We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byMadelynn Goldston
Modified about 1 year ago
Copyright © 2014 by ABET Jamie Rogers, Ph.D., P.E ABET President UT System Regents' Outstanding Teacher, Professor & Associate Department Chair - The University of Arlington Industrial & Manufacturing Systems Engineering Dept. May 7, 2014 Introduction to ABET Accreditation
Copyright © 2014 by ABET 2 Who is ABET? Value of Accreditation Basics of ABET Accreditation Process Criteria Continuous Quality Improvement ABET’s Global Activities Becoming a Program Evaluator Topics
Copyright © 2014 by ABET 3 Who Is ABET?
Copyright © 2014 by ABET 4 Provide world leadership in assuring quality and in stimulating innovation in Applied Science Computing Engineering, and Engineering Technology Education ABET Vision
Copyright © 2014 by ABET 5 ABET serves the public globally through the promotion and advancement of education in applied science, computing, engineering, and engineering technology. ABET Mission (slide 1)
Copyright © 2014 by ABET 6 Accredits educational programs Promotes quality and innovation in education Communicates and collaborates with its constituents and the public Assists in the development and advancement of education worldwide Anticipates and prepares for the changing educational environment and the future needs of its constituents Manages its operations and resources in an effective and fiscally responsible manner ABET Mission (slide 2)
Copyright © 2014 by ABET 7 An academic program leading to a specific degree in a specific discipline Misconceptions clarified: Not institutions Not schools, colleges, or departments Not facilities, courses, or faculty Not graduates Not degrees What Does ABET Accredit?
Copyright © 2014 by ABET 8 Non-governmental Voluntary Peer review Accreditation in the U.S.
Copyright © 2014 by ABET 9 33 Member and Associate Member Societies of ABET Council for Higher Education Accreditation (CHEA) State Boards for Engineering & Surveying Licensure & Registration (over 55 jurisdictions) U.S. Patent Office U.S. Reserve Officers Training Corps Council of Engineering Specialty Boards (CESB) Board of Certified Safety Professionals (BCSP) Accreditors in other disciplines U.S. Trade Office U.S. State Department Employers (position announcements) Who Recognizes ABET? In the U.S.
Copyright © 2014 by ABET Engineers’ Council for Professional Development (ECPD) established 1936ECPD first evaluated engineering degree programs 1980Name changed to “Accreditation Board for Engineering and Technology” (ABET) 1980 Mutual Recognition Agreement (MRA) signed with Canada (1 st international agreement) 1989 Washington Accord Agreement signed with Canada, UK, Ireland, Australia, and New Zealand 1994Policies and Procedures for Substantial Equivalency evaluations (evaluations outside the U.S.) approved Major criteria reform (Engineering Criteria 2000) 2005Name changed to “ABET” solely, no longer spelling out the former name 2006Substantial Equivalency discontinued 2007Accreditation of programs outside the U.S. began 2011IFEES, GEDC Membership Brief ABET History
Copyright © 2014 by ABET 11 ABET is a federation of 33 professional and technical societies. Neither institutions nor individuals are members of ABET. ABET relies on the services of almost 2,200 volunteers supported by 33 full-time and seven part-time staff. ABET Organizational Design
ABET’s 33 Member Societies
Copyright © 2014 by ABET 13 Represent “the profession” Over 1.5 million individual members Develop program criteria Appoint Board representatives Nominate commissioners Recruit and assign program evaluators Member Societies
Copyright © 2014 by ABET 14 Organizational Structure Volunteer-Driven: 2,200+ Volunteers Board of Directors Nominated by member societies Provide strategic direction and plans Decide policy and procedures Approve criteria Board of Directors Nominated by member societies Provide strategic direction and plans Decide policy and procedures Approve criteria 4 Commissions ASAC, CAC, EAC, ETAC Make decisions on accreditation status Implement accreditation policies Propose changes to criteria 4 Commissions ASAC, CAC, EAC, ETAC Make decisions on accreditation status Implement accreditation policies Propose changes to criteria Program Evaluators Visit campuses Evaluate individual programs Make initial accreditation recommendations “Face of ABET” Program Evaluators Visit campuses Evaluate individual programs Make initial accreditation recommendations “Face of ABET” 100% of accreditation decisions are made by volunteers ABET Headquarters (Baltimore): ~40 full, part time staff
