İTÜ Naval Architecture and Marine Engineering Undergraduate Program: Accredited by the Engineering Accreditation Commission (EAC) of ABET, www.abet.org
Program Educational Objectives
Educational Objectives of the Program are to provide graduates with the technical knowledge and skills in Naval Architecture and Marine Engineering in order to;
| PEO1 |
designing and manufacturing of marine vehicles and related systems. |
| PEO2 |
engaging in life-long learning. |
| PEO3 |
working effectively in local and international team environments. |
| PEO4 |
gaining effective working skills by using modern engineering tools. |
| PEO5 |
gaining professional experience in marine industry, and enrolling in graduate education.
|
Program Assessment Activities Related to PEOs
The process of assessing the program educational objectives is achieved by the graduates with professional careers as alumni. The process is implemented using four assessment instruments: Alumni Surveys, Employer Surveys, Program Advisory Board (PAB) Reports and Program Academic Board (PACB) Reports.
| Constituency |
Assessment Tool |
Frequency |
Time |
Target |
| Alumni |
Survey |
Every three years |
at the end of Academic Year |
Graduates of past 5 years |
| Employer |
Survey |
Every three years |
at the end of Academic Year |
All employers |
| PAB |
Meeting Report |
Every three years |
at the end of Academic Year |
PAB members |
| PACB |
Meeting Report |
Annually |
at the end of Academic Year |
PACB members |
Performance Criteria for Program Educational Objectives
| Program Educational Objectives (PEO) |
Assessment method |
Performance criteria |
| PEO1:designing and manufacturing of marine vehicles and related systems. |
Alumni survey |
>= 3 out of 5 |
| Employer survey |
>= 3 out of 5 |
| PAB meeting report |
N/A |
| PACB meeting report |
N/A |
| PEO2:engaging in life-long learning. |
Alumni survey |
>= 3 out of 5 |
| Employer survey |
>= 3 out of 5 |
| PAB meeting report |
N/A |
| PACB meeting report |
N/A |
| PEO3:working effectively in local and international team environments. |
Alumni survey |
>= 3 out of 5 |
| Employer survey |
>= 3 out of 5 |
| PAB meeting report |
N/A |
| PACB meeting report |
N/A |
| PEO4:gaining effective working skills by using modern engineering tools. |
Alumni survey |
>= 3 out of 5 |
| Employer survey |
>= 3 out of 5 |
| PAB meeting report |
N/A |
| PACB meeting report |
N/A |
| PEO5:gaining professional experience in marine industry, and enrolling in graduate education. |
Alumni survey |
>= 3 out of 5 |
| Employer survey |
>= 3 out of 5 |
| PAB meeting report |
N/A |
| PACB meeting report |
N/A |
| Enrolment statistics for higher education |
20% of total graduates |
Assessment and Documentation of the Results
According to the assessment results, the Program Accreditation Committee (PAC) evaluates the results once in every three years. Hence the program educational objectives are reviewed accordingly. If any modification and/or addition into the program educational objectives are required, they shall be discussed at the Program Academic Board (PACB) and Program Advisory Board (PAB). Afterwards, the addressed concerns shall be submitted as quickly as possible to Faculty Academic Board (FAB) in order to facilitate the program improvement. Alumni and industry concerns are considered primarily for long‐term changes in the program of study.
Student Outcomes
Performance Criteria connected with the Student Outcomes:
| Outcomes |
Performance Criteria |
| 1 - an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
>= 3 out of 5 |
|
Students will be able to identify, formulate and solve complex engineering problems by applying principles of engineering, science, and mathematics. |
|
| 2 - an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
>= 3 out of 5 |
|
Students will define and understand the engineering problem, will be able to perform preliminary and detailed design considering public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors and plan the project stages.
|
|
| 3 - an ability to communicate effectively with a range of audiences |
>= 3 out of 5 |
|
Students will be able to organize, plan, design/prepare and use appropriate visual aids for oral communication.
|
|
| 4 - an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
>= 3 out of 5 |
|
Students will recognize ethical and professional responsibilities and will be able to investigate a given engineering problem and to analyze the short and long term impact (political, economic, environmental, health, safety, cultural) of proposed solutions on society (local, regional or global context). |
|
| 5 - an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
>= 3 out of 5 |
|
Students will manage them as a team by following good team management practices and resolve conflicts. They will also be able to meet project schedule, develop leadership skills in a team environment.
|
|
| 6 - an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
>= 3 out of 5 |
|
Students will plan and understand the phenomenon, select the instruments/design/assemble set-up, and provide the instructions for its use, will be able to conduct experiments, individually and also will be able to analyze and interpret experimental data. |
|
| 7 - an ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
>= 3 out of 5 |
|
Students will be able to use techniques, skills, and modern engineering tools necessary for engineering practice. |
|
| 8 - an ability to apply basic knowledge of fluid mechanics, structural mechanics, material properties, and energy/propulsion systems in the context of marine vehicles |
>= 3 out of 5 |
|
Students will be able to apply basic knowledge of fluid mechanics, structural mechanics, material properties, and naval energy/propulsion systems in the context of marine vehicles. |
|
Relationships between PEOs and POs
|
Student Outcome
|
Program Educational Objectives
|
|
PEO1
designing and manufacturing of marine vehicles and related systems.
|
PEO2
engaging in life-long learning.
|
PEO3
working effectively in local and international team environments.
|
PEO4
gaining effective working skills by using modern engineering tools.
|
PEO5
gaining professional experience in marine industry, and enrolling in graduate education.
