Presentation is loading. Please wait.

Presentation is loading. Please wait.

田正仁 莫納什大學採礦及資源工程系系主任 二零一四年七月十一日 ABET Visit in the United States.

Similar presentations


Presentation on theme: "田正仁 莫納什大學採礦及資源工程系系主任 二零一四年七月十一日 ABET Visit in the United States."— Presentation transcript:

1 田正仁 莫納什大學採礦及資源工程系系主任 二零一四年七月十一日 ABET Visit in the United States

2 Jerry C. Tien ( 田正仁 ), Ph.D., P.E. 1.B.S. (1971), M.S. (1974) & Ph.D. (1988) – Mining Engineering; BMA (1984) 2.University of Missouri-Rolla Lecturer ( ); Assistant Professor ( ), Associate Professor ( ) Lecturer ( ); Assistant Professor ( ), Associate Professor ( ) President – Academic Council ( ) President – Academic Council ( ) Have been through four ABET visits and been an ABET evaluator twice (plus one training trip) Have been through four ABET visits and been an ABET evaluator twice (plus one training trip) Years Industrial Experience; including working in China for 1.5 years ( )

3 What Will I Talk Today Criteria Criteria Visit Preparation Visit Preparation ABET Visit Team ABET Visit Team Criteria Criteria Visit Preparation Visit Preparation ABET Visit Team ABET Visit Team 1.US and Australian Higher Education 2.Higher Education Curriculum – What’s in a US/Australian Degree? 3.ABET visit – every five years 1.US and Australian Higher Education 2.Higher Education Curriculum – What’s in a US/Australian Degree? 3.ABET visit – every five years 4.Discussion

4 US Higher Education 1.As of 2011, There are 4,599 degree-granting institutions, 2,870 four-year institutions and 1,729 two-year institutions. 2.The US had 21 million students in the higher education, or 5.7% of total population 3.The 2006 American Community Survey: – Approx 19.5% of the population had attended college but had no degree; – 7.4% held an associate degree – 17.1% had bachelor’s degree – 9.9% held a graduate degree St. Anselm College

5 US Higher Education 4.Higher education includes: public universities, private universities, liberal arts colleges and community colleges 5.Strong research and funding have helped make American colleges and universities among the world’s most prestigious 6.More than 30 of the highest-ranked 45 institutions are in the US (measured by awards and research output) – Academic Ranking of World Universities by Shanghai Jiao Tong University Webometrics Ranking of World Universities: 103 US universities in the Top 200

6 US Higher Education 4.In 2009 in the US: –21.3% of the adult population above 18 years had attended colleges but had no degrees; –7.5% held an associate’s degree –17.6% held a bachelor’s degree –10.3% held a graduate or professional degree 5.Cost of attending a US university (2014): –Around $37,000/yr for public (state) universities and $65,000/yr of private universities 6.Cost of attending an Australian university: – Around $60,000/year for foreign students (2014) 4.In 2009 in the US: –21.3% of the adult population above 18 years had attended colleges but had no degrees; –7.5% held an associate’s degree –17.6% held a bachelor’s degree –10.3% held a graduate or professional degree 5.Cost of attending a US university (2014): –Around $37,000/yr for public (state) universities and $65,000/yr of private universities 6.Cost of attending an Australian university: – Around $60,000/year for foreign students (2014)

7 Australian Higher Education 1.Small compared to China in number of universities and total number of students 2.There are approximately 37 universities/colleges: New South Wales: 10 Queensland and Victoria: 16 (8 each) 3.Number of Students: 1,047,000 On shore international: 233,100 On shore international: 233,100 Domestic: 813,700 Domestic: 813,700 International Proportion: 22.3% International Proportion: 22.3% 1.Small compared to China in number of universities and total number of students 2.There are approximately 37 universities/colleges: New South Wales: 10 Queensland and Victoria: 16 (8 each) 3.Number of Students: 1,047,000 On shore international: 233,100 On shore international: 233,100 Domestic: 813,700 Domestic: 813,700 International Proportion: 22.3% International Proportion: 22.3%

8 Accreditation Board for Engineering and Technology (ABET) in the U.S.

9 Accreditation Board for Engineering and Technology (ABET) 1.It is a voluntary program, visit by invitation only, with strong participation of professional societies 2.It is only for undergraduate studies 3.A six-year cycle, one year status if there are serious deficiencies 4.Two major components: Specific engineering programs and Institutional support 1.It is a voluntary program, visit by invitation only, with strong participation of professional societies 2.It is only for undergraduate studies 3.A six-year cycle, one year status if there are serious deficiencies 4.Two major components: Specific engineering programs and Institutional support

10 General Criteria for Baccalaureate Level Programs All programs seeking accreditation from the Engineering Accreditation Commission (EAC) of ABET must demonstrate that they satisfy all of the following General Criteria for Baccalaureate Level Programs.