Copyright © 2014 by ABET 15 Accreditation Council Applied Science Accreditation Commission 73 accredited programs at 55 institutions Computing Accreditation Commission 405 accredited programs at 310 institutions Engineering Accreditation Commission 2,285 accredited programs at 468 institutions 620 accredited programs at 212 institutions Engineering Technology Accreditation Commission Industry Advisory Council Academic Advisory Council Global Council Committees ABET Headquarters Board of Directors ABET Organizational Structure
Copyright © 2014 by ABET 16 5 Officers President, President-Elect, Past President, Secretary, Treasurer 1-year terms, except for Treasurer who serves for 2 years 39 Directors 1-3 Directors from each member society 3-year term, renewable for additional term 5 Public Directors Right to vote; no affiliation with member societies 3-year term, renewable for additional term 2 Associate Member Representatives Privilege of the floor, but no vote ABET Board of Directors
Copyright © 2014 by ABET 17 ABET Member Societies Costs associated with governance Institutions Costs associated with accreditation Users (individuals, institutions, and societies) of professional services Costs associated with workshops, symposia Sources of ABET Funding
Copyright © 2014 by ABET 18 85,000 students graduate from ABET-accredited programs each year!
Copyright © 2014 by ABET 19 Who is ABET? Value of Accreditation Basics of ABET Accreditation Process Criteria Continuous Quality Improvement ABET’s Global Activities Becoming a Program Evaluator Topics
Copyright © 2014 by ABET 20 Value of ABET Accreditation
Copyright © 2014 by ABET 21 ABET-accredited programs recognized globally Commitment to quality education Outcomes-based approach “What is learned” vs. “what is taught” Emphasis on continuous quality improvement Criteria encourages innovation Value of ABET Accreditation
Copyright © 2014 by ABET 22 Helps students select quality programs Shows institution is committed to improving the educational experience Helps students prepare to enter “the profession” Enhances employment opportunities Establishes eligibility for financial aid and scholarships ABET Value Students and Parents
Copyright © 2014 by ABET 23 “Third-party” confirmation of quality of programs Prestige, recognition by “the profession” Attract the strongest students Acceptability of transfer credits Some external funding depends on accreditation status ABET Value Institutions
Copyright © 2014 by ABET 24 Encourages “best practices” in education Structured mechanisms for self-improvement Institution is serious and committed to improving quality Facilities, financial resources, training, etc. ABET Value Faculty
Copyright © 2014 by ABET 25 Ensures educational requirements to enter “the profession” are met Aids industry in recruiting Ensures “baseline” of educational experience Enhances mobility Opportunity to help guide the educational process Program’s industrial advisory groups Professional, technical societies ABET Value Industry
Copyright © 2014 by ABET 26 Helps ensure public safety Supports professional licensure, certification Graduates are ready for the profession Engages multiple constituents Academe, industry, public Identifies programs for investment of public and private funds Some assurance to taxpayers Funds for higher education are appropriately spent ABET Value Society
Copyright © 2014 by ABET 27 Who is ABET? Value of Accreditation Basics of ABET Accreditation Process Criteria Continuous Quality Improvement ABET’s Global Activities Becoming a Program Evaluator Topics
Copyright © 2014 by ABET 28 Basics of ABET Accreditation
Copyright © 2014 by ABET 29 Accreditation is voluntary Non-governmental organization Fair and impartial peer review process Requires self-assessment by the program/school Continuous process (reviewed every n years) Failure of single criterion results in loss of accreditation Deficiencies in one area CANNOT be compensated by strengths in other areas. Generally Accepted Accreditation Principles
Copyright © 2014 by ABET 30 Academic program leading to a specific degree in a specific discipline Assigned commission depends on program name Applied Science (ASAC): AS, BS, MS Examples: Health Physics, Industrial Hygiene, Industrial & Quality Management, Safety Sciences, Surveying & Mapping Computing (CAC): BS Computer Science, Info Systems, Info Technology Engineering (EAC): BS, MS Engineering Technology (ETAC): AS, BS What Programs Do ABET Accredit?
