
2. Natural sciences
5. Materials science
6. Mechanics
b) Experiments
7. Experiments
c) Design
9. Design
10. Sustainability
12. Risk and uncertainty
d) Multidisciplinary teams
21. Teamwork
e) Engineering problems
8. Problem recognition and solving
f) Professional and ethical
responsibility
24. Professional and ethical
responsibility
g) Communication
16. Communication
h) Impact of engineering
11. Contemporary issues and
historical perspectives
i) Lifelong learning
23. Lifelong learning
ABET Outcomes
ASCE Body of Knowledge 2025
j) Contemporary issues
11. Contemporary issues and
historical perspectives
19. Globalization
k) Engineering tools
8. Problem recognition and solving
15. Technical specialization
Program Criteria for Civil
Engineering
13. Project management
17. Public policy
18. Business and public
administration
Program Criteria for Civil
Engineering
20. Leadership
22. Attitudes
EAC/ABET Criteria
3. Humanities
4. Social sciences
Program Criteria for Civil
Engineering
14. Breadth in civil engineering
areas
Criteria 4 – Continuous
Improvement
 Each
program must show evidence
of actions to improve the program.
 These actions should be based on
available information, such as
results from Criteria 2 and 3
processes
Criteria 5 - Curriculum
 The
faculty must ensure that the
program curriculum devotes
adequate attention and time to
each component, consistent with
the outcomes and objectives of the
program and institution.
Curriculum:
Professional Component
must include:
1. One year of a combination of college
level mathematics and basic sciences
appropriate to the discipline
2. One and one-half year of engineering
topics, consisting of engineering sciences
and engineering design appropriate to
the student’s field of study
Curriculum:
Professional Component (cont.)
3.
The studies should provide a
bridge between mathematics and
basic science on the one hand and
engineering application and
practice on the other
Curriculum:
Professional Component (cont.)
4.
Engineering design is the process of
devising a system, component, or
process to meet desired needs, a
decision-making process (often
involve iterative) based on the
application of basic science,
mathematics and engineering
knowledge
Curriculum:
Professional Component (cont.)
5.
A general education component
that complements the technical
content of the curriculum and is
consistent with the program and
institution objectives
Criteria 6 - Faculty

The faculty must be of sufficient number
 Must have the competencies to cover all of the
curricular areas of the program
 Must have 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.
Faculty (cont.)
 The
program faculty must have appropriate
qualifications to lead
 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, its educational
objectives and outcomes
Faculty
The overall competence of the faculty
may be judged by:





Education
Diversity of
background
Engineering
experience
Teaching effectiveness
and experience
Ability to
communicate

Enthusiasm for
developing more
effective programs
 Level of scholarship
 Participation in
professional societies
 Licensure as
Professional Engineers
Criteria 7 - Facilities
 Classrooms,
laboratories, and associated
equipment must be adequate to safely
accomplish the program objectives and
provide an atmosphere conducive to learning
 Appropriate facilities must be available to
foster faculty-student interaction and to
create a climate that encourages professional
development and professional activities
Criteria 7 – Facilities (cont.)
 Programs
must provide opportunities for
students to learn the use of modern
engineering tools
 Computing and information (library)
infrastructures must be in place to support
the scholarly activities of the students and
faculty and the educational objectives of the
program and institution
Criteria 8
– Institutional Support
 Institutional
support, financial
resources, and constructive leadership
must be adequate to assure the quality
and continuity of the program
 Resources must be sufficient to attract,
retain, and provide for the continued
professional development of a wellqualified faculty
Criteria 8
– Institutional Support (cont.)
 Resources
also must be sufficient to
acquire, maintain, and operate
facilities and equipment
appropriate for the program
 Support personnel and institutional
services must be adequate to meet
program needs
Institutional Support
Expenditures
 Operations (not including staff)
 Travel
 Equipment
– Institutional Funds
– Grants and Gifts
 Graduate Teaching Assistants
 Part-time Assistance (other than teaching)
 Faculty Salaries: Professor, Assoc. Prof., Asst.
Prof., Adjunct Instructor, and Instructor
Personnel and Students

