| | | Electrical Engineering | Electrical Engineering | Electrical Engineering | 1. an
ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics
2. an
ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as
global, cultural, social, environmental, and economic factors
3. an
ability to communicate effectively with a range of audiences
4. an
ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts
5. an
ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals,
plan tasks, and meet objectives
6. an
ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions
7. an
ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.
| | | | Mechanical Engineering | Mechanical Engineering | Mechanical Engineering | | | | | Civil and Environment Engineering | Civil and Environment Engineering | Civil and Environment Engineering | | | | | Chemical Engineering | Chemical Engineering | Chemical Engineering |
The following
factors are taken into account when developing the student outcomes:
·
The national, regional and global needs.
·
The outcomes of other chemical engineering programs with
accreditation.
·
The PEOs of the chemical engineering department.
·
The ABET criteria.
·
The strategy plans for the University, the Faculty of
Engineering and the Chemical Engineering department.
·
The perspectives of the alumni and industry.
Additionally, the ABET committee thought that students
should be involved in five interconnected dimensions that can ensure the
attainment of the PEOs:
1.
Academic achievement and knowledge
2.
Intellectual communication
3.
Fostering community
4.
Leadership
5.
Values and spirituality
Our Student
Outcomes are the ABET 1-7 Criteria 3 Student Outcomes verbatim. Table 3.1 lists
our Student Outcomes along with the ABET Criteria 3 Student Outcomes.
Table 3.1: Student Outcomes
Student Outcome ABET Criteria 3
|
Statement of
Student Outcome
|
1
|
an ability to
identify, formulate, and solve complex engineering problems by applying
principles of engineering, science, and mathematics.
|
2
|
an ability to apply
engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors.
|
3
|
an ability to
communicate effectively with a range of audiences.
|
4
|
an ability to
recognize ethical and professional responsibilities in engineering situations
and make informed judgments, which must consider the impact of engineering
solutions in global, economic, environmental, and societal contexts.
|
5
|
an ability to
function effectively on a team whose members together provide leadership,
create a collaborative and inclusive environment, establish goals, plan tasks,
and meet objectives.
|
6
|
an ability to
develop and conduct appropriate experimentation, analyze and interpret data,
and use engineering judgment to draw conclusions.
|
7
|
an ability to
acquire and apply new knowledge as needed, using appropriate learning
strategies.
|
Table 3.2: Analyzing the Student
Outcomes to show its components and themes
|
Student
Outcomes
|
Actions
|
Entity
|
Roots to Fruits
|
1
|
an ability to identify,
formulate, and solve complex engineering problems by applying principles of engineering,
science, and mathematics
|
Identify,
Formulate, and
Solve
|
Complex Engineering Problems
|
Roots (principles of engineering,
science, and mathematics)
|
2
|
an ability to apply engineering
design to produce solutions that meet specified needs with consideration of
public health, safety, and welfare, as well as global, cultural, social,
environmental, and economic
|
Apply
and Produce
|
Engineering Design
Solutions
|
Fruits (Design Solutions that meet
specified needs with consideration of public health, safety, and welfare, as
well as global, cultural, social, environmental, and economic)
|
3
|
an ability to communicate effectively with a
range of audiences
|
Communicate
|
with a range of audiences
|
Skill (Communication)
|
4
|
an ability to recognize ethical
and professional responsibilities in engineering situations and make informed
judgments, which must consider the impact of engineering solutions in global,
economic, environmental, and societal contexts
|
Recognize
and Make
|
Ethical and Professional Responsibilities
and Judgments
|
Skill (Engineering Judgements which must consider the impact of
engineering solutions in global, economic, environmental, and societal
contexts)
|
5
|
an ability to function
effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and
|
Function,
Provide,
Create
and Establish
|
Team Work,
Leadership,
collaborative environment
and tasks
|
Skill (Leadership)
|
6
|
an ability to develop and
conduct appropriate experimentation, analyze and interpret data, and use
engineering judgment to draw conclusions
|
Develop, Conduct
Analyze, Interpret
and Use
|
Experimentation,
data, Analysis
and Judgment
|
Skill (Experimentation, analysis and
making judgements)
|
7
|
an ability to acquire and apply
new knowledge as needed, using appropriate learning strategies
|
Acquire and
Apply
|
New Knowledge
|
Skill (Learning strategies)
|
For better
understanding and assessment of these outcomes, each of the above outcomes was
subdivided into specific “sub-outcomes”, as shown in Table 3.3.
Table 3.3: Student Sub-outcomes
Student Outcome ABET Criteria 3
|
Student
Sub-Outcomes
|
1
|
·
Combine mathematical and/or scientific principles to
formulate models of chemical processes and other relevant systems to chemical
engineering.
·
Apply concepts of integral and differential calculus
and/or statistics to solve chemical engineering problems.
·
Apply the governing equations and underlying
concepts of material balances, energy balances, thermodynamics, heat
transfer, mass transfer, fluid flow, chemical reaction kinetics, reaction
engineering, separations, process dynamics, and/or process control to
chemical engineering problems.
·
Apply advanced chemistry knowledge in chemical
engineering problems.
