Amau ccs abet_orientation

College of Computer Studies
Quality Education that WORKS
ABET Orientation for the CCS
Faculty Members
July 20, 2013
Allan A. Burgos
Dean, College of Computer Studies

What is ABET?
The Accreditation Board for Engineering and
Technology (ABET) is a federation of 31 professional
engineering and technical societies. Since 1932, ABET
has provided quality assurance of education through
accreditation. ABET accredits more than 2400
engineering, engineering technology, computing and
applied science programs at over 500 colleges and
universities internationally. ABET is recognized by
the Council on Higher Education Accreditation in
USA.

• During the visit, the evaluators and observers for the
BSIT and BSCS programs will meet with faculty
members and students, will tour computing
laboratories, will visit classes, and will review course
materials and assessment data that the faculty will be
preparing for the visitors to show how the college
helps students acquire specific outcomes to achieve
the respective program’s objectives, and how the
college assesses the achievement of the respective
students’ outcomes and objectives.

Importance of Accreditation
• In the United States, accreditation is used to
assure QUALITY in educational institutions
and PROGRAMS.

Definition of Terms
Student Outcomes (SOs) - Student outcomes 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 as
they progress through the programme.
Programme Educational Objectives (PEOs) – Programme
educational objectives are broad statements that describe what graduates
are expected to attain within a few years of graduation. Programme
educational objectives are based on the needs of the programme’s
constituencies.
Assessment –is defined as one or more processes that identify, collect,
and prepare the data necessary for evaluation.

Definition of Terms
Evaluation – is defined as one or more processes for interpreting the data
acquired though the assessment processes in order to determine how well
the programme educational objectives and student outcomes are being
attained.
On-Term Courses – refer to the regular course offerings for a particular
trimester as indicated in the curriculum plan.
Faculty Committee on Evaluation (FCE) of SOs – a committee
composed of faculty members, established in each College to ensure
assessment and evaluation of student outcomes are performed as
scheduled and results are provided to respective offices on a timely basis.

Who will be coming?
• Team Chairs
• Accreditors/Evaluators

When are they coming?
• November 2016
– All faculty members, should plan on being on
campus all day through this period.
– We can not predict who the visitors will want to
meet with or exactly when.

Before they get here
• They will
– Review program self-study report
– Ask questions about program or college
– Make a preliminary call of program review
– Make a list of concerns to follow up at visit

What are they thinking?
• How did you get to where you are? How do you ensure continuous assessment in the
future? How were the Program Educational Objectives (PEOs) developed? Who was
involved in developing the process and how, specifically how were the constituents
involved? How did you identify the needs of the constituencies? How will the PEOs be
reviewed and revised in the future and who will be involved? What is the process for
revising and implementing the curriculum? How is that process connected to the PEOs?
How are the constituents involved in this process? What is the process for using the
feedback from alumni surveys? Who receives the data and how is it used? How often
will the alumni surveys be done? Who will get the surveys in the future? What is the
process for external review? How often will it be done? What is the mechanism for
incorporating feedback from the external review into the curriculum process? What is
the connecting to the university, college and department mission statements? Where are
the PEOs published?

What will they do here?
• Meet with Dean and Program Heads
• Meet with individual faculty
• Meet with student group(s)
• Examine course materials/portfolio
• Visit library and supporting departments
• Visit college facilities

What will they be looking for?
• There are 8 General Criteria to be evaluated
– Students
– Program Educational Objectives
– Student Outcomes
– Continuous Improvement
– Curriculum
– Faculty
– Facilities
– Institutional Support

What will they be looking for?
• the focus is on the process of establishing
objectives, assessment of achievement, and
continuous improvement.

What are they looking for?
• Program Educational Objectives
– Have we defined our objectives?
– How were our objectives determined?
– Are they consistent with our mission statement?
– Are they measurable?
– What is our process to review and update our objectives?
– How do we know when we have met our objectives?