Copyright © 2014 by ABET 31 Criteria developed by member societies, practitioners, and educators Self-Study Report by the institution and program On-site evaluation by peers From education, government, and industry Publication of lists of accredited programs Periodic re-evaluation (maximum 6 years) ABET Accreditation Process What Does It Involve?
Copyright © 2014 by ABET 32 Assure that graduates of an accredited program are adequately prepared to enter and continue the practice of applied science, computing, engineering, and engineering technology Stimulate the improvement of technical education Encourage new and innovative approaches to technical education and its assessment ABET Accreditation Process Objectives
Copyright © 2014 by ABET 33 Programs must have graduates Institution must assess entire program Appropriate institutional accreditation or governmental approval U.S. Department of Education, or Regional accreditation agency, or National accreditation agency, or State authority Outside the U.S. Appropriate entity that authorizes/approves the offering of educational programs Basic Requirements
Copyright © 2014 by ABET 34 Programs prepare Self-Study Report for evaluation team Documents how the program meets criteria Program review conducted by team of peer colleagues Faculty, industry and government professionals, and administrators in the profession Review the Self-Study Report, conduct the review visit ABET Program Evaluators (PEVs) 2,200+ volunteers from academe, industry, and government (individual members of ABET Member Societies) ABET Accreditation Process
Copyright © 2014 by ABET 35 Evaluation conducted by team of peer colleagues: Faculty, industry and government professionals, and administrators in the profession Review the Self-Study Report and conduct review visits ABET resource pool of visitors consists of approximately 2,200 faculty, industry, and government representatives Peer Review
Copyright © 2014 by ABET 36 One Team Chair For large teams: Team Chair and Co-Chair Typically one program evaluator for each program being evaluated Minimum of 2 for a single program Possibly one or more observers International partners, U.S. state licensing boards, new program evaluators, ABET staff Team members are volunteers and not compensated for their work Review Team Membership
Copyright © 2014 by ABET 37 Direct observations Program facilities Student work, materials Interview faculty, students, administrators, and other professional supporting personnel Complements the Self-Study Report Provides direct, observable evidence that cannot be obtained from the Self-Study Report On-Site Visit
Copyright © 2014 by ABET 38 Accreditation Timeline 18-Month Process January Institution requests accreditation for programs February - May Institution prepares self-evaluation (Program Self-Study Report) March - June Team members assigned, dates set, Self-Study Report submitted September - December Visits take place, draft statements written and finalized following 7-day response period December - February Draft statements edited and sent to institutions February - April Institutions respond to draft statement and return to ABET May - June Necessary changes to statement, if any, are made July Commission meets to take final action August Institutions notified of final action Year 1 Year 2 October Accreditation status publically released
Copyright © 2014 by ABET 39 ABET Criteria for Accrediting Programs in [ASAC, CAC, EAC, ETAC] Program Management Assessment Curriculum Resources and Support ABET Accreditation Policy and Procedure Manual [APPM] Eligibility for Accreditation Conduct of Evaluations Public Release of Information Appeals Governing Documents Accreditation Process
Copyright © 2014 by ABET 40 Institutions and programs prepare the Self- Study Report documenting how they comply with ABET policy and criteria Presents the program to the evaluation team Affords team its first impression of the extent to which the program meets the criteria Gives an impression of the institution’s preparation for the upcoming visit Self-Study Basics and Context
Copyright © 2014 by ABET 41 The Guiding Principles of Accreditation Decisions Criteria
Copyright © 2014 by ABET 42 Ensure the quality of educational programs Foster the systematic pursuit of quality improvement in educational programs Develop educational programs that satisfy the needs of constituents in a dynamic and competitive environment Overview of Criteria Goals
Copyright © 2014 by ABET 43
Copyright © 2014 by ABET 44 Philosophy: “Outcomes-Based” Institutions and programs define mission and objectives to meet their constituents’ needs Outcomes: preparation for professional practice Demonstrate how criteria are being met Wide national and international acceptance Commitment to Continuous Improvement Process focus: outcomes and assessment linked to objectives; input from constituencies Student, faculty, facilities, institutional support, and financial resources linked to program objectives Engineering Criteria 2000 “EC 2000”
Copyright © 2014 by ABET 45 Determines: Which ABET Accreditation Commission is responsible ASAC, CAC, EAC, ETAC Which professional society is responsible Appropriate program evaluators Which criteria are applicable “General Criteria” for all programs “Program Criteria” for certain disciplines Program Names
