Sarah A. Rajala Chair, EAC Materials Committee ABET Symposium St.
Louis, MO April 20, 2012
Preparing an Effective Self-Study
Goal
To facilitate preparation of the self-study
by engineering programs preparing for ABET evaluation visits in 2012-2013 or later.
Expected Outcome
Participants will understand the types of
responses expected by teams to various types of questions in the self-study.
Organization
Self-Study Basics and Context
The Preparation Activity Sample Reporting Elements
Self-Study Basics and Context
Presents your program to the evaluation team
Information provided in the self-study is used by the team to initially evaluate the program.
Basis for questions raised by the PEVs as they prepare
for the campus visit
Provides the team its first impression of the extent to which the program meets the criteria.
Note: While the self-study focuses primarily on
accreditation criteria, it also responds to questions related to certain sections of the ABET Accreditation Policy and Procedure Manual (APPM)
Audience for the Self-Study
Team Chair
Overall team manager Typically responsible for institutional issues Responsible for overall statement Presents the teams findings to the whole commission Experienced evaluator, but maybe not in your specific discipline
Program Evaluators (PEV)
Evaluate specific programs for compliance with the criteria Work with other PEVs and the team chair to apply consistent and
appropriate interpretation of the EAC criteria Expertise in specific discipline Recommended by professional societies (based on the program being evaluated) for approval by the institution and the team chair
Observers (no evaluative role)
Tips to Connect with Your Audience
Make it easy for the reader to find information required:
Well-defined Table of Contents To-the-point responses Specific pointers to documents or other sections as appropriate
Clearly explain any institution- or program-specific terminology It is OK to use discipline-specific jargon/terminology. Footnote if not sure what response is expected, to explain your interpretation.
How is Self-Study Organized?
Follows the harmonized EAC criteria
Students Program Educational Objectives (note changes) Student Outcomes (note changes) Continuous Improvement (note changes) Curriculum Faculty Facilities Institutional Support Program Criteria (as applicable) General Criteria for Masters Level Program (as applicable)
Appendices (note changes)
Changes?
Criteria Self-Study Questionnaire
Changes in the Criteria
The Harmonized Criteria were put into effect for the first time in 2011-2012.
For the most part, they are not new. There are changes of substance in three criteria:
Criterion 2, Criterion 3, and Criterion 4
The self-study you will prepare needs to reflect these changes.
Changes in Criteria 2, 3, and 4
The assessment and evaluation processes associated with Criteria 2 and 3 have been moved to Criterion 4. Criterion 4 for 2012-13 requires that the program regularly use appropriate, documented processes for evaluating the extent to which both the PEOs and the student outcomes are being attained. The results of these evaluations must be utilized as input for the continuous improvement of the program. Other available information may also be used to assist in the continuous improvement of the program.
Note the change in language in Criterion 4.
Changes in the Self-Study Questionnaire
Some of the tables have been deleted or moved.
Changes in table requirements for Criterion 1
New tables in Criteria 5 and 6
New content in Criterion 4 Appendices
Changes in format for syllabi and resumes Changes in section for Appendix D
Types of Responses
Narrative explanations
Tables and figures Appendices (vitae, course descriptions, institutional summary)
Time Frame for Responses
Responses generally are for the year in which self-study is prepared (year prior to visit). Self-study is due July 1 of year of visit. Assessment material will cover previous years as well. Some tables request information for years prior to selfstudy. Updates for year of visit can be provided on site to evaluation team. Upcoming changes should be noted in self-study, especially if they will be effective in year of visit.
The Preparation Activity
How Do I Start?
Get a copy of the current EAC Self-Study Questionnaire from the ABET website.
New and based on the harmonized criteria
Typically posted in July of the year preceding the visit
It is a guided tour of what you will want to put into the report. It can be used as a checklist to help you gauge criteria compliance and prepare for on-site visit. It is not intended to be limiting.
Am I Required to Follow the Format of the Self-Study Questionnaire?
It is important that the overall structure in the Self-Study Questionnaire be retained.
Be sure to include all items that appear in the Self-Study Questionnaire Table of Contents.
If you deviate, make it clear for the reader how and why, and enable the reader to find material easily. Explain and clearly link any institution- or programspecific terminology in the Self-Study Report to terminology used in the Self-Study Questionnaire.
What About Tables and Figures?
Dont change the format without a good reason. Feel free to add additional tables and/or figures to make your self-study more understandable and to explain relevant points about your program. The objectives are content (numbers, facts, and trends) and clear communication.
We Made Major Changes in our Program Recently. What Do We Do?
Great! You identified (perhaps through your program of assessment and analysis) that a change was needed to achieve objectives and/or outcomes. Relate the changes to statements in the criteria as much as possible and describe them in the parts of the selfstudy that relate to these criteria. Include what led to them, when they take effect, and when their impact will be assessed.