What should you know about the
PEOs?
The college will develop its objectives with
the help of the PIAP (Program Industry
Advisory Panel)

Student Outcomes and
Assessment
• Describe what the students are expected to know and be able to do by the
of graduation.
• Relate to the skills, knowledge, and behaviors that the students acquire as
they progress through the program.
• Each program must show how they are meeting the student outcomes
– The BSCS (a-k)
– BSIT (a-n)
• The method(s) used to assess these outcomes must be explained and must
show documented results

PROCEDURE
Assessment
• Direct assessment of SOs by the Faculty
– Assessment by Faculty from the selected
courses is submitted at the end of each
Trimester using the assessment and evaluation
templates. Each Faculty Member submits a
report to the FCE of SOs explaining the process
for obtaining the scores.

• Senior Exit Survey
– The Guidance Office administers a Senior Exit
Survey (see attached) to the graduating
students during their last trimester in the
programme. The results of the survey are
submitted to the FCE of SOs for appropriate
action.

• Assessment of the SOs for terminal project/research project
course(s)
– Assessment of student outcomes for terminal / research
project course(s) may be done in two forms: 1) by the
Review Panel who sits as evaluators during the presentation
and defense of the project and 2) by the students enrolled in
the course. The Professor handling the terminal / research
project course submits a competency report to the FCE of
SOs at the end of the trimester for their appropriate action.

• Self-evaluation survey on SOs by the students enrolled in
selected courses
– Before the end of each trimester, students enrolled in
selected courses fill out a self-evaluation survey (see
attached) assessing the attainment of the student outcomes
for that particular course. Professors handling these selected
courses submit a competency report to the FCE of SOs at the
end of the trimester for their appropriate action.

Student’s Practicum Supervisor’s evaluation of the SOs for the industry
attachment course
An industry attachment course is a curriculum requirement to be awarded the
degree. Each programme requires a specific number of on-the-job training
(OJT) hours to be completed in an accredited or recognized company in the
Philippines. Accreditation of companies for the course is facilitated by the
Placement and Linkages Office (PLO). Each College has a designated
Practicum Coordinator / Industry Attachment Coordinator who works with
both the Head of the PLO and the student’s Company Supervisor in ensuring
that the training schedules and assessment of competencies run accordingly
as scheduled. The student’s Company Supervisor fills out a student’s
performance appraisal form (see attached) upon completion of the required
OJT hours.

Evaluation
• The evaluation of the SOs rests on the Faculty Committee on the
Evaluation (FCE)of SOs, which is composed of faculty members of the
specific programme. The aggregated data from the five assessment
methods listed above are used by the Committee in concluding whether
the student outcomes are successfully attained. The FCE on Student
Outcomes submits reports to their respective Programme Coordinators
and to the Quality Assurance and Accreditation Office (QAAO) at the
end of each trimester.
• Results of the assessment and evaluation of student outcomes serve as
inputs to course reviews.

BSCS – Student Outcomes
(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline
(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs
(d) An ability to function effectively on teams to accomplish a common goal
(e) An understanding of professional, ethical, legal, security and social issues and responsibilities
(f) An ability to communicate effectively with a range of audiences
(g) An ability to analyze the local and global impact of computing on individuals, organizations, and society
(h) Recognition of the need for and an ability to engage in continuing professional development
(i) An ability to use current techniques, skills, and tools necessary for computing practice.
(j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices.
(k) An ability to apply design and development principles in the construction of software systems of varying
complexity.

BSIT – Student Outcomes(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline
(b) An ability to analyze a problem, and identify and define the computing requirements appropriate
to its solution
(c) An ability to design, implement, and evaluate a computer-based system, process, component, or
program to meet desired needs
(d) An ability to function effectively on teams to accomplish a common goal
(e) An understanding of professional, ethical, legal, security and social issues and responsibilities
(f) An ability to communicate effectively with a range of audiences
(g) An ability to analyze the local and global impact of computing on individuals, organizations,
and society
(h) Recognition of the need for and an ability to engage in continuing professional development
(i) An ability to use current techniques, skills, and tools necessary for computing practice.
(j) An ability to use and apply current technical concepts and practices in the core information
technologies.
(k) An ability to identify and analyze user needs and take them into account in the selection,
creation, evaluation and administration of computer-based systems.
(l) An ability to effectively integrate IT-based solutions into the user environment.
(m) An understanding of best practices and standards and their application.
(n) An ability to assist in the creation of an effective project plan.