Administrative
 Faculty (tenure-track)
 Other Faculty (excluding student assistants)
 Student Teaching Assistants
 Student Research Assistants
 Technicians/Specialists
 Office/Clerical Employees
 Others
 Undergraduate Student Enrollment
 Graduate Student Enrollment
Criteria 9 – Program Criteria
 Program
criteria provide the specificity
needed for interpretation of the
baccalaureate level criteria as applicable to
the given discipline
 These are limited to the areas of curricular
topics and faculty specifications
 A multi-disciplinary program must satisfy
each set of Program Criteria with specific
overlapping requirements
General Criteria for
Master Level Programs
Master level programs must develop,
publish, and periodically review educational
objectives and program outcomes
Basic criteria are
– fulfillment of BS level general criteria,
– fulfillment of program criteria to the Masters
level of specialization area, and
– one academic year of study beyond the BS level
ABET Program Criteria for
Civil Engineering
Curriculum:
The program must demonstrate that graduates can
 Apply knowledge of mathematics through
differential equations, calculus-based physics,
chemistry, and at least one additional area of
science, consistent with the program educational
objectives
 Apply knowledge of four technical areas
appropriate to civil engineering
ABET Program Criteria for
Civil Engineering (cont.)

Conduct civil engineering experiments and
analyze and interpret the resulting data
 Design a system, component, or process in more
than one civil engineering context
 Explain basic concepts in management, business,
public policy, and leadership,
 Explain the importance of professional licensure
ABET Program Criteria for
Civil Engineering (cont.)
Faculty:
 The
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
ABET Program Criteria for
Environmental Engineering
Curriculum:
The program must demonstrate that graduates have
 proficiency in mathematics through differential
equations, probability and statistics, calculus-based
physics, general chemistry,
 an earth science, e.g., geology, meteorology, soil
science, relevant to the program of study,
 a biological science, e.g., microbiology, aquatic biology,
toxicology, relevant to the program of study,
 a fluid mechanics relevant to the program of study
ABET Program Criteria for
Environmental Engineering (cont.)

Introductory level of knowledge of
environmental issues associated with air,
land, and water systems and associated
environmental health impacts
 An ability to conduct laboratory
experiments and to critically analyze and
interpret data in more than one major
environmental engineering focus areas, e.g.,
air, water, land, environmental health
ABET Program Criteria for
Environmental Engineering (cont.)

