August 19, Ismail Filya Dean of Agricultural Faculty Uludag University Nilufer Bursa, Nilufer Turkey. Dear Dr.

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1 ABET 415 N. Charles Street Baltimore, MD Phone: Fax: Applied Science Accreditation Commission Computing Accreditation Commission Engineering Accreditation Commission Engineering Technology Accreditation Commission August 19, 2014 Ismail Filya Dean of Agricultural Faculty Uludag University Nilufer Bursa, Nilufer Turkey Dear Dr. Filya : The Engineering Accreditation Commission (EAC) of ABET recently held its 2014 Summer Meeting to act on the program evaluations conducted during Each evaluation was summarized in a report to the Commission and was considered by the full Commission before a vote was taken on the accreditation action. The results of the evaluation for Uludag University are included in the enclosed Summary of Accreditation Actions. The Final Statement to your institution that discusses the findings on which each action was based is also enclosed. The policy of ABET is to grant accreditation for a limited number of years, not to exceed six, in all cases. The period of accreditation is not an indication of program quality. Any restriction of the period of accreditation is based upon conditions indicating that compliance with the applicable accreditation criteria must be strengthened. Continuation of accreditation beyond the time specified requires a reevaluation of the program at the request of the institution as noted in the accreditation action. ABET policy prohibits public disclosure of the period for which a program is accredited. For further guidance concerning the public release of accreditation information, please refer to Section II.A. of the Accreditation Policy and Procedure Manual (available at A list of accredited programs is published annually by ABET. Information about ABET accredited programs at your institution will be listed in the forthcoming ABET Accreditation Yearbook and on the ABET web site ( It is the obligation of the officer responsible for ABET accredited programs at your institution to notify ABET of any significant changes in program title, personnel, curriculum, or other factors which could affect the accreditation status of a program during the period of accreditation stated in Section II.H. of the Accreditation Policy and Procedure Manual (available at Assuring Quality - Stimulating Innovation

2 ABET requires that each accredited program publicly state the program s educational objectives and student outcomes as well as publicly post annual student enrollment and graduation data as stated in Section II.A.6. of the Accreditation Policy and Procedure Manual (available at ABET will examine all newly accredited programs websites within the next two weeks to ensure compliance. Please note that appeals are allowed only in the case of Not to Accredit actions. Also, such appeals may be based only on the conditions stated in Section II.L. of the Accreditation Policy and Procedure Manual (available at Sincerely, Winston F. Erevelles, Chair Engineering Accreditation Commission Enclosure: Summary of Accreditation Action Final Statement cc: Kamil Dilek, Rector of Uludag University Nabi Alper Kumral, Associate Professor, Faculty of Agriculture Hakan Buyukcangaz, Assoc. Prof., Faculty of Eng. David Binning, Visit Team Chair

3 8/19/2014 ABET Engineering Accreditation Commission Summary of Accreditation Actions for the Accreditation Cycle Uludag University Bursa, Biosystems Engineering (BSc) Accredit to September 30, A request to ABET by January 31, 2015 will be required to initiate a reaccreditation report evaluation. A report describing the actions taken to correct shortcomings identified in the attached final statement must be submitted to ABET by July 01, The reaccreditation evaluation will focus on these shortcomings. Please note that a visit is not required. This is a newly accredited program. Please note that this accreditation action extends retroactively from October 01, 2012.

4 Engineering Accreditation Commission Final Statement of Accreditation to Uludag University Bursa, Turkey Accreditation Cycle

5 ABET ENGINEERING ACCREDITATION COMMISSION Bursa, Turkey FINAL STATEMENT Visit Dates: November 10-12, 2013 Accreditation Cycle Criteria: Introduction & Discussion of Statement Construct The Engineering Accreditation Commission (EAC) of ABET has evaluated the biosystems engineering program of Uludag University for initial accreditation. This statement is the final summary of the EAC evaluation at the institutional and engineeringprogram levels. It includes information received during due process, including corrections of factual errors on the program audit form submitted by Uludag University in its seven-day response. The statement that follows consists of two parts: the first addresses the institution and its overall engineering educational unit, and the second addresses the individual engineering programs. It is constructed in a format that allows the reader to discern both the original visit findings and subsequent progress made during due process. A program s accreditation action is based upon the findings summarized in this statement. Actions depend on the program s degree of compliance or non-compliance with the criteria. This degree can be construed from the following terminology: Deficiency: A deficiency indicates that a criterion, policy, or procedure is not satisfied. Therefore, the program is not in compliance with the criterion, policy, or procedure. Weakness: A weakness indicates that a program lacks the strength of compliance with a criterion, policy, or procedure to ensure that the quality of the program will not be compromised. Therefore, remedial action is required to strengthen compliance with the criterion, policy, or procedure prior to the next review. 1

6 Concern: A concern indicates that a program currently satisfies a criterion, policy, or procedure; however, the potential exists for the situation to change such that the criterion, policy, or procedure may not be satisfied. Observation: An observation is a comment or suggestion that does not relate directly to the current accreditation action but is offered to assist the institution in its continuing efforts to improve its programs. Uludag University, founded as Bursa University in 1975 and renamed in 1982, has four institutes, 11 faculties, one state conservatory, three graduate schools, 15 vocational schools, and 19 research and application centers. The rectorate, the institutes, and all faculties (except the Faculty of Theology) are located on the central campus 20 km (about 12.5 miles) from the city center of Bursa. For the academic year, Uludag University had 34,119 undergraduate students in four-year college programs, 686 students in four-year vocational school programs, and 14,369 students in two-year vocational school programs for a total of 49,174 students. For the most recent academic year, 5,299 students graduated from four-year college programs at the university. The university has a total of 2,280 teaching staff with 418 professors, 203 associate professors, 287 assistant professors, 167 instructors, 285 lecturers, 856 research assistants, and 64 specialists. Institutional Strengths 1. A university-wide commitment to outcomes-based accreditation and continuous improvement of all academic programs is obvious and well supported by the university s leadership. Resources are available to programs to support accreditation or, if accreditation is not available, to establish internal review processes that assure continuous improvement. 2. Significant investment is being made so facilities on campus will meet current seismic standards. The university is concurrently working to improve the fire and life-safety features of these facilities and to add access for the disabled. 2

