ABET FOR GTA S 2017
MPGE s undergraduate program in petroleum engineering is accredited by the Accreditation Board for Engineering and Technology (ABET), and has held this distinction since ABET began accrediting petroleum engineering programs in 1936. ABET accreditation provides assurance that a university program meets the quality standards of the profession for which that program prepares graduates. Graduates from ABET accredited programs have a solid educational foundation and are capable of leading the way in innovation, emerging technologies and in anticipating the welfare and safety needs of the public. As a student, ABET accreditation: Verifies that your educational experience meets the global standard for technical education in your profession. Enhances employment opportunities multinational corporations require a degree from an accredited program. Supports your entry into a technical profession through licensure, registration, and certification which often require graduation from an ABET-accredited program as a minimum qualification. Establishes eligibility for many federal student aid packages. Paves the way for you to work globally because accreditation with ABET is recognized worldwide. ABET accreditation tells prospective students, peers and industry professionals that we are recognized internationally for our quality, promote best practices in education, directly involve faculty and staff in self-assessment and improvement processes for our programs, base our course objectives on learning outcomes rather than teaching inputs, and that credits earned through our institution are more transferable that those earned through a non-accredited program. ABET accreditation is a benefit to student, institution and industry which is why MPGE and OU are dedicated to ensuring that ABET standards are continuously met. ABET and MPGE There are eleven ABET outcomes in which MPGE students are expected to show competency in and that our courses are designed to emphasize. A. Students will gain the ability to apply knowledge of mathematics, science, and engineering B. Students will gain the ability to design and conduct experiments, as well as to analyze and interpret data C. Students will gain the ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability D. Students will gain the ability to function on multi-disciplinary teams E. Students will gain the ability to identify, formulate, and solve engineering problems F. Students will gain understanding of professional and ethical responsibility
G. Students will gain the ability to communicate effectively H. Students will acquire a broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context I. Students will recognize the need for and ability to engage in life-long learning J. Students will gain knowledge of contemporary issues K. Students will gain the ability to use techniques, skills, and modern engineering tools that are necessary for engineering practice MPGE further uses Bloom s Taxonomy to reinforce the learning outcome for each course. FIG. 1: BLOOM S TAXONOMY IS A CLASSIFICATION SYSTEM USED TO DEFINE AND DISTINGUISH DIFFERENT LEVELS OF HUMAN COGNITION (THINKING, LEARNING, AND UNDERSTANDING). EDUCATORS HAVE USED BLOOM S TAXONOMY TO INFORM OR GUIDE THE DEVELOPMENT OF ASSESSMENTS, CURRICULUM, AND INSTRUCTIONAL METHODS. IT WAS DEVELOPED IN 1956 BY A TEAM OF PSYCHOLOGISTS AT THE UNIVERSITY OF CHICAGO LED BY BENJAMIN BLOOM.
Knowledge Level Definition Illustrative Verbs Example Comprehension Application Analysis Synthesis Evaluation Remembering previously learned information. grasping the meaning of information applying knowledge to actual situations breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized rearranging component ideas into a new whole making judgments based on internal evidence or external criteria arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalize, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write analyze, appraise, break down, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, design, explain, formulate, generate, integrate, manage, modify, organize, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value memory of specific facts, terminology, rules, sequences, procedures, classifications, categories, criteria, methodology, principles, theories, and structure stating problem in own words, translating a chemical formula, understanding a flow chart, translating words and phrases from a foreign language taking principles learned in math and applying them to figuring the volume of a cylinder in an internal combustion engine discussing how fluids and liquids differ, detecting logical fallacies in a student's explanation of Newton's 1 st law of motion writing a comprehensive report on a problem-solving exercise, planning a program or panel discussion, writing a comprehensive term paper evaluating alternative solutions to a problem, detecting inconsistencies in the speech of a student government representative FIG. 2: COGNITIVE LEARNING IS DEMONSTRATED BY KNOWLEDGE RECALL AND THE INTELLECTUAL SKILLS: COMPREHENDING INFORMATION, ORGANIZING IDEAS, ANALYZING AND SYNTHESIZING DATA, APPLYING KNOWLEDGE, CHOOSING AMONG ALTERNATIVES IN PROBLEM-SOLVING AND EVALUATING IDEAS OF ACTIONS.