11 General Criteria for Baccalaureate Level Programs Student performance must be evaluated. Student progress must be monitored to foster success in attaining student outcomes, thereby enabling graduates to attain program educational objectives. Students must be advised regarding curriculum and career matters. Criteria 1. Students

12 General Criteria for Baccalaureate Level Programs The program must have and enforce policies for accepting both new and transfer students, awarding appropriate academic credit for courses taken at other institutions, and awarding appropriate academic credit for work in lieu of courses taken at the institution. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements Criteria 1. Students (con’t)

13 General Criteria for Baccalaureate Level Programs The program must have published program educational objectives that are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria. There must be a documented, systematically utilized, and effective process, involving program constituencies, for the periodic review of these program educational objectives that ensures they remain consistent with the institutional mission, the program’s constituents’ needs, and these criteria. Criteria 2. Program Educational Objectives

14 General Criteria for Baccalaureate Level Programs The program must have documented student outcomes that prepare graduates to attain the following program educational objectives. Criteria 3. Student Outcomes 1.an ability to apply knowledge of mathematics, science, and engineering 2.an ability to design and conduct experiments, as well as to analyze and interpret data 1.an ability to apply knowledge of mathematics, science, and engineering 2.an ability to design and conduct experiments, as well as to analyze and interpret data

15 General Criteria Criteria 3. Student Outcomes 3.an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability 4.an ability to function on multidisciplinary teams 5.an ability to identify, formulate, and solve engineering problems 6.an understanding of professional and ethical responsibility 3.an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability 4.an ability to function on multidisciplinary teams 5.an ability to identify, formulate, and solve engineering problems 6.an understanding of professional and ethical responsibility

16 General Criteria Criteria 3. Student Outcomes 7.an ability to communicate effectively 8.the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context 9.a recognition of the need for, and an ability to engage in life-long learning 10. a knowledge of contemporary issues 11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 7.an ability to communicate effectively 8.the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context 9.a recognition of the need for, and an ability to engage in life-long learning 10. a knowledge of contemporary issues 11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

17 General Criteria Criteria 4. Continuous Improvement The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically 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

18 General Criteria Criteria 5. Curriculum The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. 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. The professional component must include: (next page)

19 General Criteria Criteria 5. Curriculum 1) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences. 2) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. 1) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences. 2) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.

20 General Criteria Criteria 5. Curriculum 2)The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.

21 General Criteria Criteria 5. Curriculum 3)a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.

22 General Criteria Criteria 6. Faculty The faculty must be of sufficient number and must have the competencies to cover all of the curricular areas of the program. There must be 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, as well as employers of students.

23 General Criteria Criteria 6. Faculty The program faculty must have appropriate qualifications and 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.

24 General Criteria Criteria 6. Faculty The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers.

25 General Criteria Criteria 7. Facilities Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. Modern tools, equipment, computing resources, and laboratories appropriate to the program must be available, accessible, and systematically maintained and upgraded to enable students to attain the student outcomes and to support program needs.

26 General Criteria Criteria 7. Facilities Students must be provided appropriate guidance regarding the use of the tools, equipment, computing resources, and laboratories available to the program. The library services and the computing and information infrastructure must be adequate to support the scholarly and professional activities of the students and faculty.

27 General Criteria Criteria 8. Institutional Support Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty.

28 General Criteria Criteria 8. Institutional Support The resources available to the program must be sufficient to acquire, maintain, and operate infrastructures, facilities, and equipment appropriate for the program, and to provide an environment in which student outcomes can be attained.

29 Existing ABET Programs 1. Aerospace 2. Agricultural 3. Architectural 4. Bioengineering and Biomedical 5. Biological 6. Ceramic 7. Chemical, Biochemical, Biomolecular 8. Civil 9. Construction 10. Electrical and Computer 11. Engineering, General Engineering and Engineering Science 1. Aerospace 2. Agricultural 3. Architectural 4. Bioengineering and Biomedical 5. Biological 6. Ceramic 7. Chemical, Biochemical, Biomolecular 8. Civil 9. Construction 10. Electrical and Computer 11. Engineering, General Engineering and Engineering Science

30 Existing ABET Programs 12. Engineering Management 13. Engineering Mechanics 14. Environmental 15. Fire Protection 16. Geological Engineering 17. Industrial 18. Manufacturing 19. Materials and Metallurgical 20. Mechanical 21. Mining 22. Naval Architecture and Marine 23. Ocean 12. Engineering Management 13. Engineering Mechanics 14. Environmental 15. Fire Protection 16. Geological Engineering 17. Industrial 18. Manufacturing 19. Materials and Metallurgical 20. Mechanical 21. Mining 22. Naval Architecture and Marine 23. Ocean

31 Existing ABET Programs 24. Petroleum 25. Software 26. Surveying 27. Systems 24. Petroleum 25. Software 26. Surveying 27. Systems

32 Institutional Support 1.Institutional funding 2.Library facilities 3.Laboratories 4.Support Departments 1.Institutional funding 2.Library facilities 3.Laboratories 4.Support Departments