We Have Questions While We Are Preparing the Self-Study
Call ABET HQ
Ask for
EAC Adjunct Accreditation Director Dr. Dayne
Aldridge, or
Ms. Maryanne Weiss, ABETs Accreditation
Director
Preparation Tips
Recognize that much of the work is done on an ongoing basis in the true spirit of accreditation. Appoint a leader for self-study preparation (in the year prior to the year of your visit). Assign tasks to key persons at program, college, and institutional level as appropriate. Synthesize materials into a coherent whole. Leave time for review before due date.
By someone not involved in the preparation, if possible.
What Are the Visitors Really Looking For?
Demonstration that your program meets the EAC criteria and applicable ABET policies and procedures.
Self-Study Submission ABET
A Self-Study Report for each program and one set of supplemental materials on paper or PDF files (on CD, DVD, or data stick)
If submitted via electronic media, the material must
be self-contained and may not include hot links. Do not combine hard copy and electronic media. Do not submit via email.
Self-Study Submission Dates
Who/when
do I mail my materials to?
Engineering Accreditation Commission,
ABET (July 1)
Team chair (July 1) PEVs (as directed by the team chair) Observers (as directed by the team
chair)
Criterion 5. Curriculum
Alignment with program educational objectives
Support of student outcomes Flowchart or worksheet of pre-requisite structure for required courses Compliance with curricular requirements math & science, engineering topics, and general education Major design experience (ties to prior coursework, engineering standards, realistic constraints)
Table 5-1: Curriculum
(Page 13 of the Self-Study Questionnaire)
Subject Area (Credit Hours) Indicate Whether Course is Required, Course Elective or a Selected (Department, Number, Title) Elective by an R, an E List all courses in the program by term starting with first term of first year and or an SE.1 ending with the last term of the final year. Engineering Topics Check if Contains Significant General Design () Education Maximum Last Two Terms Section the Course was Enrollment Offered: for the Last Year and, Two Terms the Semester, or Course was Quarter Offered2
Math & Basic Sciences
Other
For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element.
Required courses are required of all students in the program, elective courses are optional for students, and selected electives are courses where students must take one or more courses from a specified group.
More on the Curriculum Table
Options, concentrations, pathways Current vs. new curriculum (handling versions) Guidance for large lists: What do I do if I have an extensive list of electives? The PEVs will be looking at the syllabi in the appendix along with this table.
Ensure consistency, clarity, and completeness of
information
Add footnotes if helpful.
One Year of Study
Criteria
Engineering (EAC)
One Year of Study =
32 semester credit hours OR 25% of total credits for degree, whichever is less
Criterion 6. Faculty
Addresses faculty qualifications, workload, size, professional development, and the authority and responsibility of the faculty. Two tables
Faculty Qualifications
Faculty Workload Summary
Table 6-1: Faculty Qualifications
More on the Curriculum Table
Options, concentrations, pathways Current vs. new curriculum (handling versions) Guidance for large lists: What do I do if I have an extensive list of electives? The PEVs will be looking at the syllabi in the appendix along with this table.
Ensure consistency, clarity, and completeness of
information
Add footnotes if helpful.
One Year of Study
Criteria
Engineering (EAC)
One Year of Study =
32 semester credit hours OR 25% of total credits for degree, whichever is less
Criterion 6. Faculty
Addresses faculty qualifications, workload, size, professional development, and the authority and responsibility of the faculty. Two tables
Faculty Qualifications
Faculty Workload Summary
Type of Academic Appointment2 T, TT, NTT FT or PT4 Govt./Ind. Practice Teaching This Institution
Table 6-1: Faculty Qualifications
Professional Registration/ Certification Professional Organizations
Level of Activity
H, M, or L
Professional Development
Consulting/summer work in industry
Faculty Name Highest Degree Earned- Field and Year Rank 1
Years of Experience
Table 6-2: Faculty Workload Summary
Program Activity Distribution3 Classes Taught (Course No./Credit Hrs.) Term and Year2 Research or Scholarship Teaching Other4 % of Time Devoted
Faculty Member (name)
PT or FT1
to the Program5
Appendix A: Course Syllabi
Follow outline provided (specifies minimum required information)
Course number and name Credits and contact hours
Instructors or course coordinators name
Textbook, title, author, and year Specific course information Specific goals for the course (Link to Criterion 3: Student Outcomes) Brief list of topics to be covered
Common format for all courses No more than two pages for each course
Appendix B: Faculty Vitae
Support summary in faculty analysis table
Show education, experience, recent and current activities, currency in the field Help PEV identify who to interview Common format for all faculty include requested information Two-page limit
Appendix C: Equipment
List of major pieces of equipment that support instruction
Appendix D: Institutional Summary
Note changes in the tables
Resources on ABET Web Site
Get Very Familiar with .
Accreditation Criteria, Policies & Procedures
Criteria for Accrediting Engineering Programs,
2012-2013 Review Cycle (PDF) Manual (PDF)
2012-2013 Accreditation Policy and Procedure
Self-Study Questionnaire: Template for the
Engineering Self-Study Report (DOC)
Questions & Answers