Copyright © 2014 by ABET 46 1)Students 2)Program Educational Objectives 3)Student Outcomes 4)Continuous Improvement 5)Curriculum 6)Faculty 7)Facilities 8)Institutional Support Baccalaureate Level Programs Criteria
Copyright © 2014 by ABET 47 Each program must satisfy applicable program criteria that may, depending upon the commission, amplify: Objectives Outcomes Curricular topics Faculty qualifications Program Criteria
Copyright © 2014 by ABET 48 Fulfillment of baccalaureate-level general criteria One academic year of study beyond the baccalaureate level Ability to apply master’s level knowledge in a specialized area related to program area Fulfillment of program criteria appropriate to master’s specialization area Develop, publish, and periodically review educational objectives and student outcomes Master’s Level Programs Criteria
Copyright © 2014 by ABET 49 Continuous Quality Improvement
Copyright © 2014 by ABET 50 ABET criteria have been developed on the principles of continuous quality improvement. On-going process at institution to improve quality of student’s educational experience Systematic process: documented, repeatable Assess performance against criteria Take actions to improve program Accreditation is a part of CQI. Verification that program meets certain level of quality, and CQI is part of the quality process. Continuous Quality Improvement (CQI)
Copyright © 2014 by ABET 51 CQI process includes a clear understanding of: Mission (your purpose) Constituents (your customers) Objectives (what one is trying to achieve) Outcomes (learning that takes place to meet objectives) Processes (internal practices to achieve the outcome) Facts (data collection) Evaluation (interpretation of facts) Action (change, improvement) Continuous Quality Improvement (CQI Process)
Copyright © 2014 by ABET 52 Student advising Program goals What students learn CurriculumFaculty Institutional support How students learn Customers Establish Purpose and Set Goals Define/Refine Objectives and Outcomes Design and Conduct Assessments Evaluate Assessment Findings Use Results for Decision Making Assessment How Well Are We Doing?
Copyright © 2014 by ABET 53 Faculty and/or staff fail to put adequate attention to what data need to be gathered to assess and evaluate, especially for student outcomes. Common mistake: gathering much more data than needed Failure to logically evaluate data prevents reasonable conclusion that an objective or outcome is being attained Assessment Common Issues (slide 1)
Copyright © 2014 by ABET 54 Many large programs hand off all assessment activities to a staff person (some qualified, some not). Program evaluators look for faculty knowledge of processes and results. Experience shows that most (preferably all) faculty members must be involved for the requirements of Criterion 4 (Continuous Improvement) to be fully met. Assessment Common Issues (slide 2)
Copyright © 2014 by ABET 55 Resources Institute for the Development of Excellence in Assessment Leadership (IDEAL) ABET Symposium April of each year Over 70 sessions Four educational tracks Accreditation track Self-Study Reports Various topics Multiple offerings No cost Website: Intensive, Interactive Daylong Workshops Program Assessment Workshops
Copyright © 2014 by ABET 56 Who is ABET? Value of Accreditation Basics of ABET Accreditation Process Criteria Continuous Quality Improvement ABET’s Global Activities Becoming a Program Evaluator Topics
Copyright © 2014 by ABET 57 Global Engagement
Copyright © 2014 by ABET 58 Students/Young Professionals: Increasingly multicultural and mobile ABET Member Societies: Nearly all have international membership/chapters Higher Education: Trend toward establishing international campuses, distance learning Employers: U.S. industry increasing its global presence ABET’s Global Activities Consistent with ABET’s Constituents
Copyright © 2014 by ABET 59 Accredits programs outside the U.S. Assistance: MOUs with 15 national agencies Mutual Recognition Agreements Engineers Canada International Engineering Alliance (IEA) Seoul Accord Membership in Global Organizations Global Engineering Deans Council (GEDC) Intl Federation of Engineering Education Societies (IFEES) ABET IS Engaged Globally Consistent with ABET’s Mission and Vision
Copyright © 2014 by ABET 60 Accredited 3,367 programs at 684 colleges and universities in 24 countries Non-U.S. Programs Accredited 365 programs at 72 institutions in 23 countries Uniform accreditation criteria, policies and procedures used for all visits, regardless of location Global Accreditation Activities As of 1 October 2013
Copyright © 2014 by ABET 61 International agreement Among bodies responsible for accrediting technical degree programs Recognizes “substantial equivalency” Of accrediting systems Graduates of accredited programs are prepared to practice engineering at the entry level of the profession. Mutual Recognition Agreements
Copyright © 2014 by ABET 62 Washington Accord* Engineering Sydney Accord* Engineering Technology Dublin Accord* Engineering Technician APEC Engineer Agreement Asia Pacific Economic Cooperation Engineers Mobility Forum Professional Engineers Register Engineering Technologist Forum International Engineering Alliance * ABET is a signatory.
