Dr. Çetiner’s Blogs (Prof. Dr. Gültekin Çetiner)

What is 5ICE?
5ICE ((aka 5 I’CE)) is the acronym for the 6 dimensional mission of an International University developed by Gültekin Çetiner during his Rectorate at IUS.

The mission of an international university defined by Gültekin Çetiner has six dimensions as follows:-

1. Internationalized Higher Education
2. Intercultural Competency
3. Integrity with Universalism
4. Interdisciplinary programs
5. CIvic Engagement
6. Comprehensive Excellence

As a reflection of internationalization, the university aims at recruiting both academic and administrative staff from a wide range of countries as well as admitting students on the basis of internationalization processes. IUS at the beginning of semester 2009-2010 had currently more than 1,100 students from 22 different countries. The academic and administrative staffs are employed from a range of 18 countries.

As a result of Interdisciplinary mission of the university, the programs are designed in a way to promote the students’ works in interdisciplinary manner. Programs with transiency hence make the university highly adaptive to the built of more of newly produced programs when compared to other Higher Education Institutions (HEI). The students in the first year take general university courses then they choose their faculties and consequently their programs which later make double majoring and minor choices very easy. At the final stage, teher were currently 16 programs under four different faculties namely Faculty of Arts and Social Sciences (FASS), Faculty of Economics and Business Administration (FEBA), Faculty of Education (FEDU), and Faculty of Engineering and Natural Sciences (FENS).

At the university, we have added into the curriculum a set of co-curricular activities as compulsory courses. It was first to integrate co-curricular activities of Fareast countries (Japan, Malaysia, Singapore, etc) with the civic engagement activities (service learning) in Western countries. This new extracurricular activities planned to be effective from the academic year of 2009-2010 streamline the students into five main areas of Culture and Arts, Civic Engagement, Sports, Family Management and Parenting, and Leadership and Management with Entrepreneurship. We aim our students to perform in at least one community project before their graduation. Therefore, all students have to take at least 4 subjects followed by the required service learning course called Civic Engagement Projects. These projects volunteered by the students will direct the efforts to be engaged in community services by providing the required human capital. The key to this success is ‘A good turn everyday and no two days should be equal’.

The basic philosophy for Comprehensive Excellence is the design and implementation of quality processes to achieve the best outcomes. It covers three fields as academic and research excellence, administrative services, and high quality community development services. The academic curriculum is revised and redeveloped continuously according to a unique set of accreditation standards stemming from several practices such as Bologna criteria, Washington Accords, and ABET-type ones. They are based on the outcome-based education principles. The outcome-based approach is the guidance in all three fields of the services.

ABET a-k Outcomes

The famous Programme Outcomes adopted by Accreditation Board for Engineering and Technology (ABET) known as ABET a-k Outcomes are given below. The Kulliyyah of Engineering Outcomes as well as EAC Programme Outcomes coincide with the 11 Outcomes of ABET a-k Outcomes. These ABET Outcomes are found in Criteria 3 Document of official ABET document.
* Outcome a: “an ability to apply knowledge of mathematics, science, and engineering”
* Outcome b: “an ability to design and conduct experiments, as well as to analyze and interpret data”
* Outcome 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”
* Outcome d: “an ability to function on multi-disciplinary teams”
* Outcome e: “an ability to identify, formulate, and solve engineering problems”
* Outcome f: “an understanding of professional and ethical responsibility”
* Outcome g: “an ability to communicate effectively”
* Outcome h: “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context”
* Outcome i: “a recognition of the need for, and an ability to engage in life-long learning”
* Outcome j: “a knowledge of contemporary issues”
* Outcome k: “an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice”

Kulliyyah of Engineering Programme Educational Outcomes
The educational Educational Outcomes of the programmes conducted by the Kulliyyah of Engineering are as follows:

1. The ability to acquire and apply knowledge of mathematics, science, and engineering fundamentals.
2. To have acquired a broad based education necessary to understand the impact of engineering solutions in a global and societal context.
3. The ability to have in-depth understanding and technical competency in relevant engineering.
4. The ability to undertake problem identification, formulation and solution.
5. The ability to design a system, component, or process for operational performance.
6. The ability to design and conduct experiments, as well as to analyze and interpret data.
7. The ability to understand the principles of sustainable design and development.
8. The ability to effectively communicate orally, in writing and using multimedia tools.
9. The ability to function effectively as an individual and in group with the capacity to be a leader or manager as well as an effective team member.
10. The ability to recognize the need for life long learning and possess the ability to pursue independent learning for professional development.
11. The ability to understand the social, cultural, global and environmental responsibilities of a professional engineer, and the need for sustainable development.
12. The ability to understand and commit to professional and ethical responsibilities.
13. The ability to understand the expectations of an engineer who practices in an industrial or governmental organization.

The Other resources related to topic are

• Programme Learning outcomes for Manufacturing Engineering

• Programme Outcomes of EAC