Each course is assigned an ABET outcome that best corresponds to the course objectives. Instructors are to exercise and test that competency throughout the time of the course by identifying homework and exam portions that explicitly demonstrate the given outcome. For example, a course that has Outcome C assigned to it may have Homework #5 and #8 as well as Exam 1, Question 4 and Exam 3, Question 9 as the ABET performance indicators. Only the score for the ABET indicators will be recorded for ABET purposes and not the entire exam/homework. Fall Spring A B C D E F G H I J K PE 2113 Statics & Dynamics PE 3022 Internship PE 3123 Petroleum Reservoir Fluids PE 3223 Fluid Mechanics PE 3313 Drilling & Completions I PE 3712 Petroleum Economics PE 3723 Numerical Methods PE 4323 Drilling & Completions II PE 4521 Reservoir Fluid Mechanics Lab PE 4533 Reservoir Engineering II PE 4712 Petroleum Project Evaluation PE 2011 Intro to Petroleum Engineering PE 2153 Mechanics of Materials PE 2213 Thermodynamics PE 3022 Technical Communications PE 3213 Reservoir Rock Properties PE 3221 Rock Properties Lab PE 3413 Production Engineering I PE 3513 Reservoir Engineering I PE 3813 Formation Evaluation PE 4331 Drilling & Production Lab PE 4423 Production Engineering II PE 4553 Integrated Reservoir Management As Graduate Teaching Assistants, your role is to: Ensure that that exams/quizzes/assignments/homework have the ABET Outcome clearly defined at the top of the page. Example: Question #5 on this exam measures ABET Outcome J, Students will gain knowledge of contemporary issues at the intellectual skill level of Comprehension. If an assignment has no ABET performance indicators, the statement should simply say, There are no ABET indicators on this quiz. It is up to the teaching faculty to determine this, however, GTA s serve as the monitors of this standard. If an exam is missing the ABET statement, follow-up with the instructor prior to distributing the exam.
Make certain that the stated ABET Outcome measures that outcome. Once again, this should be done by the instructor. GTA s are to monitor and ensure that what we state we are reviewing (ABET Outcome) is what the question/exam/homework covers. Record ABET scores in D2L. During ABET collection years, 2016-17 is a collection year, provide copies of all graded student work in undergraduate courses before returning them to students; top A, top B and top C grades. The copies must be turned into MPGE s Assistant to the Director for filing. Additionally, you are expected to maintain academic privacy as per university and federal regulations. Exams and homework should not be left in hallways for students to find and pick-up on their own. Not only does that practice violate FERPA rules, but it, also, undermines the academic integrity of the department. Please be certain to administer good judgement and best practice in returned graded work to students. Recording ABET in Canvas All ABET scores must be recorded in OU s electronic learning system (Canvas). These items are to be kept separate from other scores, clearly marked, excluded from final grade calculation (students aren t being graded twice!) and muted. For assistance on entering grades or setting up grade sheets or general navigation within Canvas, visit askthesooners.ou.edu for technical articles on this matter, OU Center for Teaching Excellence (ou.edu/cte) under Canvas Faculty Resources, or use the tutorials and guides available in the Help section. FIG. 3: NOTE HOW THE ABET ITEMS ARE CLEARLY MARKED AND INDICATE ABET CRITERION, ASSIGNMENT, PERFORMANCE INDICATOR
FIG. 4: EACH COLUMN STATES THE RECORDED INDICATORS. NOTICE HOW THE ABET COLUMNS ARE MUTED SO THAT STUDENTS CANNOT SEE THEM. It is imperative that ABET data is recorded throughout the semester. No course should end without any ABET data recorded. We will check periodically throughout the semester to ensure that data is being recorded and recorded appropriately and that copies of graded work are being submitted for ABET documenting. Questions If you have questions, concerns or need assistance regarding your position as GTA and the ABET expectations, please contact: Sonya Grant SEC 1260 sdgrant@ou.edu