Copyright © 2014 by ABET 63 ABET: U.S. (1989) IEAust: Australia (1989) CEAB: Canada (1989) IEI: Ireland (1989) IPENZ: New Zealand (1989) EngC: UK (1989) HKIE: Hong Kong (1995) ECSA: South Africa (1999) JABEE: Japan (2005) IES: Singapore (2006) IEET: Chinese Taipei (2007) ABEEK: South Korea (2007) BEM: Malaysia (2009) MUDEK: Turkey (2011) AEER: Russia (2012) Washington Accord Engineering
Copyright © 2014 by ABET 64 Periodic review of assessment processes For every member organization Every 6th year Self-Study Report + observer teams Campus evaluations, decision meetings Signatories’ website lists recognized programs Graduate attributes Exemplars for graduates of accredited programs (next slide) Mutual Recognition Agreements
Copyright © 2014 by ABET 65 Sydney Accord Australia – IEAust Canada – CEAB Hong Kong China – HKIE Ireland – IEI New Zealand – IPENZ South Africa – ECSA United Kingdom – EngC United States – ABET Mutual Recognition Agreements Sydney Accord (Engineering Technologist)
Copyright © 2014 by ABET 66 Who is ABET? Value of Accreditation Basics of ABET Accreditation Process Criteria Continuous Quality Improvement ABET’s Global Activities Becoming a Program Evaluator Topics
Copyright © 2014 by ABET 67 Becoming a Program Evaluator
Copyright © 2014 by ABET 68 ABET accredits 3,367 programs at 684 institutions in 24 nations At present, more than ABET 2,200 volunteers From academia, industry, government, and the profession Volunteers serve many roles in ABET Quality and consistency of the accreditation process is derived from strength of the PEV pool. The Big Picture
Copyright © 2014 by ABET 69 Projected need for up to 2,500 volunteers within five years Major ABET priorities: Work with societies to recruit PEV volunteers Refine/improve training Retain new PEVs A Growing Need for PEVs
Copyright © 2014 by ABET 70 Ensure global program quality Contribute to technical education program delivery Individual professional development Gain best practice experience from programs other than one’s own Influence academic conversation and relationship with industry Why Become an ABET Volunteer?
Copyright © 2014 by ABET 71 Program evaluators are the “face of ABET” and need to: Uphold the highest quality Improve consistency “Walk the talk” of continuous improvement Approved by Board and implemented in 2005 Program Evaluator (PEV) Competency Model
Copyright © 2014 by ABET 72 A set of behaviors that encompass the knowledge, skills, and abilities of highly successful program evaluators What Is a Competency Model?
Copyright © 2014 by ABET 73 Technically Current Effective Communicators Professional Interpersonally Skilled Team-Oriented Organized PEV Competencies
Copyright © 2014 by ABET 74 Recruiting Informs nominators and candidates of expectations Selection Allows assessment of candidates against minimum criteria and competencies Training Focuses on the competencies needed for PEV success Performance Appraisal Provides standards that enable continuous improvement Competency models are standard practice in the industries served by ABET programs. How is the ABET PEV Competency Model Used?
