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ITU 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 recognize, analyze and solve the engineering problems, and apply these abilities to design of all kind of ships and their powering, propulsion and machinery systems.
PEO2 recognize the importance of engaging in life-long learning.
PEO3 gain practical experience to work well in local and international team environments.
PEO4 gain effective written and oral communication skills, and use modern engineering tools.
PEO5 establish themselves as practicing professionals through increased responsibilities beyond their original entry-level position, or if engaged in graduate study, making timely progress towards an advanced degree.


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:recognize, analyze and solve the engineering problems, and apply these abilities to design of all kind of ships and their powering, propulsion and machinery systems, Alumni survey >= 3 out of 5
Employer survey >= 3 out of 5
PAB meeting report N/A
PACB meeting report N/A
PEO2:recognize the importance of 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:gain practical experience to work well 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:gain effective written and oral communication skills, and use 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:establish themselves as practicing professionals through increased responsibilities beyond their original entry-level position, or if engaged in graduate study, making timely progress towards an advanced degree 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:

(a)An ability to apply knowledge of mathematics, science and engineering
  1. Students will know basic definitions, concepts, theory and assumptions, and formula.
  2. Students will be able to locate the technical information and solve the engineering problems through the application of scientific methods, systematically or logical.
(b)An ability to design and conduct experiments, as well as to analyze and interpret data
  1. Students will plan and understand the phenomenon, select the instruments/design/assemble set-up, and provide the instructions for its use.
  2. Students will be able to conduct experiments, individually.
  3. Students will be able to analyze and interpret experimental data.
(c)An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  1. Students will define and understand the engineering problem, and plan the project stages.
  2. Students will be able to conduct the literature survey and perform creative ideas for design.
  3. Students will be able to perform preliminary and detailed design.
(d)An ability to function on multidisciplinary teams
  1. Students will manages them a team by following good team management practices and resolve conflicts. They will also be able to meet project schedule.
(e)An ability to identify, formulate, and solve engineering problems
  1. Students will be able to identify technical /engineering /computing problems.
  2. Students will be able to formulate technical /engineering /computing problems.
  3. Students will be able to solve technical /engineering /computing problems.
(f)An understanding of professional and ethical responsibility
  1. Students will understand and demonstrate ethical responsibilities.
  2. Students will understand and demonstrate professional responsibilities.
(g)An ability to communicate effectively
  1. Students will be able to organize, plan, design/prepare and use appropriate visual aids for oral communication.
  2. Students will be able to organize, plan, properly format a written technical report, and to appropriate discussion, conclusion and recommendations
(h)The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
  1. Students 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).
(i)A recognition of the need for, and an ability to engage in life-long learning
  1. Students are aware of the need for lifelong learning.
  2. Students will be able to engage in life-long learning activities.
(j)A knowledge of contemporary issues
  1. Students will demonstrate knowledge in a variety of contemporary issues or topics.
(k)An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
  1. Students will be able to use techniques, skills, and modern engineering tools necessary for engineering practice.
(l)An ability to applybasic knowledge of fluid mechanics, structural mechanics, material properties, and energy/propulsion systems in the context of marine vehicles
  1. 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

Program Educational Objectives
PEO1 PEO2 PEO3 PEO4 PEO5
Student Outcomes (a)

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(b)

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(c)

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(d)

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(e)

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(f)

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(g)

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(h)

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(i)

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(j)

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(k)

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(l)

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+++ 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 Indirect Tools Direct Tools
IT.1 IT.2 IT.3 DT.1 DT.2 DT.3 DT.4
(a) + + + + +
(b) + + + + +
(c) + + + + +
(d) + + + + + +
(e) + + + + +
(f) + + + + +
(g) + + + + + +
(h) + + + + +
(i) + + + +
(j) + + + + +
(k) + + + +
(l) + + + + +


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 Data

Academic Year Medium of Instruction Total
2013-2014 30% English 40
100% English 2
2012-2013 30% English 41
100% English 36
2011-2012 30% English 39
100% English 33
2010-2011 30% English 39
100% English 34


Annual Graduation Data


ACADEMIC YEAR TERM NUMBER OF STUDENT GPA
2012-2013 FALL 7 2.31
SPRING 48 2.70
SUMMER 19 2.36
TOTAL 74 2.46
2011-2012 FALL 12 2.30
SPRING 41 2.50
SUMMER 11 2.56
TOTAL 64 2.45
2010-2011 FALL 12 2.15
SPRING 41 2.56
SUMMER 11 2.37
TOTAL 64 2.36