·
Make appropriate assumptions to enable reaching a
practical solution and assessing the validity of the solution and how it is
impacted by the assumption.
|
2
|
·
Analyze and synthesize chemical engineering unit
operations.
·
Design chemical engineering processes, and their components/units
to meet realistic technical, safety, economic, environmental, social, and
ethical constraints.
·
Apply modern computer tools and packages for process
design.
·
Use personal computers or workstations for the
purposes of making engineering calculations, either using a programming
language or a spreadsheet program, preparing documents or presentations, and
accessing information in sources such as databases and the internet.
·
Ability to recognize and identify safety
requirements.
|
3
|
·
Communicate effectively in oral, written, graphical
and visual forms.
·
Understand and use modern presentations tools/skills
effectively.
·
Adapt their presentation style and content to match
the audience.
·
Report project findings effectively.
|
4
|
·
Recognize and comprehend the ethical concerns with
chemical engineering.
·
Develop standards for ethical professional conduct.
·
Recognize and uphold an engineer's ethical
obligations.
·
Recognize the value of service to the profession and
excellence in the workplace.
·
Recognize the social effects of an engineering
background.
·
Appreciate the value of engineering solutions to
current issues.
·
Be aware of the effects that engineering decisions
have on the local and global environment, economy, and society.
·
Know and understand the current political, social,
economic, and environmental issues.
·
Be aware of how technology is affecting regional,
societal, and global challenges.
·
Adopt improvements in disciplines and technologies
relevant to chemical engineering..
|
5
|
·
Know how Tasks should be planned, distributed, and
organized in a team setting.
·
Be a successful member of multidisciplinary teams.
·
Manage a crisis situation collaboratively.
|
6
|
·
Create and develop experimental techniques.
·
Perform experiments and use laboratory supplies,
tools, and procedures safely.
·
Examine and interpret raw experimental data.
·
Report confidence intervals, compare for differences
that are statistically significant, and determine whether an experimental
variable has a substantial impact on the outcome that was measured using statistics.
|
7
|
·
Demonstrate a willingness to learn.
·
Have the desire to pursue additional education and
training.
·
Be able to use a variety of informational and
educational sources, including printed textbooks, scholarly and technical
publications, the internet, and educational software, with ease.
·
Recognize the dynamic, ever-evolving nature of
science, engineering, technology, and industry.
·
Recognize that learning doesn't stop after getting a
B.Sc.
·
Use contemporary methods and tools to solve
engineering issues.
·
Locate the journal articles, books, and reference
materials required for engineering practice at a contemporary technical
library.
|
A.
Relationship of Student Outcomes to Program Educational
Objectives
The above objectives fulfil the requirements of all ABET
students learning outcomes (1-7) through a well-organized study plan, guiding
plan, and map of prerequisites for the study plan. The following Table shows
the matching between the above objectives and ABET engineering students
learning outcomes.
Table: Relationship
of objectives to program outcomes.
ABET
1-7
|
Engineering
Student Outcomes
|
PEO 1
|
PEO 2
|
PEO 3
|
1
|
an ability to identify, formulate, and solve complex engineering
problems by applying principles of engineering, science, and mathematics
|
✔✔✔
|
✔✔✔
|
✔
|
2
|
an ability to apply engineering design to produce solutions that meet
specified needs with consideration of public health, safety, and welfare, as
well as global, cultural, social, environmental, and economic
|
✔✔✔
|
✔✔✔
|
✔
|
3
|
an ability to communicate
effectively with a range of audiences
|
✔✔✔
|
✔✔✔
|
✔✔✔
|
4
|
an ability to recognize ethical and professional responsibilities in
engineering situations and make informed judgments, which must consider the
impact of engineering solutions in global, economic, environmental, and
societal contexts
|
✔✔✔
|
✔✔✔
|
✔✔
|
5
|
an ability to function effectively on a team whose members together
provide leadership, create a collaborative and inclusive environment,
establish goals, plan tasks, and
|
✔✔
|
✔✔
|
✔✔✔
|
6
|
an ability to develop and conduct appropriate experimentation,
analyze, and interpret data, and use engineering judgment to draw conclusions
|
|
✔✔✔
|
|
7
|
an ability to acquire and apply new knowledge as needed, using
appropriate learning strategies
|
✔✔✔
|
✔✔✔
|
✔
|
Figure (a) shows an analogy between shooting a target and
directing a learning outcome towards achieving a program outcome. Figure (b) shows
the big picture of connecting Student Learning Outcomes (SLOs) with Program
Educational Outcomes (PEOs) in analogy of bow shooters shooting different
targets (Prepared by Dr. M. Aliedeh).
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| | | | Computer Engineering | Computer Engineering | Computer Engineering | | | | | Industrial Systems Engineering | Industrial Systems Engineering | Industrial Systems Engineering |
1. an
ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics
2. an
ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as
global, cultural, social, environmental, and economic factors
3. an
ability to communicate effectively with a range of audiences
4. an
ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts
5. an
ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals,
plan tasks, and meet objectives
6. an
ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions
7. an
ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.
| | | | Architecture Engineering | Architecture Engineering | Architecture Engineering | |
|
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