• Student Outcomes
– Do our courses/programs incorporate the
outcomes?
– How are we assessing the outcomes?
• From whom to we collect information?
– Who are our constituencies?
• How often?
• What gets done with this information?

Constituencies
• Who are they?
• How do we involve our constituencies?
• Do our students believe they are providing
input and does it make any difference?

What do you need to know?
• Who are our constituencies?
– Students,employers, alumni, faculty
• How do we involve our constituencies?
– Surveys, visiting committees, student forums, exit
meetings
• Do students think their input makes a difference?
– From student forums and discussions, yes!

• Student Outcomes
– What should our students know and be able to do upon
graduation?
– Can we recognize it when we see it?
• Process
– What are our processes to achieve the objectives? How is it
documented?
– What does the process do? How do we know it does what we
say it does?
– Who is responsible for maintaining and improving the process?

Closing the CQI Loop
• Assessment processes must be in place
• Documentation of results and evidence that results are
being used to improve the program
– Student portfolio
– Course Portfolio
– Nationally-normed examinations
– Alumni and employer surveys
– Placement data
– Other

• Assessment
– Are there measures for each objective?
– What is measured? How often?
– How do we use the data we collect?
– Do our measures provide the discrimination we want?
– What is our process to continuously improve outcomes?
– Where is the feedback loop?
– What actions have been taken to improve outcomes as a result
of the assessment process?

• Results
– How do we demonstrate that outcomes are achieved?
– What is our assessment of the quality of the program?
– What evidence do we have to demonstrate that our
efforts to improve the program are producing results?
– Based on our analysis of assessment data, what are our
plans for additional improvement?
– Are our constituencies pleased with the results? How
do we know this?

Who is responsible?
• Faculty members/Course Coordinators
– Student outcomes, control course specification/syllabus
• Committees
– Input, corrective action
• CQI
• Department Head
– Evaluate all assessment input
• Initiate corrective action
• Distribute to committees and ADHs
– File an annual CQI report

What happens after the visit?
• There will be a conference after the visit.

How will we do?
• the focus is on the process of establishing
objectives, assessment of achievement, and
continuous improvement”

How will we do?
• We review the CAC (Criteria for Accrediting
Computing ) Programs
• We will write thorough/detailed SSR (Self-
Study-Report)
• We will conduct various assessment instruments
and constituency inputs.
• Faculty can help by reviewing the Student
Outcomes and being aware of the CQI process

General Criteria

Criterion 1. Students
• 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.
• 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.

Criterion 2.
Program Educational Objectives
• 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.

Criterion 3. Student Outcomes
• The program must have documented student
outcomes that prepare graduates to attain the
program educational objectives. There must be a
documented and effective process for the periodic
review and revision of these student outcomes.

The program must enable students to attain, by the time of graduation:
•(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline
•(b) An ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
•(c) An ability to design, implement, and evaluate a computer-based system, process,
component, or program to meet desired needs
•(d) An ability to function effectively on teams to accomplish a common goal
•(e) An understanding of professional, ethical, legal, security and social issues and
responsibilities
•(f) An ability to communicate effectively with a range of audiences
•(g) An ability to analyze the local and global impact of computing on individuals,
organizations, and society
•(h) Recognition of the need for and an ability to engage in continuing professional
development
•(i) An ability to use current techniques, skills, and tools necessary for computing practice.

Criterion 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.