|
|
1
|
an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
|
|
|
|
|
|
|
2
|
an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
|
|
|
|
|
|
|
3
|
an ability to communicate effectively with a range of audiences
|
|
|
|
|
|
|
4
|
an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
|
|
|
|
|
|
|
5
|
an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
|
|
|
|
|
|
|
6
|
an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
|
|
|
|
|
|
|
7
|
an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
|
|
|
|
|
|
|
8
|
an ability to apply basic knowledge of fluid mechanics, structural mechanics, material properties, and energy/propulsion systems in the context of marine vehicles
|
|
|
|
|
|
| |
HIGHLY RELEVANT |
|
MODERATELY |
|
SLIGHTLY |
|
N/A |
Assessment Methods for the Program Outcomes
Indirect Tools
Indirect tools show the degree of satisfaction of constituents with their education/course on a scale of 1 through 5 (1 = least, 5 = most satisfied or highly agree) and consist of Student (course) Survey, Senior (Exit) Survey and Faculty Survey.
| Constituent |
Assessment Tool |
Frequency |
Time |
Target |
| Students |
Student (Course) Survey |
Every semester |
at the end of Semesters |
All courses |
| Senior (Exit) Survey |
Annual |
at the end of Academic Year |
All graduating Seniors |
| Faculty |
Faculty Survey |
Annual |
at the end of Academic Year |
Faculty members/instructors |
Direct Tools
Direct tools show the degree of satisfaction of constituents with their education/course on a scale of 1 through 5 (1=least, 5=most satisfied / highly agree) and consist of the following parts:
DT.1. A rubric for predetermined outcomes is applied at the end of each Academic year, and then it follows the timetable.
DT.2. Course exam questions (final exam, midterm exam, quiz etc.) will be tailored to measure outcomes and carried out at the end of each Academic year, and then it will follow the timetable.
DT.3. Team work materials: reports by the team members, team presentations, team assessment by the corresponding lecturer or teamwork committee, which have already been applied.
DT.4. Term Project reports, homework, oral presentations, interview etc.
Utilizable Tools for the Program Outcomes
|
Outcomes
|
Assessment method
|
|
Indirect tool
|
Direct tool
|
|
IT.1
|
IT.2
|
IT.3
|
DT.1
|
DT.2
|
DT.3
|
DT.4
|
|
1
|
+
|
+
|
+
|
+
|
+
|
|
|
|
2
|
+
|
+
|
+
|
+
|
+
|
|
|
|
3
|
+
|
+
|
+
|
+
|
|
+
|
+
|
|
4
|
+
|
+
|
+
|
+
|
+
|
|
|
|
5
|
+
|
+
|
+
|
+
|
|
+
|
+
|
|
6
|
+
|
+
|
+
|
+
|
+
|
|
|
|
7
|
+
|
+
|
+
|
+
|
|
|
|
|
8
|
+
|
+
|
+
|
+
|
+
|
|
|
Assessment and Documentation of the Results
The process of assessing the Student Outcomes achieved by our students covers the period of study by the students at the University and during their professional careers as alumni. Assessment of each outcome is carried out by the responsible faculty. Having completed his/her own assessment, all faculty members present the assessment results to the Program Education Committee (PEC). Program Education Committee (PEC) evaluates the results of the assessment of each outcome once every two years. If any weakness or concern is noticed in the program outcomes, then the PEC employs appropriate measures to satisfy the outcomes.
Continuous Improvement
Program Accreditation Committee (PAC) evaluates and reviews the results of the assessment of program educational objectives once in every three years. If any modification and/or addition into the program educational objectives are required, they shall be discussed at the Program Academic Board (PACB) and Program Advisory Board (PAB). Afterwards, the addressed concerns shall be submitted as quickly as possible to Faculty Academic Board (FAB) in order to facilitate the program improvement. Alumni and industry concerns are considered primarily for long‐term changes in the program of study.
Program Education Committee (PEC) evaluates the results of the assessment of each outcome once every two years. If any weakness or concern is noticed in the program outcomes, then the PEC employs appropriate measures to satisfy the outcomes.
Assessment of each outcome
ABET Assessment 2011-2012
ABET Assessment 2012-2013
ABET Assessment 2013-2014
Depending on the current results of the surveys, the department overall efficiency is satisfactory. Therefore, there is not any significant future program improvement plans based upon recent evaluations. However, the update of the survey will be considered.
Annual Enrollment and Degree Data
|
Academic Year
|
Enrollment Year1
|
Total Undergrad
|
Total Grad
|
Degree Awarded2
|
|
Prep
|
1st
|
2nd
|
3rd
|
4th
|
Bachelors
|
Masters
|
Doctorates
|
|
Current
Year
|
2022-23
|
FT
|
67
|
105
|
43
|
76
|
133
|
357
|
93
|
|
|
|
|
PT
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
|
1 year prior to current
Year*
|
2021-22
|
FT
|
63
|
74
|
78
|
78
|
117
|
410
|
15
|
39
|
4
|
8
|
|
PT
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
|
2 years prior to current
year
|
2020-21
|
FT
|
58
|
81
|
82
|
80
|
119
|
420
|
76
|
66
|
3
|
6
|
|
PT
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
|
3 years prior to current
year
|
2019-20
|
FT
|
62
|
87
|
67
|
71
|
109
|
396
|
55
|
50
|
4
|
1
|
|
PT
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
|
4 years prior to current
year
|
2018-19
|
FT
|
82
|
55
|
71
|
70
|
109
|
387
|
63
|
54
|
8
|
1
|
|
PT
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
|
5 years prior to current
year
|
2017-18
|
FT
|
79
|
64
|
65
|
69
|
104
|
381
|
52
|
40
|
9
|
3
|
|
PT
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
* Includes only 2022 – 2023 Fall semester only*