An ability to perform engineering design by
means of design experiences integrated
throughout the professional component of
the curriculum
 Proficiency in advanced principles and
practice relevant to the program objectives
 Understanding of concepts of professional
practice and the roles and responsibilities of
public institutions and private organizations
pertaining to environmental engineering
ABET Program Criteria for
Environmental Engineering (cont.)
Faculty:
 The
program must demonstrate that a
majority of those faculty teaching
courses which are primarily design in
content are qualified to teach the
subject matter by virtue of
professional licensure, or by
education and design experience
Additional Supporting Data
Often attached as Appendix:
 Course Syllabi
 Faculty Resumes
 Laboratory Equipment
 Institutional Summary
Program Assessment
Defining Program Objectives
For each objective,
– Specify Strategies and Actions
– Report Outcomes
– Cross reference with ABET Criteria
– Show assessment methods/metrics
(assessment tools)
Course Assessment
Defining Course Objectives
For each objective,
– Specify Strategies and Actions
– Student Learning Outcomes
– Cross reference with ABET Criteria
and Program Objectives
– Show assessment methods/metrics
Course Objectives
CE 333 –Reinforced Concrete Design
1.
Illustrate and develop the design methodologies, and
introduce and employ the concept of codes and
specifications for design of reinforced concrete
members and elementary structures.
2.
Apply and enhance knowledge of strength of
materials and structural analysis
3.
Incorporate proper use of modern engineering tools
for problem solving and communication
4.
Develop decision making skills and provide an
environment for independent thinking while
encouraging effective teamwork
Course Objectives Matrix
CE 333 Reinforced Concrete Design
Course Objective 1: Illustrate and develop the design methodologies, and introduce
and employ the concept of codes and specifications for design of reinforced concrete
members and elementary structures.
Strategies and Actions
Student Learning Outcomes
Illustrate ultimate
strength and allowable
stress design
philosophies
Learn design concepts and
modes of failure
Formulate the ultimate
strength design
methodology
Learn the relationship between
theoretical concepts and design
procedures
Discuss the ACI design Gain professional knowledge
codes
required to design safe,
serviceable and economical
members
Outcomes
ABET
(a-k)
Program
Objectives
Assessment
Methods/
Metrics
a, c
1, 2
Homework,
projects,
quizzes, and
exams
a, c, e
1
Homework,
projects,
quizzes, and
exams
a, c, e, f
1, 2, 3
Homework,
projects,
quizzes, and
exams
Course Objectives Matrix
CE 333 Reinforced Concrete Design
Course Objective 2: Apply and enhance knowledge of strength of materials and
structural analysis.
Strategies and Actions
Student Learning Outcomes
Outcomes
ABET
(a-k)
Program
Objectives
Assessment
Methods/
Metrics
Incorporate and apply
basic knowledge of
strength of materials
Learn the concept of composite
sections based on the
characteristics of constituent
materials
a, c, e
1
Homework,
quizzes, and
final exams
Incorporate and apply
basic knowledge of
structural analysis
Apply knowledge of shear and
moment diagrams and influence
lines
a, c, e
1
Homework,
quizzes, and
final exams
Course Objectives Matrix
CE 333 Reinforced Concrete Design
Course Objective 3: Incorporate proper use of modern engineering tools for problem
solving and communication.
Strategies and Actions
Student Learning
Outcomes
Outcomes
ABET
(a-k)
Program
Objectives
Assessment
Methods/
Metrics
Introduce state-of-the-art
analysis and design software
(STAAD/Pro)
Learn how to use the latest
technology in solving
structural analysis and
design problems
k
1, 2
Homework and
projects are
solved using
STAAD/Pro.
Discuss the pitfalls of
computerized analysis and
design and the need for sound
engineering judgment
Learn how to use modern
technology properly and
effectively
k
1, 2
Homework and
projects are
solved both
manually and
by using
STAAD/Pro
Place assignments, solutions,
and course syllabus on the
internet. Use e-mail for
communication
Learn how to use
information technology
k
1
None
Course Objectives Matrix
CE 333 Reinforced Concrete Design
Course Objective 4: Develop decision making skills and provide an environment for
independent thinking while encouraging effective teamwork
Strategies and Actions
Student Learning Outcomes
Outcomes
ABET
(a-k)
Program
Objectives
Assessment
Methods/
Metrics
Demonstrate nonuniqueness of design
solutions
Learn how to make design
decisions considering realistic
constraints such as safety,
economy, and serviceability
c, e
1, 2
Design
problems
Require independent
work on homework
and projects, and all
quizzes and exams
Learn how to plan and organize
work and enhance problem
solving skills
a, c
1, 2
Homework,
projects,
quizzes, and
final exams
Require teamwork for
some assignments
Learn the importance of
coordination and time
management
d, f, g
1, 2
Homework
and projects
NJIT-CEE Department
Program Objectives
There are five program objectives:
1. Provide comprehensive educational
experience in science, mathematics,
humanities and the social sciences as a
foundation to the engineering experience
2. Provide a broad based educational
experience in the various civil
engineering disciplines with the ability to
pursue a variety of career paths
NJIT-CEE Department
Program Objectives (cont.)
3.
Provide graduates with a
comprehensive, professional design
experience that prepares our
students for the challenges of the
civil engineering profession
utilizing state-of-the-art technologies
and modern professional practices
NJIT-CEE Department
Program Objectives (cont.)
Provide students with an understanding of the
importance of leadership, teamwork,
organizational and project management,
multidisciplinary, lifelong learning,
communication, problem solving and licensure
in professional practice
5. Provide graduates with exposure to the
importance of environmental, societal and
service responsibilities to our profession and
society
4.
Measurements
1. Exit interviews of graduates
2. Alumni surveys
3. Employer surveys
4. External Advisory Board review
5. Student portfolios
6. Tape student presentations in design
courses
Measurements (cont.)
7. Senior design reports
8. National rankings
9. Records of student employment
10. Use of student course evaluations
11. Course descriptions, outlines and
materials
12. Student feedback sessions
13. Student evaluations of team members in
design courses
Key Performance Indicators

Enrollment
 Graduation Rate
 Retention Rate
 Research Funding
 Refereed
Publications

