Views on Outcomes-Based Education & AccreditationPart2_Vinci

7/27/2019 Views on Outcomes-Based Education & AccreditationPart2_Vinci

1/32

PACUCOAs Proposed

Outcomes-Based Accreditation

Instrument


2/32

PACUCOAs Proposed

Outcomes-Based Accreditation

Instrument

Its been said that if you dont measuresomething, you cant improve it.


3/32

Purposes of Accreditation

The accreditation criteria help to define what thedegree should provide students.

The accreditation criteria help to define what the

degree program you may market itself as. The accreditation process helps the academic unit to

continually analyze and improve its courses,curriculum and support programs.

The accreditation process requires that the academicunits voice be heard in evaluating the program.


4/32

Definitions

Program Educational Objectives (PEOs): are broad

statements that describe the career and professional

accomplishments that the program is preparing its

graduates to achieve. (3 to 5 Years after graduation)Program Outcomes are narrower statements that

describe what students are expected to know and be

able to do by the time of graduation. These relate to

the skills, knowledge, and behaviors that students

acquire through the program. (At the time of

graduation)


5/32

Definitions

AssessmentThe system of consistently,systematically, and meaningfully capturing,documenting, organizing, summarizing, and reportingevidences

Evaluation-The system of critically examining and

interpreting the assessment data and performance

indicators to measure progress or extent of

achievement

www.foundationcoalition.org/events/workshops/documents/..


6/32

Self Study Report

The Self-Study Report is expected to be a

quantitative and qualitative assessment of the

strengths and limitations of the program being

submitted for review.


7/32

Self Study Report

Supplemental Materials

The following materials are to be supplied in

addition to the Self-Study Report:

The general institution catalog covering course

details and other institutional information

applicable at the time of the review.

Promotional brochures or literature describing

program offerings of the institution.


8/32

BACKGROUND INFORMATION/

INSTITUTIONAL PROFILE

Contact Information

List name, mailing address, telephone number, faxnumber, and e-mail address for the primary pre-visit

contact person for the program.

Program History

Include the year implemented and the date of the last

general review. Summarize major program changeswith an emphasis on changes occurring since the lastgeneral review.


9/32

PACUCOA CRITERIA/AREAS

I. INSTITUTIONAL PHILOSOPHY, MISSION AND PROGRAMEDUCATIONAL OBJECTIVES

II. PROGRAM OUTCOMES

III. CONTINUOUS IMPROVEMENT

IV. CURRICULUM

V. PROGRAM REQUIREMENTS

VI. FACULTY

VII. STUDENTS

VIII. INSTITUTIONAL SUPPORT

IX. FACILITIES

X. SOCIAL ORIENTATION AND COMMUNITY INVOLVEMENT


10/32

AREA I: PROGRAM EDUCATIONAL

OBJECTIVESEach program must have: Detailed published program educational objectives

consistent with the Institutional Philosophy &

Mission

Process based on needs of constituencies in which

objectives are determined and periodically evaluated

A curriculum and process that assure achievement of

the objectives


11/32

AREA I: PROGRAM EDUCATIONAL

OBJECTIVES A system of on-going evaluation that

demonstrates achievement of the objectives

Use evaluation results to improve theeffectiveness of the program


12/32

AREA II: PROGRAM OUTCOMES

Program Outcomes : List the program outcomes.Indicate where the student outcomes are documented.If the student outcomes are stated differently thanthose listed in the program outcomes in the CMO,

provide a matrix comparing/mapping to the CMOsprogram outcomes[(a) through (k)] and the StudentOutcomes.

Relationship of Program Outcomes to Program

Educational Objectives: Description of how theprogram (student) outcomes prepare graduates toattain the program educational objectives.


13/32

AREA II: PROGRAM OUTCOMES

Relationship of Courses in the Curriculum to theProgram Outcomes: Description of how the coursesaddress the program outcomes.