7 Biosystems Engineering Program Program Criteria for Biological and Similarly Named Engineering Programs Introduction The biosystems engineering program was formed in 2009 with the merger of the agricultural machinery and agricultural structures and irrigation programs. The program emphasizes the areas of land and water resources, agricultural energy systems, agricultural machinery systems, and agricultural structures, and is administered by the Faculty of Agriculture. The program has 166 students, 14 faculty members, and has produced four graduates to date. Program Strength 1. The faculty members are motivated, competent, and function well as a team, and demonstrate a clear commitment to continuous improvement. Program Weaknesses 1. Criterion 4. Continuous Improvement This criterion requires that the program regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. The program has a very complex, documented, but emerging, assessment process that uses a variety of instruments to evaluate student outcomes. The faculty has used assessment information from a limited number of graduates to support program improvement decisions. The current assessment process has not yet been fully implemented and needs time to develop. Because the assessment process is not fully implemented and has been applied only to a small sample of students, it is not clear that it yields meaningful data that support the continuous improvement of the program. Additionally, student outcomes are defined as what students 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 as they progress through the program. Some of the program s outcomes are scheduled to be assessed several years following student graduation from the program. This assessment timeframe is not consistent with a process that, by definition, should be conducted 3

8 by the time a student graduates from program. The program therefore lacks strength of compliance with this criterion. Due-process response: The EAC acknowledges receipt of documentation describing further development of the assessment process to determine the degree to which student outcomes are being attained. The EAC also notes that one student outcome that reflected student attainment several years after graduation has been eliminated. Although the continuous improvement process is well defined, it was not clear from documentation provided that the process has been fully implemented. In addition, because the program is new, there are few graduates of the program and, thus, a relatively small sample size for student outcomes assessment. Ongoing enrollment growth will provide a larger sample size for outcomes assessment and will likely yield more meaningful data. While the portion of the weakness related to student outcome definition has been addressed, the program still lacks strength of compliance with this criterion because the continuous improvement process has not been fully implemented and because small sample sizes may not yield meaningful assessment data. The weakness remains unresolved and will be a focus of the next review. In preparation for this review, the EAC anticipates documentation that the program regularly uses appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained and that the results of these evaluations are systematically utilized as input for the continuous improvement of the program. 2. Criterion 5. Curriculum This criterion requires that students be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. Examination of the materials from the senior capstone design course showed use of realistic constraints and standards to a limited extent. Moreover, the current capstone experience uses only part of the students prior course work and does not clearly address significant areas of biosystems engineering practice. Insufficient breadth and depth in the final design projects and limited application of constraints and engineering standards diminishes the learning experience and limits the students 4

9 preparation to handle complex design projects in practice. The program therefore lacks strength of compliance with this criterion. Due-process response: The EAC acknowledges receipt of documentation describing expansion of the content and scope of the senior design experience through the addition of a second course (Design Project I) to form a two-course major design requirement. While mandatory pre-requisites for these new courses were not described, the program established a design project committee to set the content of the two-course design sequence such that it incorporates concepts and practice principles from earlier courses and addresses breadth and depth of design knowledge from across the undergraduate curriculum. The redesigned two-course major design requirement has been approved but not yet published in the program catalog. The new course will be implemented in the academic year. The weakness remains unresolved and will be a focus of the next review. In preparation for this review, the EAC anticipates documented evidence, in the form of design project reports, demonstrating that the curriculum culminates in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. Further, the EAC anticipates evidence that the revised two-course major design experience, including appropriate prerequisites, has been published in the university catalog. Program Concern 1. Criterion 7. Facilities This criterion requires that modern tools, equipment, computing resources, and laboratories appropriate to the program be available and accessible to enable students to attain the student outcomes and to support program needs. Student laboratories were clean and functional but lacked multiple teaching stations. For most laboratory experiments, only a single set of equipment was available. The program has been able to provide satisfactory student access to these single sets of laboratory equipment by using rotations and multiple laboratory sessions. As the student numbers increase, this rotation practice will become cumbersome. Further, damage or malfunction of a single set of laboratory equipment could limit the program s ability to provide students with a required 5

10 laboratory learning opportunity. There is therefore a risk that future compliance with this criterion may be jeopardized. Due-process response: The EAC acknowledges receipt of a request made by the program for additional laboratory equipment to offset equipment shortages that limited many laboratory experiences to a single experimental station. While the program has received administrative approval to procure additional equipment, there was no indication that this equipment has yet been funded or ordered. The concern remains unresolved. Program Observation 1. The faculty members are well qualified and motivated, and have the skills to develop the curriculum and meet student educational needs. However, most of the faculty members have all of their academic degrees from Uludag University. The program would benefit by hiring faculty members from different institutions in order to foster educational diversity within the faculty and promote the consideration of new ideas and innovative approaches. 6

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