Books and Book
Chapters
 Patents
 FE Passing Rate
 Honors Students
 Student Satisfaction
ABET Process

Outcomes will be measured to ensure that the
program objectives are fulfilled.
 Outcomes will be used to make necessary
formal changes in how we do business to
come closer to achieving our objectives.
 This produces a continuous process of
Perform – Assess – Change – Perform..
………....
Overall Report Contents

In addition to student, program objectives,
outcomes and assessment, the following
information are vital to the accreditation:
– Professional Component
– Faculty Background, Expertise and Activities
– Facilities
– Institutional Support and Financial Resources
– Program Criteria, and
– Cooperative Education Criteria
Faculty Analysis
Name and Age
Academic Rank (Asst. Assoc. Full Prof.)
Full time or Part time
Highest Degree and from which
Institution
Years of Experience
– Government/Industry
– Faculty and Years with NJIT
Faculty Analysis (cont.)
Professional Registration (Licensure)
Professional Activities
– Professional Society (ASCE, ACI, MRS)
– Research (Grants and Publications)
– Consulting and time working with industry
Teaching Load
Faculty Resumes
Resumes of every faculty,
both full time and part time in
the department have to be
included to show his/her detailed
activities
Course Evaluation
 Course
contents and materials
 Instructor’s ability
 Facility
 Student Self Assessment
 Descriptive Comments
Course Contents and
Materials
 Quality
of the course textbook(s)
 Quality of other instructional materials
(handouts, visual aids, etc.)
 Extent to which the course content is
current and relevant
 Overall educational value of the course
Instructor
 ability
to communicate
 ability to stimulate interest in course
content
 encouragement of active class
participation
 promptness and full use of class time
 availability outside of class hours
Instructor
(cont.)
 promptness
in returning work
 fairness and consistency in grading
criteria
 knowledge of the course materials
 overall
teaching ability of the
instructor
Excellence in Teaching Awards
To recognize the dedication, contribution, and
commitment to teaching, the university annually honors
selected faculty members for excellence in teaching in
the following categories
1.
2.
3.
4.
Undergraduate
lower division
Undergraduate
upper division
Graduate division
Adjunct instructor
5.
6.
7.
8.
9.
Special lecturer
Teaching assistant
Innovative teaching
Inter-disciplinary
team teaching
Professional
development
Master Teacher Designation