Programs must have an assessment process with

documented results Evidence that the outcomes are being measured

Evidence that the results of the assessment process areapplied to the further development and improvementof the program


14/32

AREA III: CONTINUOUS

IMPROVEMENT

The results of evaluation processes for the

program educational objectives and the

program outcomes/student outcomes and any

other available information should have been

used as input in the continuous improvement

of the program. Indicate any significant future

program improvement plans based upon recentevaluations. Provide a brief rationale for each

of these planned changes.


15/32

AREA IV: CURRICULUM

Faculty must ensure that the curriculum devotesadequate attention and time to each component,consistent with the outcomes and objectives of the

program and institution.

Major design experience(s). The major designexperience should prepare students forengineering practice. This design experienceshould be based upon the knowledge and skills

acquired in earlier coursework and incorporatesappropriate engineering standards and multipledesign constraints.


16/32

AREA IV: CURRICULUM The curriculum aligns with the program educational

objectives.General education component is consistent with the

program educational objectives and comply withregulatory requirements.

Co-curricular program used to satisfy and support thecurricular requirements

The curriculum and its associated prerequisite

structure support the attainment of the program

outcomes.Mathematics and basic sciences are appropriate to thediscipline and comply with regulatory requirements

Engineering topics are appropriate to the students field ofstudy.


17/32

AREA IV: CURRICULUM

Compilation of Course Syllabi

A compilation of the syllabus for each course

used to satisfy the mathematics, science, and

discipline-specific requirements found in the

CMO should be provided.


18/32

PROGRAM NAME BS Civil Engineering BS Computer Engineering BS Electronics Comm

Engineering

CHED Memorandum Order CMO No. 29, S. 2007 CMO No. 13, S. 2008 CMO No. 24, S. 2008

DATE

CURRICULUM

I. Technical Courses Lecture

Hours

Lab

Hours

Total

Units

Lecture

Hours

Lab

Hours

Total

Units

Lecture

Hours

Lab

Hours

Total

Units

A. Mathematics 26 0 26 26 0 26 26 0 26

B. Natural / Physical Sciences(Calculus Based Physics)

9 9 12 9 9 12 9 9 12

C. Basic Engineering Sciences 17 12 6 17 12 21 17 12 6

D. Allied Courses 6 0 6 15 12 19 8 0 8

E. Professional Courses 66 48 82 53 51 70 57 54 75

II. NON-Technical Courses

A. Social Sciences 12 0 12 12 0 12 12 0 12

B. Humanities 9 0 9 9 0 9 9 0 9

C. Languages 15 0 15 15 0 15 15 0 15

D. Mandated Courses 3 0 3 3 0 3 3 0 3

E. Physical Education 8 8 8

F. Natural Service Training

Program

6 6 6

TOTAL 163 69 200 159 84 201 156 75 180


19/32

PROGRAM NAMEBS Electrical Engineering BS Industrial Engineering BS Mechanical Engineering

CHED Memorandum Order CMO No. 34, S. 2008 CMO No. 15, S. 2008 CMO No. 9, S. 2008

DATE

CURRICULUM

I. Technical Courses

Lecture

Hours

Lab

Hours

Total

Units

Lecture

Hours

Lab

Hours

Total

Units

Lecture

Hours

Lab

Hours

Total

Units

A. Mathematics 26 0 26 26 0 26 26 0 26

B. Natural / Physical Sciences

(Calculus Based Physics)

9 9 12 9 9 12 9 9 12

C. Basic Engineering Sciences 17 12 21 17 12 21 17 12 21

D. Allied Courses 36 22 44 17 0 17 7 9 10

E. Professional Courses 37 37 53 50 18 56 16 21 23

II. NON-Technical Courses

A. Social Sciences 12 0 12 12 0 12 12 0 12

B. Humanities 9 0 9 9 0 9 9 0 9

C. Languages 15 0 15 15 0 15 15 0 15

D. Mandated Courses 3 0 3 3 0 3 3 0 3

E. Physical Education 8 8 8

F. Natural Service Training

Program

6 6 6

TOTAL 164 80 209 158 39 185 114 51 145


20/32

AREA V: PROGRAM

REQUIREMENTSEach program must satisfy applicable

requirements specific to the program, e.g.

