International Accreditation for Engineering Programs: Mission, Learning Objectives and Outcomes

Ezeldin, A. Samer

doi:10.1016/j.sbspro.2013.10.741

Cited by 12 publications

(16 citation statements)

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“…Comparing the computer-based visualization teaching method to conventional hydroelectric simulation experiments that are based on the Capacitance Resistance Models, where expensive laboratory apparatus, such as electrolytes (copper sulfate) and electric energy are usually required to generate electric field [25,51], the computer-based visualization teaching method can save teaching expenses at the same time, improve the quality of education by building a greener classroom [18], decreasing carbon footprint in the university [66], producing talented graduates in the field of petroleum engineering, contributing to the accreditation of engineering programs [20,95], and achieving the sustainable development goals for education [24,62,73]. In summary, integrating numerical visualization to the course Flow in Porous Media for undergraduates will increase their interest and provide them with an initial and macroscopic view of petroleum engineering.…”

Section: Benefits and Future Prospects Of Invt Methods For Flow In Porous Mediamentioning

confidence: 99%

An integrated numerical visualization teaching approach for an undergraduate course, Flow in Porous Media: An attempt toward sustainable engineering education

Okere

et al. 2021

Comp Applic In Engineering

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The complexities of observing flow phenomena in porous media have made it difficult to teach the course, Flow in Porous Media, to undergraduate students majoring in petroleum engineering. In this study, we propose an integrated numerical visualization teaching (INVT) approach that is based on MATLAB Pdetool, graphical user interface, and Visual Basic Programming. The effectiveness of the INVT method was evaluated in two ways: First, via statistical analyses of the examination grades of two groups (experimental and control groups) of selected undergraduate students from the school of petroleum engineering, after a carefully designed INVT tutorial program was conducted on the experimental group, and

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Section: Benefits and Future Prospects Of Invt Methods For Flow In Porous Mediamentioning

confidence: 99%

An integrated numerical visualization teaching approach for an undergraduate course, Flow in Porous Media: An attempt toward sustainable engineering education

Okere

et al. 2021

Comp Applic In Engineering

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“…[13] Student Outcome (SO): Student Learning outcomes describe essential learning that learners have gained. It can demonstrate at the end of a program.. [14].…”

Section: Definitions and Conceptsmentioning

confidence: 99%

A System for Assessment of Students Performance at College of Computers and Information Technology, Taif University

Rokaya¹

2020

IJCA

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It is very important to find an automated method to assess and evaluate the students' performance in each curriculum. In this paper, the general framework of a system, fully automated, to collect and assess the student's outcomes is presented. The main goal is to automate the data collection and analysis process. Also, the system is designed to represent a repository of the assessment data, programs information and all manuals related to the assessment process details and the system itself. The system was able to reduce the manual work to the be minimal and enabled the instructors and different committee to access the assessment and evaluation data for the current and previous years.

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“…Hasil belajar merupakan bagian penting dalam reformasi pendidikan (Gudeva, Dimova, Daskalovska, & Trajkova, 2012), kualitas pendidikan menjadi prioritas (Jones, 2016), dan kualifikasi yang lebih baik berdasarkan hasil belajar kini menjadi tantangan yang signifikan yang dihadapi banyak negara dalam mengadopsi pendekatan hasil belajar (Gibbs, Kennedy, & Vickers, 2012). Universitas di kairo telah membangun, memperbaharui misi, tujuan pembelajaran dan hasil belajar untuk mencapai keberhasilan (Ezeldin, 2013), prosedur ini akan berdampak pada perubahan positif secara langsung yang terukur dalam hasil belajar, pada konteks pendidikan perubahan ini biasanya dijelaskan secara kualitatif dan subjektif dari guru atau sudut pandang sekolah (Veresova, 2014).…”

Section: Pendahuluanunclassified

“…Hasil belajar dapat dikatakan berhasil jika mencapai tujuan pendidikan (Ezeldin, 2013), (Sudjana, 2011), (Dimyati & Mudjiono, 2013). Tujuan pendidikan berdasarkan hasil belajar peserta didik secara umum dapat diklasifikasikan menjadi tiga yakni: (1) aspek kognitif (pengetahuan); (2) aspek afektif (sikap); dan (3) aspek psikomotor (keterampilan) (Sudjana, 2011), (Dimyati & Mudjiono, 2013).…”

Section: Hasil Belajarunclassified

Keterampilan Mengajar Guru Dan Motivasi Belajar Siswa Sebagai Determinan Terhadap Hasil Belajar

Safitri

Sontani

2016

JP Manper

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Tulisan ini akan mengkaji secara khusus tentang keterampilan mengajar guru dan motivasi belajar siswa sebagai faktor yang diduga kuat mempengaruhi hasil belajar. Berdasarkan hasil analisis data dengan menggunakan regresi ganda dan korelasi product moment dimana data yang dikumpulkan melalui metode survey dengan menggunakan angket jawaban tertutup terhadap 54 Siswa pada salah satu Sekolah Menengah Kejuruan Swasta di Bandung sebagai responden. Hasil analisis data tersebut menunjukkan bahwa keterampilan mengajar guru dan motivasi belajar siswa berkorelasi kuat terhadap hasil belajar secara parsial maupun simultan. Hasil penelitian ini dapat memberikan implikasi terhadap proses belajar mengajar dalam hal ini adalah guru dan siswa. Demikian pula pengkaji pendidikan untuk dapat mempertimbangkan keterampilan mengajar dan motivasi belajar sebagai variabel-variabel prediktor yang kuat dalam rangka meningkatkan hasil belajar siswa yang lebih baik. Kata Kunci: keterampilan mengajar guru, motivasi belajar, hasil belajar. TEACHERS TEACHING SKILLS AND STUDENT LEARNING MOTIVATION AS A DETERMINANT OF THE LEARNING OUTCOMES This article will discuss teacher teaching skills and student learning motivation as the factors strongly assumed to influence learning outcomes. Based on the results of multiple regression analysis and product moment correlation of data collected through a survey method with a close-ended questionnaire distributed to 54 respondents in one of private vocational high school students in Bandung, it is found that teacher teaching skills and student learning motivation were strongly correlated with learning outcomes, both partially and simultaneously. The findings can have implications on the teaching and learning process, in this case teachers and students. The implications are also for education researchers to consider teaching skills and learning motivation as strong predictors or variables of better students’ learning outcomes.Keywords: teachers teaching skills, learning motivation, learning outcomes.

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International Accreditation for Engineering Programs: Mission, Learning Objectives and Outcomes

Cited by 12 publications

References 0 publications

An integrated numerical visualization teaching approach for an undergraduate course, Flow in Porous Media: An attempt toward sustainable engineering education

An integrated numerical visualization teaching approach for an undergraduate course, Flow in Porous Media: An attempt toward sustainable engineering education

A System for Assessment of Students Performance at College of Computers and Information Technology, Taif University

Keterampilan Mengajar Guru Dan Motivasi Belajar Siswa Sebagai Determinan Terhadap Hasil Belajar

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