33 Program Criteria --- mining “Program Criteria for Mining and Similarly Named Engineering Programs” Lead Society: Society for Mining, Metallurgy and Exploration “Program Criteria for Mining and Similarly Named Engineering Programs” Lead Society: Society for Mining, Metallurgy and Exploration 1.Curriculum 2.Faculty 1.Curriculum 2.Faculty

34 Program Criteria --- mining 1.Curriculum The program must prepare graduates to apply mathematics through differential equations, calculus- based physics, general chemistry, and probability and statistics as applied to mining engineering problem applications; to have fundamental knowledge in the geological sciences including characterization of mineral deposits, physical geology, structural or engineering geology, and mineral and rock identification and properties; The program must prepare graduates to apply mathematics through differential equations, calculus- based physics, general chemistry, and probability and statistics as applied to mining engineering problem applications; to have fundamental knowledge in the geological sciences including characterization of mineral deposits, physical geology, structural or engineering geology, and mineral and rock identification and properties;

35 Program Criteria --- mining 1.Curriculum (con’t) to be proficient in statics, dynamics, strength of materials, fluid mechanics, thermodynamics, and electrical circuits; to be proficient in engineering topics related to both surface and underground mining, including: mining methods, planning and design, ground control and rock mechanics, health and safety, environmental issues, and ventilation; to be proficient in statics, dynamics, strength of materials, fluid mechanics, thermodynamics, and electrical circuits; to be proficient in engineering topics related to both surface and underground mining, including: mining methods, planning and design, ground control and rock mechanics, health and safety, environmental issues, and ventilation;

36 Program Criteria --- mining 1.Curriculum (con’t) to be proficient in additional engineering topics such as rock fragmentation, materials handling, mineral or coal processing, mine surveying, and valuation and resource/reserve estimation as appropriate to the program objectives. The laboratory experience must prepare graduates to be proficient in geologic concepts, rock mechanics, mine ventilation, and other topics appropriate to the program objectives. to be proficient in additional engineering topics such as rock fragmentation, materials handling, mineral or coal processing, mine surveying, and valuation and resource/reserve estimation as appropriate to the program objectives. The laboratory experience must prepare graduates to be proficient in geologic concepts, rock mechanics, mine ventilation, and other topics appropriate to the program objectives.

37 Program Criteria --- mining 2.Faculty Evidence must be provided that the program faculty understand professional engineering practice and maintain currency in their respective professional areas. Program faculty must have responsibility and authority to define, revise, implement, and achieve program objectives.

38 Proposed revision Criterion 6: Faculty The program must demonstrate that the faculty members must be are of sufficient number and they must have the competencies to cover all of the curricular areas of the program. There must be 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, as well as employers of students.

39 Proposed revision Criterion 6: Faculty (con’t) The program faculty must have appropriate qualifications and 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.

40 Proposed revision Criterion 6: Faculty (con’t) The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers.

41 Sample Materials/Forms

42

43

44

45

46

47

48

49

50 Visit Preparation 1.A very long and involved process, with preparation started at least 1.5 years ahead of the visit 2.There are two components of the materials: departmental/campus and individual faculty members 3.Visiting team consists of a team leader, program evaluators and training members. Team leader will be responsible for the activities for the entire team and visiting/interviewing with various administrators 1.A very long and involved process, with preparation started at least 1.5 years ahead of the visit 2.There are two components of the materials: departmental/campus and individual faculty members 3.Visiting team consists of a team leader, program evaluators and training members. Team leader will be responsible for the activities for the entire team and visiting/interviewing with various administrators

51 Site Visit 4.Program evaluator will (1) review all materials provided by the institutions ahead of the trip, (2) can request additional information/materials if necessary. 5.The visit will typically started over the weekend, review teaching materials exhibits, visit and interview faculty members, staff and students, visit labs and support facilities, etc. 6.There will be a draft report read at the time of the exit interview, (typically Tuesday PM). There will also be a final report about the program describing the status of the program and deficiencies, if any. 4.Program evaluator will (1) review all materials provided by the institutions ahead of the trip, (2) can request additional information/materials if necessary. 5.The visit will typically started over the weekend, review teaching materials exhibits, visit and interview faculty members, staff and students, visit labs and support facilities, etc. 6.There will be a draft report read at the time of the exit interview, (typically Tuesday PM). There will also be a final report about the program describing the status of the program and deficiencies, if any.

52 Site Visit 7.A final report is provided and sent to Team Leader, typically after several round of interactive consultation with the Leader. 8.Visit will be typically in fall, a draft report is expected in February/March, final result be in May/June 7.A final report is provided and sent to Team Leader, typically after several round of interactive consultation with the Leader. 8.Visit will be typically in fall, a draft report is expected in February/March, final result be in May/June

53 Discussions/Comments


Download ppt "田正仁 莫納什大學採礦及資源工程系系主任 二零一四年七月十一日 ABET Visit in the United States."

Similar presentations


Ads by Google