Copyright © 2014 by ABET 75 Help ensure the quality of higher education Unique professional development opportunity Use your specialized knowledge to improve educational experience for thousands of students. Network with other professionals A great source of experience-based knowledge Keep up to date and have input on the criteria Service to the community of people who are trying to help maintain quality education Serve your profession, “give back” What’s in It for You?
Copyright © 2014 by ABET 76 Help other institutions/programs improve Helps you prepare for an ABET visit See accreditation from the “other side” What happens to your Self-Study Report after it leaves your institution? What kind of issues may be raised? How you can make the PEV’s job easier (and in the process make your visit go more smoothly)? How can you reduce unnecessary anxiety about visits? How are other schools handling some of the issues you find to be difficult? What’s in It for You? For Those from Academe
Copyright © 2014 by ABET 77 Pre-Visit (10-28 hours) Training updates (1-2 hours) Reviewing the Self-Study Report (4-8 hours) Completing required forms (2-6 hours) Participating in team conference calls (2-4 hours) Communicating with the program and team chair prior to the visit (1-8 hours) PEV Pre-Visit Effort
Copyright © 2014 by ABET 78 Campus Visit: Sunday through Tuesday Travel Saturday, Tuesday evening Review materials Based on your assessment of Self-Study Report Tour facilities Meet and interview faculty, students, and others Participate in team meetings Extensive discussions – team-based decisions Write short report of findings Post Visit (1-2 hours) As requested by the team chair No direct contact with school after visit PEV Visit and Post-Visit
Copyright © 2014 by ABET ° review of each visit PEVs evaluated by program chair and team chair PEVs evaluate other PEVs and team chair Results provided to PEV after completion of review cycle Update status each spring Code of conduct agreement Availability for visits New conflicts of interest Training Refresher training Just-in-time training prior to each visit ABET Workshops and Symposia (complimentary registration for PEVs) Repeat as desired PEV Annual Cycle Experience
Copyright © 2014 by ABET 80 Trainee Observer Program Evaluator Accreditation Commission Member (i.e., team leader) Accreditation Commission Executive Committee Member Board of Directors Member Board of Directors Officer Potential ABET Career
Copyright © 2014 by ABET 81 1)Online learning experience 2)Face-to-face facilitated instruction 3)Society-specific training (if applicable) Initial Training Three Separate Steps
Copyright © 2014 by ABET 82 Online portion of PEV Candidate Training typically takes hours Requires written work and the completion of three end-of-module quizzes Online Training
Copyright © 2014 by ABET 83 Pre-Work (4-8 hours) Review of process and requirements Evaluation of partial Self-Study Report Mentor support/feedback Face-to-Face Training (~2 days with travel) Full-day Saturday, half-day Sunday Teams of 5-6 PEV candidates with Support Facilitator Variety of activities Presentation of information Team activities Play-acting demonstrations Individual statement writing exercise Face-to-Face Training
Copyright © 2014 by ABET 84 ABET pays all reasonable and appropriate travel expenses Face-to-Face Training Campus visits Personal Travel Expenses
Copyright © 2014 by ABET 85 The entire PEV candidate training process begins in March and ends in June. The online training must be completed at least three weeks before the Face-to-Face Training. Training Period
Copyright © 2014 by ABET 86 New PEVs are assigned a mentor who provides feedback throughout training. Support Facilitator at the Face-to-Face Training also provides feedback. Some societies require an observer visit before a PEV serves on an actual visit. PEVs do online just-in-time training prior to visits each year as a reminder about tasks and changes. Professional Development Hours (PDHs) can be awarded for participation. Additional Training Notes
Copyright © 2014 by ABET 87 When you apply, you must select the appropriate commission. Applied Science Accreditation Commission (ASAC) Computing Accreditation Commission (CAC) Engineering Accreditation Commission (EAC) Engineering Technology Accreditation Commission (ETAC) Your member society will review your application and contact you if you are selected for training. Each society has different selection cycle and may take several months. Start With Online Application
Copyright © 2014 by ABET ABET’s 33 Member Societies
Copyright © 2014 by ABET 89 PEV candidates who successfully complete both the online training and the Face-to-Face Training may be nominated by his or her member society to serve as a program evaluator. Some societies require additional specialized training and conduct that separately, often online. Nomination by Your Professional / Technical Society
Copyright © 2014 by ABET 90 Link to Application
Accreditation of Engineering, Technology and Computing Programs Moshe Kam IEEE Vice President for Educational Activities First Edition – October 2007 Version.
