Continuous Improvement in Academic Computing Programs is Rarely Comprehensive

Azzouni, Abdullah; Parham-Mocello, Jennifer

doi:10.18260/1-2--36848

Cited by 3 publications

(1 citation statement)

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“…The integration problem lies at the heart of the continuous improvement (CI) requirement. Azzouni et al (2021) [19] conducted an extensive literature search on this topic, particularly in the academic accreditation setting. They note that CI can be analyzed and implemented in two ways, either as a system or a process with the ABET student outcomes criteria (SOs 1 thru 7) "…identify(ing) the major components..." CI data inputs can be either quantitative, qualitative, or both.…”

Section: Program Design and Continuous Improvementmentioning

confidence: 99%

The Use of Mixed Methods in Academic Program Evaluation

O'Connor

2021 Fall ASEE Middle Atlantic Section Meeting Proceedings

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Retired Professional Civil Engineer (Maryland and California), M.ASCE, is a member of the ASCE Committee on Developing Leaders, History and Heritage, Civil Engineering Body of Knowledge (CEBoK), and Engineering Grades. Michael has been a practicing Civil Engineer with over 50 years of engineering, construction, and project management experience split equally between the public and private sectors. Programs ranged from the San Francisco Bay Area Rapid Transit district's 1990's expansions in the East Bay and SFO Airport at three billion to the New Starts program for the Federal Transit Administration with over a hundred projects and $85 billion in construction value. At the latter, he also acted as source selection board chairman and program COTR for $200 plus million in task order contracts for engineering services. Working for the third-largest transit agency in the United States, the Los Angeles County MTA, Michael managed bus vehicle engineering for $1 billion in new acquisitions and post-delivery maintenance support for 2300 vehicles with some of the most complex technology (natural gas engines and embedded systems) in the US transit industry in the 1990s. Michael also has extensive experience as an instructor at New York University (five years), Howard University (four years), and California State University-San Francisco (ten years).

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Section: Program Design and Continuous Improvementmentioning

confidence: 99%