Workshops


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Prof. Ahmed REBAAI
 Biography

Ahmed Rubaai received the M.S.E.E. degree from Case Western Reserve University, Cleveland, OH, in 1983, and the Dr. Eng. degree from Cleveland State University, Cleveland, OH, in 1988. He joined Howard University, Washington, DC, in 1988, where he is currently Professor and Chair of the Department of Electrical Engineering and Computer Science.

Dr. Rubaai was named an IEEE Fellow in 2015. His research focuses on high-performance drives, knowledge-based control structures, intelligent manufacturing systems, and industrial applications. He is the founder and lead developer of Howard University’s state-of-the-art Silicon Microchip Design and Validation Laboratory, recognized by President Ben Vinson III as one of the “Twenty-Four Moments that Defined Howard in 2024.” He also established the innovative 4+1 Accelerated Dual-Degree Program in Computer Engineering with a concentration in Chip Design and Validation.

In addition, Dr. Rubaai has extensive expertise in ABET accreditation for engineering and computer science programs, with a deep knowledge of ABET requirements and processes. He has successfully led accreditation reviews for Electrical Engineering, Computer Engineering, and Computer Science, ensuring continuous improvement and academic excellence.

His many honors include the IEEE IAS Prize Paper Award, ASEE Best Paper Award, NASA Glenn Software Release Award, and multiple Howard University teaching and service awards. He has also held several leadership positions in IEEE and ASEE, including Chair of the IEEE-IAS Publications Department and Chair of the ASEE Division of Experimentation and Laboratory Oriented Studie

Proposal for ABET Accreditation Workshop in Tunisia

Basics of Program Assessment

The proposed workshop is designed for those who are new to program assessment and would like to gain an understanding of the assessment process or those who would like to evaluate their own program assessment plan against best practices. The three-day workshop will highlight key elements of a successful program assessment planning process, including

  1. defining terms,
  2. developing program educational objectives,
  3. defining learning outcomes,
  4. choosing assessment methods and measures,
  5. developing efficient processes, and
  6. reporting results.

Program Assessment Methods and Measures

Once we have determined outcomes and performance indicators for a program, it is necessary to think about the most appropriate ways for students to demonstrate their performance. There is no one method of assessment that is better than another. Learn methods, how to implement them and measure based on activity and anticipated level of learning. This interactive two-hour workshop is most suited for those with assessment experience and will explore:

  1.  Foundation for choosing assessment methods
  2.  Most used assessment methods: their strengths and weaknesses
  3.  Aligning assessment methods with the level of learning anticipated
  4. Distinction between assessment methods and assessment measures
  5.  Most used assessment measures
  6.  Categories of assessment methods and measures

Workshop Description

Working in small groups, participants will learn to design assessment processes, develop measurable student outcomes, and apply data collection and data reporting methods. This workshop focuses primarily on ABET Criterion 2: Program Educational Objectives, Criterion 3: Student Outcomes and Criterion 4: Continuous Improvement.

This interactive forum offers facilitated experience for program teams to analyze and improve their current assessment and evaluation processes. Over the course of three days, participants will work together on a series of activities that include short "best practice" presentations, peer evaluation of program assessment plans, and self-evaluation of team materials. Each team will have the opportunity to receive peer feedback on their current processes and plans for improvement. At the end of the Forum, participants will leave with individual programming team action plans for continuous improvement.

The Workshop Prepares Participants to:

  1.  Identify key elements of a functional assessment process.
  2.  Clarify the similarities and differences between course and program assessment.
  3.  Make student outcomes measurable with the development of performance indicators.
  4.  Understand the methods to assess student outcomes.
  5.  Develop rubrics to assist in evaluating student performance in achieving student outcomes.
  6.  Understand the pros and cons of various data collection methods.
  7.  Review an example of reporting your results.

Brief Outline of the Workshop:

  1. Principles of Student Learning
  2. Context for Assessment
  3. Review of Program Educational Objectives
  4. Performance Indicators: Making Student Outcomes Measurable
  5. Assessment Methods to Collect Evidence of Student Learning
  6. Continuous Improvement: Data Collection, Planning & Data Reporting

What Participants Will Learn

During this third day/forth-day program, participants are challenged to think about the assessment of student learning from the program-level or college-level perspective and learn to integrate the basic principles of assessment, change management, and facilitation tools. The activities in the workshop take participants from the basic principles of program assessment to an understanding of how those principles can be applied in the context of your program/college. Although the primary focus of this workshop is on developing sound assessment practices, we also learn how to lead faculty in the process effectively by applying facilitation tools and basic change management principles.

Topics Covered at the Workshop

Participants will learn about best practices in assessing, evaluating and documenting continuous improvement of student learning. Topics covered will include:

  1. Evaluating Program Educational Objectives

  2. Developing measurable outcomes

  3. Developing scoring rubrics

  4. Calibrating scoring rubrics for multiple faculty raters

  5. Choosing appropriate assessment methods

  6. Maximizing the use of curriculum mapping

  7. Defining efficient and effective assessment processes

  8. Creating and implementing useful surveys

  9. Documenting and reporting results

Leadership

Having a good understanding of the program assessment process is necessary but not sufficient to create a sustainable culture of assessment. Throughout the workshop, participants will explore the basic principles of leadership and be challenged to discern their applicability to your own college/program culture. Topics will include:

  1. Understanding faculty resistance

  2. Practical tips for managing change

  3. Effective communication

  4. Working for sustainability

Facilitation skills

How to manage groups plays an important part in engaging other faculty in the assessment process. Whether you are leading a team of faculty from multiple departments or working with faculty within a single department, using facilitation tools will enable participants to move efficiently through the process by harnessing faculty energy in meaningful directions. In addition to tips on how to facilitate a meeting, some of the things participants will learn will include:

  1. Working with groups

  2. Planning meetings for action

  3. Maximizing the use of effective facilitation tools

At the workshop, participants will receive an e-book containing all slides and reference materials so you can review what you’ve learned and apply it to your program back home. Participants will understand how to plan and organize their program assessment process to improve student learning. They will also be able to evaluate their own program assessment plan.