From the pool of faculty members who
received Teaching-Excellence Awards in the
past, those individuals who continue to
demonstrate outstanding teaching
performance over a long period of time
(more than 15 years), the university bestows
them the honor of “Master Teacher
Designation”, a lifetime appointment and
the highest honor that the university can
bestow to a faculty member.
Facilities
 Availability
of the state-of-the-art
facilities such as computers, advanced
testing machines, CAD software, etc.
 Comfortableness of classroom:
lighting, temperature, etc.
 Availability of necessary supporting
equipment: visual aids, overhead, etc.
Student Self-Assessment
 Preparation
for this course from
prerequisite
 Attendance record
 Quality of work or course
assignments
 Active class participation
General Descriptive Comments
 What
are the best features of this
course?
 What aspects of the course would you
want to see improved?
 Would you recommend the instructor
to your friends? Why or why not?
 Any other comments to assess or
improve the course?
Actions Correcting
Previous Problems
The
report must present
actions taken to correct all
previously identified
problems
Accreditation Objectives
The main objectives of any accreditation
are two fold:
1.
2.
To ensure that the programs offered and its
graduates meet the required standards set
forth by the national and international
professional communities
More importantly, the process provides a
means of self assessment and evaluation,
leading to continuous improvement of existing
programs and curricular
Thank you
for
your attention
List the
characteristics of
effective verbal,
written, virtual, and
graphical
communication
<
(B)
Describe the
characteristics of
effective verbal,
written, virtual, and
graphical
communication
<
(B)
Apply the rules of
grammar and
composition in verbal
and written
communication,
properly cite sources,
and use appropriate
graphical standards in
preparing engineering
drawings
<
(B)
Evaluate the
effectiveness of the
integrated verbal,
written, virtual, and
graphical
communication of a
project to technical and
non-technical audiences
<
(B)
Apply public policy
process techniques
to simple public
policy problems
related to civil
engineering works
<
(E)
Analyze real-world
public policy
problems on civil
engineering projects
<
Develop public
policy
recommendations,
and create or adapt
a system to a realworld situation on
civil engineering
work programs
<
Develop public
policy
recommendations,
and create or adapt a
system to a realworld situation on
civil engineering
work programs
<
Evaluate the
effectiveness of a
public policy in a
complex, real-world
situation associated
with large-scale civil
engineering
initiatives
>
Apply business and
public administration
concepts and
processes
<
(E)
Analyze real-world
problems involving
business and public
administration
<
Create or adapt a
system of business or
public administration
to meet a real-world
need
<
Evaluate the
effectiveness of a
public policy in a
complex, real-world
situation associated
with large-scale civil
engineering initiatives
<
Describe globalization
processes and their
impact on professional
practice across cultures,
languages, or countries
<
(B)
Explain global issues
related to professional
practice, infrastructure,
environment, and service
populations (as they arise
across cultures,
languages, or countries)
<
(B)
Organize,
formulate, and
solve engineering
problems with a
global context.
<
(B)
Analyze engineering
works and services in
order to function at a
basic level in a global
context
<
(E)
Develop criteria
and guidelines to
address global
issues
<
Evaluate different
criteria and
guidelines in
addressing global
issues
<
Organize and direct
the efforts of a group.
<
(E)
Create a new
organization to
accomplish a complex
task
<
Evaluate the
leadership of an
organization
<
Evaluation the
composition,
organization, and
performance of an
intra-disciplinary or
multidisciplinary
team
<
Organize an intradisciplinary or
multidisciplinary
team
>
Demonstrate
attitudes supportive
of the professional
practice of civil
engineering
<
(E)
Explain attitudes
supportive of the
professional practice
of civil engineering
<
(B)
Demonstrate
attitudes
supportive of the
professional
practice of civil
engineering
<
(E)
Analyze a complex
task to determine
which attitudes are
most conducive to its
effective
accomplishment
<
Create an
organizational
structure that
maintains/ fosters
the development of
attitudes conducive
to task
accomplishment
<
Evaluate the
attitudes of key
members of an
organization and
assess the effect of
their attitudes on
task
accomplishment.
<
Plan, compose, and
integrate the verbal,
written, virtual, and
graphical
communication of a
project to technical
and non-technical
audiences
>
(E)
List the professional
and ethical
responsibilities of a
civil engineer.
<
(B)
Explain the
professional and
ethical
responsibilities of a
civil engineer
<
(B)
Apply standards of
professional and
ethical responsibility
to determine an
appropriate course of
action
>
(B)
Analyze a situation
involving multiple
conflicting
professional and
ethical interests to
determine an
appropriate course of
action
<
(B)
Synthesize studies and
experiences to foster
professional and ethical
conduct.
<
(E)
Plan and execute the
acquisition of required
expertise appropriate for
professional practice
<
(E)
Define lifelong learning
<
(B)
Explain the need for
lifelong learning and
describe the skills
required of a lifelong
learner
<
(B)
Demonstrate the ability
for self-directed
learning
<
(B)
Identify additional
knowledge, skills, and
attitudes appropriate for
professional practice
<
(E)
Self-assess learning
