Appendix 8: Curricula Vitae for Part-Time Faculty Appendix 1




НазваниеAppendix 8: Curricula Vitae for Part-Time Faculty Appendix 1
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Appendices for York’s 2EET and 2MET Courses


This file was originally delivered to me as eight separate documents. To save screen space on the TC2K site, I’ve condensed them into one document. Please control+click on the links below to get to your preferred file.

-Becky Barnard

Appendix 1: Terminology

Appendix 2: Readiness Assessment
Appendix 3: Course Outlines, 2EET & 2MET Common Courses

Appendix 4: 2EET Course Outlines

Appendix 5: 2MET Course Outlines

Appendix 6: 4EMET Course Outlines

Appendix 7: Curricula Vitae for Full-Time Faculty

Appendix 8: Curricula Vitae for Part-Time Faculty

Appendix 1

Terminology


Individual institutions will use different terminology and adopt differing styles in their strategic and operational planning. Therefore, the following descriptions are offered as guidance only to assist in establishing consistency in the processes that underlay the accreditation effort. They are not official ABET definitions.


Program Objectives – Statements that describe the expected accomplishments of graduates during their first few years after graduation. The audiences for objective statements are external constituents such as prospective students, employers, transfer institutions and student sponsors.

Program Outcomes – Statements that describe what students and graduates 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 in their matriculation through the program. The outcomes of ABET accredited programs must embrace the eleven (a) through (k) requirements of Criterion 2, and achievement of these outcomes by each student should be verified before certification for graduation.1

Goal – A specific result that is to be achieved by the educational activities; sometimes referred to as a performance goal. A goal sometimes is used interchangeably with objective, and at other times the terms are used in the reverse of what is stated here.

Performance Measure – A quantitative statement using specific metrics that describe the results obtained or desired.

Assessment Process - one or more processes that identify, collect, use and prepare data that can be used to evaluate achievement of outcomes, educational objectives, or program effectiveness.

Evaluation - one or more processes for interpretation of the data accumulated through assessment practices that a) determine the extent to which outcomes are being achieved; or b) result in decisions and actions taken to improve the program (e.g. curriculum or methodology).

Appendix 2

Readiness Assessment



Table 8 provides a descriptive interpretation of the TC2K criteria elements in practical terms. This tabulation is intended to assist institutions to determine how prepared programs are to meet the general criteria by comparing their existing conditions with the descriptions provided for each component of the criteria. This should enable institutions to identify areas of strength and concerns, allowing them to focus on improvements as needed.


The first column of the table indicates the relative level of preparedness. Each remaining column corresponds to one of the 8 sections (or topics) of the general TC2K criteria. Each row describes conditions that might exist at the institution. Find the relative level of readiness for each criteria topic by locating the cell that most closely describes your existing conditions, and then reading the corresponding readiness level in the first column. There are three or four example conditions given in each cell, and so for any given criteria section, actual conditions might correspond to examples in more than one cell. Keep in mind that it could be more useful to assess these individual conditions than to assign an overall readiness level to the program.

Table 8. Readiness Matrix


Readiness Level

1. Program Educational Objectives

2. Program Outcomes

3. Assessment & Evaluation

4. Program Characteristics


A




Strong


Plans & processes established, and CI cycle fully functional

  1. Clear, comprehensive program objectives determined with full constituency input, and formally documented;

  2. Process to determine, assess, and update objectives is formalized and functioning;

  3. All the program elements needed to achieve the objectives are in place, and the links between objectives and program elements are well documented.

  1. Complete, formal set of documented, measurable outcomes instated that encompass all 11 categories (a thru k), and are clearly tied to program educational objectives;

  2. Clear traceable relationships exist among program elements, student achievements, and desired outcomes;

  3. Achievement levels of students related to all outcomes are measured by multiple methods, and are a part of the students’ records.

