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National Academic Credit Bank
Published in Manpreet Singh Manna, Balamurugan Balusamy, Kiran Sood, Naveen Chilamkurti, Ignisha Rajathi George, Edutech Enabled Teaching, 2023
Neha Vashistha, Aashish Dhiman, Simon Grima, Sood Kiran
The development or completion of academic performance is carried out using variable credits and transfers between departments and inter-departmental or internal and inter-departmental institutions. Credits must be obtained from a recognized accredited/acceptable institution and be part of such a program. As the project/thesis work of different institutions may have very different credits/weights, it is recommended that only the parent institutions can meet such requirements (if any). The proposed NAC Bank scheme should be based on the basic principle of promoting more interdisciplinary courses and to grant more credits for elective courses and open elective courses. The learning structure (hence the credits) can be divided into mandatory subjects/core subjects/optional courses/open elective courses, etc., or it can be divided into other different categories according to the needs/decisions of different majors. The plan to activate NAC Bank should be approved by the relevant Senate/Academic Committee or other such authorities of the university.
Assessment of Student Learning
Published in Hudson Jackson, Kassim Tarhini, Compendium of Civil Engineering Education Strategies, 2022
Hudson Jackson, Kassim Tarhini
Ideally, engineering programs in are accredited by ABET every 6 years after a site visit by an ABET team. Typically, the program submits a self-study report few months prior to the site visit by the ABET team. The self-study can be considered a vital step for academic institutions to review the “health” of their engineering and technology programs and make improvements to enhance student learning. ABET expects every accredited program to collect assessment data on a regular basis and demonstrate continuous improvements in the snapshot of the self-study. Cummings et al. (2011) supported the process of self-critic before an ABET visit and wrote: “By providing a process to identify shortcomings with respect to student attainment of student learning outcomes, institutions or programs are better able to make necessary improvements, as well as understand their institutional or program strengths.” Some programs have used the weaknesses or concerns raised by the ABET accreditation process to foster support from their administrations by requesting more financial support, more faculty and improvement of facilities and resources. Since their establishment in 1932, ABET standards have evolved over the years and have resulted in nationwide curricular revisions and the strengthening of engineering education (Shryrock et al., 2009). However, the potential for this system to drive improvement of engineering programs at academic institutions continues to depend on how well faculty understand, appreciate, and support the changes to meet these standards (Felder and Brent, 2003).
Cross-border higher education quality assurance and dual accreditation
Published in Firoz Alam, Alexandra Kootsookos, Engineering Education, 2020
Alexandra Kootsookos, Firoz Alam
In the USA, therefore, engineering degrees need to be accredited by the Accreditation Board for Engineering and Technology (ABET), a program accreditor, i.e. the accreditation organisation which is a signatory of the Washington Accord within that jurisdiction, and the relevant regional organisation which accredits higher education institutions. There are five regional accreditors, where each services a particular geographic region of the US. Typically, these two accreditation procedures are conducted independently, with an increased financial burden placed on the higher education institution [148,150].
Curriculum-based exit exam for assessment of student learning
Published in European Journal of Engineering Education, 2021
Hilal El-Hassan, Mohamed Hamouda, Tamer El-Maaddawy, Munjed Maraqa
The CE program of this study is one of the oldest academic programs in the college of engineering at the authors’ institution. It awards graduating students a Bachelor’s of Science degree in Engineering after successful completion of 147 credit hours (CHs). These credit hours encompass general electives (30 CHs), college of engineering requirement courses (32 CHs), civil engineering major courses (55 CHs), civil engineering specialization electives (9 CHs), industrial training/internship (15 CHs), and a 2-semester capstone graduation project (6 CHs). The program is accredited internationally by the Accreditation Board for Engineering and Technology (ABET). The CE PLOs have been established by benchmarking against other institutions, linking to college and university strategic plans, aligning to the ABET student outcomes (PLO1 to PLO7), attaining industrial and country needs, among other means. These outcomes relate to the behaviour, skills, and knowledge that students attain upon successful completion of the program. They are incorporated into course syllabi, surveys, and exit exam rules and regulations and are presented in Table 1.
Informing engineering design through adaptive comparative judgment
Published in European Journal of Engineering Education, 2021
Greg J. Strimel, Scott R. Bartholomew, Senay Purzer, Liwei Zhang, Emily Yoshikawa Ruesch
An emphasis on teaching design and utilising design-based pedagogies was noted specifically by Dym et al. (2005) who highlighted the trend of introducing project-based learning through design in first-year engineering courses. Strimel et al. (2018) point out that while the first-year engineering curriculum varies by college and programme, most now have the common goal of engaging students, regardless of their engineering major, in team-based activities to teach engineering design practices and cultivate student design capabilities. Specifically, for post-secondary engineering programmes to be accredited in the U.S., they are required to document evidence that the programme prepares graduates to enter the professional practice of engineering with the capabilities of properly applying the engineering design process (Engineering Accreditation Commission 2016). Moreover, engineering design-based learning activities have now become a preferred approach for teaching science and mathematics related content and practices in a highly contextualised and hands-on manner across multiple levels of education (Grubbs and Strimel 2015).
Perceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes
Published in Australasian Journal of Engineering Education, 2020
Sulakshana Lal, Anthony D. Lucey, Euan D. Lindsay, David F. Treagust, Mauro Mocerino, Marjan G. Zadnik
Students graduating with an accredited bachelor degree in engineering are required to possess skills and expertise mandated by a national accrediting body. The engineering degree programme and its constituent activities are designed to allow students to develop both personally and professionally thereby acquiring all of the competencies and graduate attributes stipulated by the accrediting body. Skills developed within the overall degree program include those related to laboratory activities. Engineering laboratories are currently conducted in various modes (Corter et al. 2011; Ma and Nickerson 2006). The mode of conduct or delivery of laboratory activities can affect students’ learning as well as their attainment of important laboratory learning outcomes (Lindsay and Good 2005). Accordingly, the way that laboratory learning occurs through students’ interactions is the focus of this paper.