Outcomes-Based Assessment and Lessons Learned in ABET-CAC Accreditation: A Case Study of the American University in the Emirates

Abstract

ABET accreditation is sought globally for engineering and technology academic programs due to the quality, added value, and competitiveness it adds to students, program, and the university locally, regionally, and globally. Aligning with its mission to prepare students as global citizens for future career aspirations and lifelong learning through quality teaching, the American University in the Emirates (AUE) focuses on outcome-based education to ensure the employability of graduates and hence soon realized the significance of the Accreditation Board of Engineering and Technology-Computing Accreditation Commission (ABET-CAC) standard toward the Computer Science (CS) program. While pursuing ABET accreditation was challenging, the outcome was positive, and currently, the Computer Science Program, with its two specializations in Network Security and Digital Forensics is ABET-accredited. The process required support from all units within the institution and was a great learning experience for all stakeholders. ABET draws generic requirements to be fulfilled by a program seeking accreditation without a detailed procedure to achieve them. However, there is little information about achieving these requirements, especially criterion 4: continuous improvement, which most programs fail to comply with according to ABET. This study presented a comprehensive and reproducible methodology that addresses our successful efforts in aligning the CS program with ABET-CAC requirements by emphasizing criterion 4. This article reported the evaluation of Student Outcomes number one and two for the academic year 2020–2021 through a comprehensive framework. The framework showed data collection, data reporting and analysis, actions, and recommendations for the next academic cycle. The framework showed a mathematical model for calculating the Student Outcomes (SOs) attainment based on the mapped Course Learning Outcomes (CLOs). Finally, the recommendations were reported. We believe this article established a solid foundation that would be beneficial for insinuations pursuing ABET accreditation.

A Smart Testing Model Based on Mining Semantic Relations

“…The experiment is conducted in a course titled "systems analysis and design" in which 671 students registered in the course. As discussed in [46], raising the educational system quality is a vital aim for all educational institutions. Therefore, seeking quality accreditation has become one of the main objectives.…”

“…ABET accreditation is one of the main targets for educational institutions in all countries. As mentioned in [46], students' assessment with the target of continuous improvement is one of the main ABET requirements to grant accreditation. It is performed by evaluating their progress in the courses that participates in the continuous improvement plan.…”

“…It is performed by evaluating their progress in the courses that participates in the continuous improvement plan. According to [46], this evaluation is performed through different methods including exams' questions which marks are transformed into assessment scores. Therefore, the current research follows the ABET assessment methods in the evaluation process by measuring the student's progress through the exams' method.…”

Exploring the Potential Application of Artificial Intelligence Tools in Preparing For ABET Accreditation

“…Meeting ABET criteria requires significant effort and resources to collect and compile data about an engineering or technology program, including curriculum development, faculty qualifications, assessment processes, and continuous improvement initiatives [7,8]. The accreditation process involves extensive documentation, including self-study reports, curriculum maps, assessment data, faculty qualifications, and more [9].…”