Design Courses

Practicum/ On-the-Job Training

Laboratory experiences

Thesis/ research/ project -based studies Faculty qualifications


21/32

AREA VI: FACULTY Faculty Qualifications

The qualifications of the faculty and how they are adequate tocover all the curricular areas of the program. This descriptionshould include the composition, size, credentials, andexperience of the faculty.

Faculty Size and Teaching Assignment

The size of the faculty should be adequate. A description of theextent and quality of faculty involvement in interactions withstudents, student advising and counseling, service activities tostudents, professional development, and interactions withindustrial and professional practitioners including employers

should be provided.Faculty teaching load assignment should be provided. A

description of this information in terms of workloadexpectations or requirements should also be provided.

FACULTY


22/32

AREA VI: FACULTY

Professional Development

Description of the professional developmentactivities that are available to faculty members.

Authority and Responsibility of Faculty

Describe the role played by the faculty with respectto their guidance of the program, and in the

development and implementation of the processesfor the evaluation, assessment, and continuingimprovement of the program, including itsprogram educational objectives and studentoutcomes.


23/32

AREA VII: STUDENTS

There should be policies on admissions.

There should be policies for acceptance of

transfer students and validation of transfer

courses.

There should be processes to evaluate, advise,

and monitor students.

Institutions must have procedures to assure all

students meet all program requirements prior

to graduation


24/32

AREA VIII: INSTITUTIONAL SUPPORT Administrative Organization: The organizational set-up.

Academic Administration: Effective implementation of thecurriculum that leads to attainment of program educationalobjectives and program outcomes.

Financial Resources: The level and adequacy ofinstitutional support and financial resources. Assessment of

the adequacy of the resources with respect to the studentsin the program being able to attain the student outcomes.

Support Staff: The support staff are so organized to help inthe achievement of the program educational objectives andthe attainment of the program outcomes.

Institutional Planning and Development: The developmentplans are prepared to assist in the attainment of theinstitutional philosophy - mission and the programeducational objectives.


25/32

AREA IX: FACILITIES

Laboratories: Description of laboratory facilitiesincluding those containing computers and theassociated tools and equipment that support

instruction. Library: Description and evaluation of the

capability of the library (or libraries) to serve theprogram.

Classrooms: Description of classrooms andassociated equipment that is typically availablewhere the program courses are taught.


26/32

AREA IX: FACILITIES

Audio-visual facilities

Assembly and Athletic Facilities

Other Facilities and Building Services

Description of the policies and procedures formaintaining and upgrading the tools, equipment,computing resources, and laboratories used bystudents and faculty in the program.

Description of how the program ensures thefacilities, tools, and equipment used in theprogram are safe for their intended purposes.


27/32

AREA X: SOCIAL ORIENTATION

AND COMMUNITY INVOLVEMENT

Knowledge of the Community

Community Relations

Social Awareness and Concern

Community Service and Involvement


28/32

Beyond Analysis

Understanding of the whole is not possible

from analysis of its parts.

Understanding is derived by synthesis of the

roles or functions of the parts in the system in

which they are contained.

Russell Ackoff


29/32

Changing Ahead of the Curve

29Teaching, Learning, Community Building

Source:Breene, Tim, Shill, Walter E., & Nunes, Paul F. (2007). Transformation: Changing Ahead of theCurve. Retrieved June 29, 2007 from http://www.accenture.com/Global/Research_and_Insights/

Outlook/By_Issue/Y2007/ChangingAheadCurve.htm

Many institutions wait too long to attempttransformations, doing so only when the signsof trouble have become obvious. But in todays

unforgiving environment, thats probably toolate. High performers by contrast, changebefore they must, knowing that the best way totransform is from a position of strength.


30/32

Final Thoughts

Good intentions do not excuse poor results.

Actions speak louder than words.Fran Lebowitz

Never mistake motion for action.Ernest Hemingway

Integrity is doing the right thing,even when no one is watching.Anonymous


31/32

Thank you.


32/32

Date post:	14-Apr-2018
Category:	Documents
Upload:	nette-de-guzman
View:	218 times
Download:	0 times

Views on Outcomes-Based Education & AccreditationPart2_Vinci

Documents