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4/1/2016 2016 Program Evaluator Candidate Face-to-Face Training Spring, 2016 Welcome! We cannot solve our problems with the same thinking we used when we created them. ~ Albert Einstein Facilitator Introductions List of

  1. 4/1/2016 2016 Program Evaluator Candidate Face-to-Face Training Spring, 2016 Welcome! We cannot solve our problems with the same thinking we used when we created them. ~ Albert Einstein • Facilitator Introductions • List of Participants – on each table • Introduce Yourself – first time you speak 2 1

  2. 4/1/2016 ABET Welcome ABET Headquarters Representatives 3 Why Are We Here? PEVC Course Purpose • Provide you with knowledge, skills, and abilities to conduct ABET accreditation evaluation. • Learn how to provide guidance to programs for improvement. • Our goal: To improve consistency of program evaluation. 4 2

  3. 4/1/2016 Course Purpose (cont’d) • PEVC Face-to-Face (F-2-F) Training is experiential workshop that simulates real visit as closely as possible. • Works in conjunction with online Pre-Work modules, designed for your independent and convenient learning. 5 Why Are We Here? Learning Outcomes At completion of PEVC F-2-F Training, you will be able to: • Plan effective, cordial, efficient campus visit. • Interact with your team during visit. • Given specific situation or evidence (e.g., transcripts, student work):  Determine which criteria are relevant to determining accreditation action.  Determine if program is in compliance with criterion. If not, determine level of compliance and accreditation action. 6 3

  4. 4/1/2016 Learning Outcomes (cont’d) At completion of training, you will be able to: • Conduct interviews of faculty, staff, and students. • Write exit statement to institution. • Conduct informal debrief with program head and exit meeting with leaders of institution. • Complete Program Evaluator forms. • Demonstrate “in practice” effective use of PEV competencies in PEV Competency Model. 7 Agenda – Day 1, Morning Module Name Timing 1) Welcome and Introduction 8:00 ‐ 8:15 a.m. 2) Connection to Pre ‐ Work and 8:15 ‐ 9:30 a.m. Assessment Fundamentals Break 9:30 ‐ 9:45 a.m. 3) Display Materials and Facilities 9:45 ‐ 11:00 a.m. 4) Sunday Team Meeting 11:00 ‐ 12:30 p.m. Lunch 12:30 ‐ 1:15 p.m. 8 4

  5. 4/1/2016 Agenda – Day 1, Afternoon Module Name Timing 5) Interviews 1:15 ‐ 2:05 p.m. 6) Monday Night Meeting 2:05 ‐ 3:35 p.m. Break 3:35 ‐ 3:50 p.m. 7) Writing Exit Statements 3:50 ‐ 4:55 p.m. 8) Homework 4:55 ‐ 5:15 p.m. Wrap ‐ Up Day 1 5:15 ‐ 5:25 p.m. 9 Agenda – Day 2, Morning Module Name Timing Day 2 Overview 8:00 ‐ 8:10 a.m. 9) Context for Judgment 8:10 ‐ 9:00 a.m. 10) Informal Program Debrief and Exit Meeting 9:00 ‐ 10:05 a.m. Break 10:05 ‐ 10:20 a.m. 11) Exit Statements 10:20 ‐ 11:00 a.m. 12) Connection to PEV Competencies 11:00 ‐ 11:20 a.m. 13) Post ‐ Visit Work 11:20 ‐ 11:29 a.m. 14) Post ‐ Training 11:29 ‐ 11:38 a.m. 15) Closing Exercise 11:38 ‐ 11:45 a.m. 10 5

  6. 4/1/2016 Agreements • Speak with intention . • Listen with attention . • Know that wisdom is in room. • Ensure representation from all pertinent voices. • Model PEV competencies in all facets of training. • Turn off/silence electronic devices (cell phones, laptops, etc.). • Start/stop on time. 11 Training Materials • Notebook  Slide Presentation • Reference Notebook  General Accreditation Materials  Commission-Specific Materials • Exercise Handouts • Table Supplies • Issue Bins 12 6

  7. 4/1/2016 Module 2: Connection to Pre-Work 13 Pre-Work Modules 1. Overview 2. The Accreditation Process 3. The Role of the Program Evaluator 4. Continuous Improvement of Student Learning 5. Applying the Criteria 6. The PEV Appraisal Process 14 7