  1. A formal, comprehensive continuous improvement plan is documented, and is reviewed by constituents at least biennially;

  2. A complete set of measures for program educational objectives and outcomes is in place;

  3. Many methods used in a formal process to measure all achievement levels of outcomes and objectives;

  4. Systematic records kept of data tracking, assessment, evaluation, and related actions; noteworthy improvements have been made.

  1. Program clearly focused on the technical specialty, and supports the stated objectives and outcomes;

  2. Content and rigorous grading reflect emphasis on problem solving and applications;

  3. The program reflects strong industry influence;

  4. The curriculum meets all the specific criteria.


B




Ready


Plans & processes in place,

and organized improvement

activities begun

  1. Program objectives developed internally with limited external constituency review;

  2. Process to determine, assess, and update objectives is largely informal but functioning;

  3. All the program elements needed to achieve the objectives exist, and the links between objectives and program elements are traceable.

  1. Complete set of documented, measurable outcomes developed that encompass all 11 categories and the program educational objectives;

  2. Relationships among program elements, student achievements, and desired outcomes are broadly defined but traceable;

  3. Achievement levels of students related to all outcomes are measured.




  1. A formal continuous improvement plan is in place;

  2. Measures are defined that encompass most of the program educational objectives and outcomes;

  3. A variety of measurement methods is in use, and a defined process is used to determine critical achievement levels;

  4. Preliminary data gathered & analyzed, and some program improvements have been made.

  1. Program is generally consistent with the technical specialty, and relates to the stated objectives and outcomes;

  2. Content and grading favor problem solving and applications;

  3. The program includes adequate industry input;

  4. The curriculum meets all the specific criteria.





C




Nearly Ready


Processes drafted, CI organization started, but

more work needed

  1. Objectives developed by faculty, without constituency involvement;

  2. Most of the program element needed to support the objectives are in place;

  3. process to determine, assess, and update objectives is informal and not widely understood;

  4. Most program elements are functional, but only loosely coupled with objectives.




  1. A set of outcomes has been developed that cover most of the 11 categories, and are generally related to program educational objectives;

  2. Comprehensive performance measures and procedures that cover the set of outcomes have been drafted;

  3. Measurements to demonstrate student achievements underway.

  1. A continuous improvement plan is drafted;

  2. Performance measures, as yet incomplete, have been drafted;

  3. An assessment and evaluation process is in early stages of deployment;

  4. Preliminary assessment data gathered; evaluation pending.

  1. Program is consistent with the technical specialty, but questionable with regard to some outcome or objective;

  2. Content and grading tend more towards theory, and a bit weak in applications or problem solving;

  3. The program shows minor industry input;

  4. The curriculum meets minimum technical credits, but is weak in other areas (e.g. communications).


F


Not Ready


Much work needed

  1. Trivial or no objectives defined;

  2. No process in place to determine, assess, and update objectives;

  3. Relationships of program elements with the few existing objectives are unclear.

  1. Expected achievements of Student-graduates are not well defined or are limited in scope and quantity;

  2. Performance measures cover only part of the 11 outcomes categories or program educational objectives;

  3. Measurements to demonstrate student-graduate achievement are limited in time and scope.

  1. No formal continuous improvement plan;

  2. Performance measures limited to standard tests and lab reports;

  3. Informal assessment and evaluation processes used on time-available basis;

  4. Improvements are anecdotal, and limited to ad hoc efforts.

  1. Program reflects the technical specialty, but has indistinct coverage of outcomes and objectives;

  2. Content and grading across the program is inconsistent;

  3. The program shows little or no industry input;

  4. Some subjects required by the criteria are very weak or missing from the curriculum.

Table 8. Readiness Assessment Matrix



Readiness Level


A




Strong


Plans & processes established, and CI cycle fully functional

B




Ready


Plans & processes in place,

and organized improvement

activities begun


C




Nearly Ready


Processes drafted, CI organization started, but

more work needed


F


Not Ready


Much work needed


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