Development of a new curriculum for an industrial engineering program that meets the curriculum requirements of ABET and the institution

Aoudia, Mouloud; Al-Qahsi, Deya A.

doi:10.1109/educon.2015.7095965

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Institutions often have course educational objectives aligned with that of the university, the ABET criteria, and the different constituencies' needs. There should be an effective and documented process to follow during the program's learning objectives [19]. Educational objectives should be published, flexible, measurable, clearly defined, consistent with ABET criteria, needs of key constituencies, and reliable with the university's mission.…”

Section: Investigating International (Abet) Institutional Mechanical Engineeringmentioning

confidence: 99%

Comparative Analysis on Regional (NCAAA) and International (ABET) Accreditation for Mechanical Engineering Program

Alarifi

2021

ETOAJ

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The quality of the institution's program is to be identified based on predefined criteria or standards. This will assist the institution in improving its programs, reputation, and environment, facility by benchmarking with other international and regional schools [1-3]. Evaluating the program consequences is not an easy task. It is a tedious and continuous process. In particular, it needs integrating quality factors concerning the details of the program. Postsecondary programs are accredited through the Accreditation Board for Engineering and Technology in computing, engineering, applied science, and engineering technology. The Council for Higher Education Accreditation (CHEA) has identified ABET since 1997.

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Section: Investigating International (Abet) Institutional Mechanical Engineeringmentioning

confidence: 99%

Comparative Analysis on Regional (NCAAA) and International (ABET) Accreditation for Mechanical Engineering Program

Alarifi

2021

ETOAJ

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“…It is also above all a necessity to change and reduce our environmental impact and to allow a global understanding of the complexity of our society. Some researchers have identified some requirements in skills and competencies in engineering courses which permit to enter in a sustainable way (Wiek et al ., 2011; Aoudia and Al-Qahsi, 2015; Andrews and Soares, 2017; Kamp, 2017). Table 1 shows some examples of different kind of competencies and skills linked to sustainability and ecodesign that can be developed during an engineering curriculum.…”

Section: State Of the Art On Competencies Knowledge And Skills Requimentioning

confidence: 99%

Identification of contribution and lacks of the ecodesign education to the achievement of sustainability issues by analyzing the French education system

Perpignan

Robin

Baouch

et al. 2020

AIEDAM

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The sustainability concept is becoming ingrained in the international engineering community. The next generation of engineers has to be trained to appreciate economic, environmental, and societal impacts of its decisions, with an international perspective and at a local and global scale. The aim of this paper is to contribute to identifying the strengths and limits of current sustainability education practices to will be able to improve future decision-makers' and product designers' training. The first step of our research concerns the identification of knowledge, skills, attitudes, and values associated with sustainability and ecodesign to highlight what kind of engineers' competencies for sustainability have to be trained. Based on this identification, we examine the French education system from secondary school to university to study sustainability and ecodesign integration in different technological French curricula and practices. The objective is to estimate the effective place of sustainable development and ecodesign in the technological training courses. We analyze programs and complete our approach by observing teachers in their classrooms or by conducting interviews. Even if concepts, knowledge and skills related to ecodesign appear in many different programs, our study emphasizes that there is not a continuum between pre-secondary school, high school, and university. As a consequence, teachers have difficulties to understand the aims and the coherence of the program, and students are not really comfortable with the issues of sustainability and ecodesign. We propose to improve programs and practices by developing multidisciplinary curricula covering most of the sustainable issues and integrating best practices of international universities.

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“…The accreditation criteria used by ABET, have been discussed extensively for all the U.S. universities in order to align their engineering programs curriculum to meet all the ABET requirements. In some cases, it is necessary re-design or develop a new curriculum for a specific program to achieve ABET accreditation [2].…”

Section: Introductionmentioning

confidence: 99%

Successful Assessment Strategies for ABET Accreditation of Engineering Programs Offered at Different Campuses

Calderon¹,

Vásquez²,

Aponte³

et al. 2016

Proceedings of the 14th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovati

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Abstract-Administrators of engineering programs across the board have increased their interest to obtain accreditation. The Accreditation Board for Engineering and Technology (ABET) is one of the organizations more recognized at a global level, not only for quality assurance but also because the accreditation criteria help the programs to set continuous improvement processes. However, there is not useful information or guidelines for programs seeking ABET accreditation for the first time in programs offered at different locations. This paper presents the assessment plan and strategies to prepare programs to a successful accreditation, in programs offered in different campuses, for an eventual on-site visit. Dissemination of results, summary of materials for the display room, and successful practices in order to improve the programs, are included as well. In this document, we highlight the use of educational platforms as low cost assessment tools that many institutions already have. Abstract-Administrators of engineering programs across the board have increased their interest to obtain accreditation. The Accreditation Board for Engineering and Technology (ABET) is one of the organizations more recognized at a global level, not only for quality assurance but also because the accreditation criteria help the programs to set continuous improvement processes. However, there is not useful information or guidelines for programs seeking ABET accreditation for the first time in programs offered at different locations. This paper presents the assessment plan and strategies to prepare programs to a successful accreditation, in programs offered in different campuses, for an eventual on-site visit. Dissemination of results, summary of materials for the display room, and successful practices in order to improve the programs, are included as well. In this document, we highlight the use of educational platforms as low cost assessment tools that many institutions already have. Keywords-Engineering

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Development of a new curriculum for an industrial engineering program that meets the curriculum requirements of ABET and the institution

Cited by 5 publications

References 5 publications

Comparative Analysis on Regional (NCAAA) and International (ABET) Accreditation for Mechanical Engineering Program

Comparative Analysis on Regional (NCAAA) and International (ABET) Accreditation for Mechanical Engineering Program

Identification of contribution and lacks of the ecodesign education to the achievement of sustainability issues by analyzing the French education system

Successful Assessment Strategies for ABET Accreditation of Engineering Programs Offered at Different Campuses

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