processes and
evaluate those
processes in light of
competing and
complex real-world
alternatives
<
Analyze the loading and
capacity, and the effects of
their respective
uncertainties, for a welldefined design and
illustrate the underlying
probability of failure (or
nonperformance) for a
specified failure mode
<
(E)
Develop criteria
(such as required
safety factors) for
the ill-defined
design of an
engineered system
within an acceptable
risk measure
<
Appraise a multicomponent system
and evaluate its
quantitative risk
measure, taking into
account the
occurrence probability
of an adverse event
and its potential
consequences caused
by failure <
Define key factual
information related
to mathematics
through differential
equations
>
(B)
Explain key
concepts and
problem-solving
processes in
mathematics
through differential
equations
<
(B)
Solve problems in
mathematics
through differential
equations and
apply this
knowledge to the
solution of
engineering
problems X
(B)
Analyze a complex
problem to determine
the relevant
mathematical
principles and then
apply that knowledge
to solve the problem
<
Create new
knowledge in
mathematics
<
Evaluate the
validity of newly
created knowledge
in mathematics
<
Solve problems in
mathematics calculusbased physics,
chemistry, and one
additional area of
natural science and
apply this knowledge to
the solution of
engineering problems
O
(B)
Create new
knowledge in
physics, chemistry,
and/or other areas
of natural science
<
Evaluate the
validity of newly
created knowledge
in physics,
chemistry, and/or
other areas of
natural science
<
Demonstrate the
importance of the
humanities in the
professional
practice of
engineering <
(B)
Demonstrate the
incorporation of
social sciences
knowledge into the
professional
practice of
engineering <
(B)
Use knowledge of
materials science
to solve problems
appropriate to civil
engineering <
(B)
Analyze and
solve problems
in solid and
fluid mechanics
<
(B)
Specify an
experiment to
meet a need,
conduct the
experiment, and
analyze, and
explain the
resulting data
<
(M/30)
Evaluate the
effectiveness of a
designed
experiment in
meeting an illdefined real-world
need
<
Formulate and solve
an ill-defined
engineering problem
appropriate to civil
engineering by
selecting and applying
appropriate techniques
and tools
<
(M/30)
Evaluate the design
of a complex
system, component,
or process and
assess compliance
with customary
standards of
practice, user’s and
project’s needs, and
relevant constraints
<
(E)
Apply the
principles of
sustainability to
the design of
traditional and
emergent
engineering
systems
<
Analyze systems
of engineered
works, whether
traditional or
emergent, for
sustainable
performance
<
(E)
Design a complex system,
process, or project to
perform sustainability.
Develop new, more
sustainable technology.
Create new knowledge or
forms of analysis in areas
in which scientific
knowledge limits
sustainable design
<
Evaluate the
sustainability of
complex systems.
Whether proposed
or existing.
<
Analyze the impact of
historical and
contemporary issues on the
identification, formulation,
and solution of engineering
problems and analyze the
impact of engineering
solution on the economy,
environment, political
landscape, and society
>
(E)
Formulate documents
to be incorporated into
the project plan
<
(E)
Plan, compose, and
integrate the verbal,
written, virtual, and
graphical communication
of a project to technical
and non-technical
audiences
<
(E)
Function
effectively as a
member of a
multi-disciplinary
team
<
(E)
Justify a solution to
an engineering
problem based on
professional and
ethical standards and
assess personal
professional and
ethical development
<
(E)
Thailand –AE Monitoring
Committee
 APEC
Engineer Registration
 Evaluation of Practice and
Standards
 Accreditation/Recognizing
Qualification
 Professional Development
Framework of APEC
Engineer (AE)
International:
 AE Monitoring Committee
 AE Coordinating Committee
Country Level:
 Thailand AE Monitoring Committee
An Accredited
Engineering Program
An engineering degree accredited by:
 the
Federation of Engineering
Institutions of South East Asia and the
Pacific; or
 a member organization adhering to the
Washington Accord
Which Accreditation?
Two main choices:
 APEC
Engineering Accreditation
 ABET Accreditation
(US System)
– Why US? The largest economy in APEC
Accredited Thai
Engineering Programs
If pass accreditation, Thai
Engineering program will be
– the first ABET accredited engineering
program in Thailand
– ease of credit transfer with most
universities overseas
– Graduates will be the preferred choice
of foreign engineering firms
Accredited Thai
Engineering Programs

Be a unique selling point of your
graduates
 Enhance your program reputation as the
only accredited engineering program in
Thailand that meets international
standard
 Demonstrated to have met a reliable
international standard and, more
importantly, have a self assessment
mechanism with continuous program
improvement
Common Development of
Any Professions
(Engineering)
Basic
knowledge (engineering)
Professional development
Skill and special expertise
(through research)
Basic Engineering
Knowledge
Basic
Science
Engineering Core
Disciplinary Requirements
Professional Development
Code
of Ethics
Code of Conducts
Code of Practices
Structured Training
Skill and Expertise
R
&D
Experience and Expertise
Technology Transfer
Consultation and Arbitration
Conduct and Practice
All registered APEC engineers are
bound by:
 the
Codes of Professional Conduct of
each jurisdiction and economy
 practice only within their area of
competence (declared specialty)

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