Criterion 5.
Curriculum
• The program’s requirements must be consistent with its program educational
objectives and designed in such a way that each of the student outcomes can be
attained. The curriculum must combine technical and professional requirements
with general education requirements and electives to prepare students for a
professional career and further study in the computing discipline associated
with the program, and for functioning in modern society. The technical and
professional requirements must include at least one year of up-to-date coverage
of fundamental and advanced topics in the computing discipline associated with
the program. In addition, the program must include mathematics appropriate to
the discipline beyond the pre-calculus level. For each course in the major
required of all students, its content, expected performance criteria, and place in
the overall program of study must be published.

Criterion 6.
Faculty
• Each faculty member teaching in the program must have expertise and educational
background consistent with the contributions to the program expected from the faculty
member. The competence of faculty members must be demonstrated by such factors as
education, professional credentials and certifications, professional experience, on-going
professional development, contributions to the discipline, teaching effectiveness, and
communication skills. Collectively, the faculty must have the breadth and depth to cover
all curricular areas of the program.
• The faculty serving in the program must be of sufficient number to maintain continuity,
stability, oversight, student interaction, and advising. The faculty must have sufficient
responsibility and authority to improve the program through definition and revision of
program educational objectives and student outcomes as well as through the
implementation of a program of study that fosters the attainment of student outcomes.

Criterion 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. 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.

Criterion 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. 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.

PROGRAM CRITERIA FOR
COMPUTER SCIENCE
AND SIMILARLY NAMED
COMPUTING PROGRAMS
Lead Society: CSAB

3. Student Outcomes
• The program must enable students to attain, by the time of graduation:
• (j) An ability to apply mathematical foundations, algorithmic principles,
and computer science theory in the modeling and design of computer-
based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices. [CS]
• (k) An ability to apply design and development principles in the
construction of software systems of varying complexity. [CS]

5. Curriculum
Students must have the following amounts of course work or equivalent
educational experience:
a. Computer science: One and one-third years that must include:
1. Coverage of the fundamentals of algorithms, data structures, software design,
concepts of programming languages and computer organization and
architecture. [CS]
2. An exposure to a variety of programming languages and systems. [CS]
3. Proficiency in at least one higher-level language. [CS]
4. Advanced course work that builds on the fundamental course work to
provide depth. [CS]

5. Curriculum
b. One year of science and mathematics:
1. Mathematics: At least one half year that must include discrete
mathematics. The additional mathematics might consist of courses in areas
such as calculus, linear algebra, numerical methods, probability, statistics,
number theory, geometry, or symbolic logic. [CS]
2. Science: A science component that develops an understanding of the
scientific method and provides students with an opportunity to experience
this mode of inquiry in courses for science or engineering majors that
provide some exposure to laboratory work. [CS]

6. Faculty
Some full time faculty members
must have a Ph.D. in computer
science.

PROGRAM CRITERIA FOR
INFORMATION
TECHNOLOGY
AND SIMILARLY NAMED
COMPUTING PROGRAMS
Lead Society: CSAB

3. Student Outcomes
The program must enable students to attain, by the time of graduation:
(j) An ability to use and apply current technical concepts and practices in the
core information technologies. [IT]
(k) An ability to identify and analyze user needs and take them into account
in the selection, creation, evaluation and administration of computer-based
systems. [IT]
(l) An ability to effectively integrate IT-based solutions into the user
environment. [IT]
(m) An understanding of best practices and standards and their application.
[IT]
(n) An ability to assist in the creation of an effective project plan. [IT]

5. Curriculum
Students must have course work or an equivalent educational experience
that includes:
a. Coverage of the fundamentals of
1. the core information technologies of human computer interaction,
information management, programming, networking, web systems and
technologies. [IT]
2. information assurance and security. [IT]
3. system administration and maintenance. [IT]
4. system integration and architecture. [IT]
b. Advanced course work that builds on the fundamental course work to
provide depth. [IT]

Thank you.
Bachelor of Science in Computer Science
Bachelor of Science in Information Technology
Dean’s Office
Faculty Members
Support Officers and Staff

Amau ccs abet_orientation

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