ELEA 500 N. Estrella Parkway, Suite B2, Box 601 Goodyear, AZ (800) FAX: Web Site:
Developing and Using Institutional Plans. Christopher D. Lambert Associate Director of Commission Relations ACCSCT.
Moshe Kam* and Michael Lightner** * Robert Quinn Professor and Head; Electrical and Computer Engineering, Drexel University **Professor and Chair; Electrical,
Accreditation Visit to Name Title. Welcome! Outline of this presentation Background General notes on accreditation Goals of the CEAB Objectives of the.
Integrating Higher Education Planning and Assessment: Concepts and Strategies Michael F. Middaugh Assistant Vice President for Institutional Research and.
Practice What You Teach: Accounting Program, Firm, Faculty, Classroom and Student Benefits From a Scholar-in-Residence (SIR) Program Frank M. Messina,
MCCC AND WHAT IT MEANS TO BE A DELEGATE Lisa Christine Meredith Executive Director, MCCC.
What is District Wide Accreditation? Ensure Desired Results Improve Teaching & Learning Foster a Culture of Improvement A powerful systems approach to.
Performance Excellence at Northwest Technical College NTCs Approach to Continuous Quality Improvement.
Selecting Outstanding Teachers for Level 4 Schools Spring 2010 Massachusetts Department of Elementary and Secondary Education.
Knowledge without boundaries Planning, creating, managing and sustaining a successful library consortium. TEMPUS workshop November.
IEEE Branch Leadership Training Workshop IEEESchool YOU Work Community.
2012 SQA Central Training (New Centers) Venue – BISU, Beijing 9, Sept am– 5:00 pm Mary Gao.
Final Report – November 3, 2003 Organization of American States Management Study of the Operations of the General Secretariat Part I – Executive Summary.
CSEP Copyright (c) 2007 by INCOSE, subject to the restrictions the copyright slide, INCOSE Copyright Notice. Certification of SEs, 14 August Certification.
Technical and Program Committee Chair Training Laura McGill, VP - Technical Activities, Jim Neidhoefer,
Council for Education Policy, Research and Improvement Council Meeting March 12, 2003.
Education Summit Findings and Recommendations April 8-9, 2005 New Orleans, Louisiana.
Performance Management Operational Handbook Policies and Procedures relating to Appraisal and Capability.
1 Tuning USA: Meeting the Challenges of US Higher Education John H. Yopp, PhD Strategic Partnerships, Tuning USA David W. Marshall, PhD Associate Director,
Final Report Briefing Working Group 1A Public Safety Consolidation Effective Practices and Recommendations October 7, 2010.
Dr. Randall Rhodes, Assistant Dean, College of Liberal Arts and Sciences Robert Smith, Assistant VP for Planning, Assessment, and Institutional Research.
Faculty Employment and Rank Promotion at the University of North Carolina School of the Arts.
1 Yong Ho Park Dean and Professor College of Veterinary Medicine Seoul National University Evaluation of the Competitiveness of Vet School:
Final Report – November 3, 2003 Organization of American States Management Study of the Operations of the General Secretariat Part II – Detailed Observations.
Overview of IEEE Educational Activities Litsa Micheli-Tzanakou Moshe Kam Douglas Gorham Educational Activities Board Meeting 14 February 2009 San Juan,
Arts and Humanities Research Council The AHRC Funding Opportunities.
Professional Development for School Leaders Technical Assistance Phase 1 Self-Assessment and Plan Design.
These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not be used at the meeting.
© 2016 SlidePlayer.com Inc. All rights reserved.