Abstract
The objective of this paper is to describe the process to follow by a program seeking ABET accreditation for the redesign of its curriculum. The first step in this process is to clearly identify the reasons behind the need for redesigning the curriculum. These reasons should be originated from three levels of analysis. The high level deals with the review of the Program Educational Objectives. The medium level concerns the assessment and Evaluation of the Student Outcomes. The low level interests the Assessment and Evaluation of the course learning outcomes. The second step is to define all the requirements and constraints that will be used as inputs to the development of concentrations, area of study and courses. The case study presented and discussed in this paper to illustrate the curriculum redesign process is drawn from the Industrial Engineering Department at the Northern Border University (Saudi Arabia).
Highlights
INTRODUCTIONThe requirement of program objectives and student outcomes in ABET and other accreditation organizations have made the process of design or redesign of undergraduate engineering curricula more complex [1]
The requirement of program objectives and student outcomes in ABET and other accreditation organizations have made the process of design or redesign of undergraduate engineering curricula more complex [1].Many examples are provided in the literature on the development of an engineering curriculum
This new rule implies that the new Industrial Engineering (IE) curriculum should be built on 8 semesters instead of 10 semesters as was the case with the old IE curriculum
Summary
The requirement of program objectives and student outcomes in ABET and other accreditation organizations have made the process of design or redesign of undergraduate engineering curricula more complex [1]. The basic template is a Table where the program learning outcomes are arranged in the rows of the Table and the columns are the four years of the curriculum. This tool is useful in transforming the feedback from constituencies into a comprehensive curriculum. A model for designing, redesigning, and evaluating programs of systems and computing engineering is defined in [4] This model is based on the definition of educational goals that facilitate the definition of courses that integrate a set of these desired goals. This paper focuses only on the first two steps of the suggest curriculum redesign process
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