1. تطوير خطط البرامج الأكاديمية لدعم تحقيق متطلبات الاعتماد الاكاديمي ا. د. عدنان نايفة رئيس جامعة الزرقاء الاردن

2. الخطط الدراسية Curriculum Seeking continuous improvement, the department underwent many previous re-evaluations of its B.S. program: The current B.S. program is a five year (10 semesters) program that requires successful completion of 160 credit hours. The program is divided into: 12 hours of university requirements; 51 hours of college requirements; and 97 hours of department requirements Students are required to complete a sixty days summer training requirement in an area related to Chemical Engineering.

3. العملية التعليمية الطلاب كمدخلات الخريجون التغذية الراجعة التقييم الاهداف ≥ 5 سنوات مخرجات التعليم

4. الخطط الدراسية Curriculum من الخطاء الاعتقاد ان يكون هناك خطة دراسية موحدة ومتبناة محليا او اقليميا او عالميا لبرنامج دراسي ما الخطط المتبناة تعتمد الى حد كبير على عوامل لها علاقة بخصوصية الجامعة من حيث رسالتها ورؤيتها واهدافها المعلنة وحيث ان اهداف البرامج تاتي لتلبية متطلبات اسواق العمل المستهدفة فمن السهل تفهم تباين الخطط الدراسية صاحبة العلاقة

5. الخطط الدراسية Curriculum هذا التباين ياخذ اشكالا متعددة ربما من اهمها قدرة الخطط على الحركة الديناميكة للتكيف ومواكبة التغيرات العصرية فهناك جامعات تحرص على مواكبة المستجدات وتكثر من تطوير خططتها لاستيعابها والتكيف معها ولعل من ابرز هذه المستجدات هو التسارع في انتشار العولمة وما يرافقها من التقدم السريع في التكنولوجيا عدد الساعات المطلوبة لاستكمال البرنامج فمن الملاحظ عالميا ان عدد الساعات المطلوبة لدرجة البكالويوس يزداد اذا لم يكن هناك برامج دراسات عليا على مستوى المجستير والدكتوراة في الجامعة في نوعية محتوي المواد المطروحة وذلك لخدمة اهداف البرامج المختصة

6. Assessments Because the program outcomes are produced directly from the department educational objectives, assessment of the outcomes will also implicitly accomplish these educational objectives. Mapping of educational objectives to outcomes are given below

8. Curricula-Outcome Mapping Also because outcomes can be realized by adopting appropriate curricula, Curricula is mapped against appropriate outcomes as

9. D. Relationship of Courses in the Curriculum to the Program Outcomes

10. Assessment Tools Curricula – Course Grades Tool Various Surveys Tools

11. Assessment of outcomes using Curricula and student grade Courses are mapped against appropriate, but weighted, outcomes in terms of assigned credit hrs for each course Next, the total contribution of all core courses to each outcome is obtained from the sum of the individual course contribution. This means that the total credit hrs are distributed among the various outcomes reflecting the importance of each outcome. These divisions are shared and adopted by all program faculty and constitute the core for the program assessment. Samples are shown below for a single course and average of all courses

13. The instructor’s role The faculty member who teaches a course will design his exams, home works, in-class discussions in proportional to credits assigned for each outcome of his course After assigning his final grades to his students and obtaining their average, he multiplies the fractional percentage of this average grade with the outcome portions of the credit hrs and compare them with the target as shown below By adopting a pinch mark, the comparison then shows from the degree the program outcomes are achieved from the point of view of curricula involvement

14. Outcome-Grade Assessment for a Typical Course

15. Curricula-Grade Assessment for all Courses The ABET Committee then integrates the individual contribution of each outcome of all courses and map them against the target. A typical comparison is shown below The results are then discussed by all faculty and improvement measure are taken whenever is appropriate

17. Survey Assessment Table

18. Survey Tools Student, faculty, alumni, employers, etc all contribute in the assessments process by filling surveys at the end of each semester or each year as appropriate to the degree of achieving the program outcomes and consequently the its objectives. A scale of 1-5 with 5 is the best score is adopted. The scores of each outcome are then averaged in a single number.

19. Weighted Outcomes 1.Once the surveys are completed, most programs have a weighted contribution to their achieving their goals. For example, they may assign different percentages to their assessment tool involved say 20% to alumni, -- --totaling 100%. Using this approach they can finally reach to a single number for each outcome. 2.An average of each outcome for all surveys is then obtained in the form of a single number. This number then represents the input for each outcome as shown below

20. Total Typical Assessment

21. Achieving Objectives Since each outcome is mapped against objectives, the outcome averages are then incorporated in the outcome-objective mapping matrix The results for each objective are further averaged to a single number as shown below. These results are then compared with a target number on a scale of 1-5 and then decided on the degree of achieving the objectives.

22. Numerical Mapping of Outcomes Against Objectives

23. The Two Loops of EC 2000 Outcomes to achieve objectives How to achieve outcomes Outcomes assessment Indicators for objectives achievement Formal instruction Evaluate and assess Educational Objectives Constituencies input

24. EDUCATIONAL PROCESS STUDENTS AS INPUT GRADUATES FEEDBACK ASSESSMENT OBJECTIVES ≥ 5 YEARS OUTCOMES