He has received specialized Quality Leadership Training at LSI Corporation and received an award LSI Corporation Worldwide Operations Review 1999 for his significant contributions to the Quality Improvement Systems. At LSI Wajid was the PE in charge of the world famous APPLE IPOD 2000-2001 processor WW qualification/production. Over the years Wajid has managed several projects related to streamlining operations with utilization of state of the art technology and digital systems.This has given him significant experience working with ISO standard quality systems.He is a specialist on ABET accreditation procedures and was appointed by the Dean of Engineering, KFUPM, Hafr Al Batin campus to lead the intensive effort of preparing the EEET program for the ABET Evaluators Team site visit in 2013. EEET received excellent comments for the display materials presented by Dr. Subal Sarkar ABET team chair which was managed to completion by Wajid.
He is Digital Integrated Quality Management Systems Expert for Automated Academic Student Outcomes based Assessments MethodologyHe has taught several courses on electronics, microprocessors, electric circuits, digital electronics and instrumentation. He has conducted several workshops at the IU campus and eslewhere on Outcomes Assessment best practices, OBE, EvalTools R 6 for faculty, E learning with EvalTools R 6 for students, ABET accreditation process.He is a member of SAP Community, ISO 9001, Senior Member IEEE, IEEE Qatar, ASEE and REED MEP professionals International & Middle East.Dr. Fong K. Mak P.E., Gannon University Abstract: This research references past work which indicates that the major driving force of outcomes assessment initiatives in engineering institutions has been regional and specialized accreditation standards. Continuous quality improvement and accreditation-based activity at various engineering institutions remain as relatively isolated processes, with realistic continuous quality improvement efforts maintaining minimal reference to learning outcomes assessment data measured for accreditation. The lack of utilization of digital technology and appropriate methodologies supporting the automation of outcomes assessment further exacerbate this situation. Furthermore, learning outcomes data measured by most institutions is rarely classified into all three domains of the revised Bloom's taxonomy and their corresponding categories of the levels of learning. Generally institutions classify courses of a program curriculum into three levels: introductory, reinforced and mastery. The outcomes assessment data is measured for mastery level courses in order to streamline the documentation and effort needed for an effective program evaluation. A major disadvantage of this approach is that it does not facilitate early remediation of performance failures because necessary outcomes information related to deficient teaching and learning mechanisms is measured only for mastery level courses. A holistic approach for continuous quality improvement in academic learning would requi...
His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Estell is an ABET Program Evaluator, a Senior Member of IEEE, and a member of ACM,
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