The committee articulated the vision and mission statements of the Faculty and guided the various engineering departments towards formulating the educational objectives and outcomes of their programs. The FEA vision and mission statements stressed on its contribution to the development of Lebanon and the region, while preparing its students, in a challenging and intellectually stimulating environment that undergoes continuous improvement.
The TQM committee reviewed the teaching methodologies and the effectiveness of student learning in the light of modern techniques that address student learning styles. The committee prepared an exhaustive list of possible instruments for assessing the level of achievement in meeting the course outcomes as well as program educational objectives. In addition, it laid out a draft of a common first year for engineering disciplines that includes multidisciplinary courses, which aim at exposing the students to the general nature of engineering, the engineering design process, and teamwork. The necessary professional skills of leadership, innovation, and engineering ethics are highly stressed in these courses.
The TQM committee recommended the formation of a departmental External Advisory Board with the aim of advising on matters pertaining to the academic program(s), research and professional activities, and development of the department.
Following the work of the TQM committee, departmental ABET committees were formed during the academic year 2000-2001 with the aim of seeking ABET accreditation. In addition, an ABET Faculty committee was formed in the following year 2002-2003 to overview the progress and coordinate efforts among departments.
The first draft of the self study report was produced by the ABET committees on January, 2002. Since 2002, exit surveys to graduating classes have regularly been conducted soliciting opinion of graduating students about the quality of their education. Moreover, starting fall 2003-04 course files have been regularly updated by all engineering departments and assessed annually.
The establishment of the career office in 2002 helped students obtaining summer internships and jobs after graduation. In addition, the career office has developed a database of the employers of our students and conducted surveys to assess the market need.
The most critical part common to all programs is the establishment of a process for continuous assessment and improvement at the course/program and Faculty levels with input from the various constituencies (faculty, students, employers, parents, and alumni). The ABET committees have had important accomplishments in that direction and are continuing working towards further improving and institutionalizing this process to become in the culture of the Faculty.
All this work has culminated in self-study reports pinpointing the weaknesses and strengths of the various programs. The latest drafts of these self-study reports, which are being continuously updated, can be viewed from the links provided on this page.