  8. 4/1/2016 Completed Pre-Work Pre-Requisite Work Modules: Completed: • Overview • Proficiency Assessments (3) • The Accreditation Process • Upper State University Self- Study and Transcript Analysis • The Role of the Program (PEV Report and PEV Evaluator Worksheet as appropriate for • CI of Student Learning Commission) • Applying the Criteria • The PEV Appraisal Process 15 Pre-Work Refresher Cards: Exercise In your table groups: • Use refresher cards to test your knowledge of Pre-Work topics: • Each take turn asking, answering, and recording the result. • If you get incorrect response, another group member may “help” out. • Your Support Facilitator has answers and is available for assistance. • Record answers your team gets correctly first time, second time, and third time AND number of cards you have gone through. • YOU HAVE 50 MINUTES. Handout: Refresher Cards Answer Key : Handout 2-2 16 8

  9. 4/1/2016 Upper State University Pre-Work Analysis • Pre-Work analysis provides starting point for evaluation of Upper State University. • F-2-F training simulates campus visit to Upper State University.  “On-site” activities reveal additional insight and information about program. • Therefore:  Keep open mind.  Stay in information-gathering mode.  Do not look through lens of “reinforcing pre-drawn conclusions.” 17 Upper State University Site Visit At end of F-2-F training you’ll leave with: • Table team decision whether program meets criteria:  Team consensus.  My interpretation and your interpretation of like circumstances must be same. 18 9

  10. 4/1/2016 ABET Code of Conduct (Rules of Procedure Section EIGHT A & B) • Accept responsibility for decisions you make... • Serve only in areas of competence. • Act as agent of ABET and avoid conflicts of interest. • Keep decisions confidential. • Be objective and truthful. • Behave honorably, ethically and lawfully. • Report concerns with respect to internal financial matters. • Treat all persons fairly. • Assist colleagues… in following the Code of Conduct. • Support prompt and fair adjudication of alleged violations... 19 Conflict of Interest (Rules of Procedure Section SEVEN A & B and APPM II.C) • Current or past employment as faculty, staff, or consultant by institution or program • Current or past discussion or negotiation of employment with institution or program • Attendance as student at institution • Receipt of honorary degree from institution • Institution or program where close family relative is, or was, student or employee within past 10 years • Unpaid official relationship within past 10 years with institution 20 10

  11. 4/1/2016 Dress Code for Visits • Day 0: Business Casual Usually a Sunday afternoon campus visit. Time used to review course materials, assessment information, and tour laboratories. 21 Dress Code for Visits • Day 1: Business Professional Meetings with Faculty, Students, Support Areas • Day 2: Business Professional Exit Meeting with CEO of Institution 22 11

  12. 4/1/2016 23 Module 3 Display Materials and Facilities 24 12

  13. 4/1/2016 Interview with Laboratory Manager 25 What to Look For: Facilities Labs/Design Studios • Sufficient number and size of labs. • Appropriate coverage across breadth of specializations within program. • Appropriate equipment, in good repair. • Appropriate student access (including evening and weekend access). • Appropriate technician support and instructional support in lab. 26 13

  14. 4/1/2016 What to Look For: Facilities (cont’d) Labs/Design Studios (cont’d) • Safe physical arrangement and appropriate safety practices followed. • Comments from students about lab experience. • Is there some type of “Laboratory Plan” for maintaining and upgrading instructional laboratories? This is not required by ABET, but, in general, formal or informal plan of some sort should exist. 27 What to Look For: Facilities (cont’d) Classrooms • Appropriate physical arrangement, support for computer projection, etc. • Not overcrowded. Support facilities • Sufficient computer access, with appropriate off-hours access. • Appropriate spaces for students to gather (not explicit criterion but relates to several criteria). • Appropriate shop with parts, repair facilities, etc. Faculty offices • Sufficient size, privacy. 28 14

  15. 4/1/2016 Panel Discussion 29 Display Materials 30 15

  16. 4/1/2016 Display Materials 31 Display Materials (APPM II.G.6.b) • Course materials including course syllabi, textbooks, example assignments and exams, and examples of student work, typically ranging from excellent through poor. • Evidence program educational objectives are based on needs of stated program constituencies. • Evidence of assessment, evaluation, and attainment of student outcomes. • Evidence of actions taken to improve program. 32 16

  17. 4/1/2016 Small Group Sessions with USU Display Materials Descriptions of materials for: • Curriculum/Course Work • Senior Design Projects, Capstone or Integrating Experience (if required) • Demonstration of Student Outcomes • Assessment Materials Handouts 3 ‐ 1 & 3 ‐ 2 33 What to Look For: Course Materials • Courses appear appropriate to accomplish Program Educational Objectives and Student Outcomes. • Student work indicates active engagement, demonstration of learning, and reasonable grading standards. • Evidence with respect to specific Student Outcomes (including those in criteria) as appropriate to assessment plan. • Few missing items, or even entire missing courses, are not necessarily systemic problems. Pursue any major gap to see if represents serious problem. 34 17

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