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1.
Fadi Aloul Imran Zualkernan Ghaleb Husseini Ayman El-Hag Yousef Al-Assaf 《European Journal of Engineering Education》2015,40(1):32-51
Introductory engineering courses are either programme specific or expose students to engineering as a broad discipline by including materials from various engineering programmes. A common introductory engineering course that spans different engineering programmes raises challenges, including the high cost of resources as well as the lack of background courses of first-year students. This paper presents the design, implementation and evaluation of a first-year common engineering course that uses low-cost materials to expose students to a structured engineering design process. The course is explicitly designed to satisfy the Accreditation Board for Engineering and Technology criteria for engineering programmes. Our experience with the course shows that not only students are able to follow a structured design process successfully but we also believe that most of the ABET criteria are being delivered through the course. 相似文献
2.
从受评方的角度,总结了创办一个工程系和准备美国ABET工程技术专业认证的整个过程.首先对ABET和东卡罗来纳大学工程系进行必要的介绍,然后完整讲述了为准备ABET认证的组织协调,人员配置,评估计划书的制定,受评方与ABET的沟通,以及评估小组进校考察的前后过程.并且提供了课程-产出映射关系的具体实例.希望为中国工程教育同行今后准备此类认证工作提供实用的参考. 相似文献
3.
借鉴美国ABET专业评价标准,结合我国职业院校的特点,构建了“管办评分离”过程中第三方职业教育质量评价指标体系,提出了职业院校第三方评价的实现路径。这将对加快职业教育第三方评价的法制化步伐,建立职业教育第三方评价机构的准入制度和运行模式,保障第三方评价的过程管理和长效性有着十分重要的意义。 相似文献
4.
This paper describes the process employed by the Industrial and Management Systems Engineering programme at Kuwait University to continuously improve the programme. Using a continuous improvement framework, the paper demonstrates how various qualitative and quantitative analyses methods, such as hypothesis testing and control charts, have been applied to the results of four assessment tools and other data sources to improve performance. Important improvements include the need to reconsider two student outcomes as they were difficult to implement in courses. In addition, through benchmarking and the engagement of Alumni and Employers, key decisions were made to improve the curriculum and enhance employability. 相似文献
5.
The chemical engineering programme at the United Arab Emirates University is designed to fulfil the Accreditation Board for Engineering and Technology (ABET) (A–K) EC2000 criteria. The Department of Chemical & Petroleum Engineering has established a well-defined process for outcomes assessment for the chemical engineering programme in order to ensure that its graduates achieve the programme educational objectives. Different direct and indirect tools are implemented in the assessment process. Among these tools, the greatest weight in the assessment process has been given to the curriculum (30%). The course and curriculum assessment usually plays an important role in improving the course content and quality; as it should provide considerable information on the effectiveness of an academic programme. This paper aims to discuss the methods used to assess the courses/curriculum of the chemical engineering programme as an important direct tool in the assessment process for ABET accreditation. Application of the curriculum assessment results in the continuous improvement of chemical engineering programmes is also addressed. 相似文献
6.
This paper describes the process of developing programme educational objectives (PEOs) for the Industrial and Management Systems Engineering programme at Kuwait University, and the process of deployment of these PEOs. Input of the four constituents of the programme, faculty, students, alumni, and employers, is incorporated in the development and update of the PEOs. For each PEO an assessment process is employed where performance measures are defined along with target attainment levels. Results from assessment tools are compared with the target attainment levels to measure performance with regard to the PEOs. The assessment indicates that the results meet or exceed the target attainment levels of the PEOs' performance measures. 相似文献
7.
从总结美国ABET认证的背景和特点入手,着重分析基于ABET学生能力标准的美国高校工程专业课程体系建设的特点。在此基础上,从培养目标、评定机制、需求对接、能力培养等多视角,提出对我国工程专业课程改革的思考。此外,借鉴美国本科工程教育的先进理念,对本科航空工程一门专业课从内容编排、课程评价、教学方式等方面进行了改革尝试实践。 相似文献
8.
服务公众 保障质量 激励创新——ABET工程教育认证概述 总被引：1，自引：0，他引：1
美国工程与技术认证委员会(ABET)是国际工程教育专业认证互认协议——《华盛顿协议》的发起组织之一。本文介绍了ABET的组织架构、使命愿景和全球活动,分享了ABET"关注学生学习成果、鼓励教育创新、强调持续改进"的认证理念,介绍了ABET认证的通用标准和专业标准、认证过程等方面的情况。 相似文献
9.
WANG Xin-hong 《高等教育研究》2008,(10)
ABET是世界高等工程教育领域最具影响力的专业认证组织。其20世纪80年代末遭遇的组织危机及近20年的组织改革表明,高等工程教育认证必须摈弃绝对、僵化的认证标准,以"变化"为视角,制定新的战略规划和组织目标,才能应对不断变化的社会环境和技术创新的要求。CQI作为一种关键角色,在引导组织建立新的认证哲学、推出新的认证标准、确立新的战略规划,以及塑造有效的组织行为方面发挥着重要的作用,并最终促进组织形成了持续性质量改进的新文化。 相似文献
10.
R. M. Abdulaal A. M. Al-Bahi A. Y. Soliman F. I. Iskanderani 《European Journal of Engineering Education》2011,36(4):391-402
A project-based active/cooperative design course is planned, implemented, assessed and evaluated to achieve several desired engineering outcomes. The course allows freshman-level students to gain professional hands-on engineering design experience through an opportunity to practise teamwork, quality principles, communication skills, life-long learning, realistic constraints and awareness of current domestic and global challenges. Throughout successive design reports and in-class assignments, the students are required by the end of the semester to communicate, clearly and concisely, the details of their design both orally and in writing through a functional artefact/prototype, a design notebook, an A0 project poster and a final oral presentation. In addition to these direct assessment tools, several indirect measures are used to ensure triangulation. Assignments are based on customer expectations using a detailed checklist. This paper shows the direct and indirect assessment tools that indicated a high level of achievement of course learning outcomes and a high level of student satisfaction. 相似文献