Adopted Techniques Towards Abet Ec2000 Accreditation At The American University Of Beirut

Content Provider	Semantic Scholar
Author	Mrad, Fouad Ghaddar, Nisreen Abed, Jamal Sabah, N. H.
Copyright Year	2000
Abstract	The Faculty of Engineering and Architecture at the American University of Beirut recognized the need to institutionalize quality assurance, whereby on-going mechanisms for outcomes assessment and quality improvement would be built into the educational system. A committee of faculty members from the different departments was formed to investigate how best to introduce quality assurance into the educational system that can lead to ABET EC2000 certification. The vision and mission statements of the Faculty of Engineering and Architecture (FEA) were articulated and the educational objectives and outcomes were formulated for each of the four undergraduate programs offered in Civil Engineering, Electrical Engineering, Computer and Communications Engineering, and Mechanical Engineering. Teaching methodologies and the effectiveness of student learning were investigated in the light of techniques that address student learning styles and co-operative learning. The Index of Learning Styles by Felder/Silverman, still in beta version at the time, was adopted on the basis that it is suitable for engineering students and no training is required to evaluate the results. The results of the questionnaire should lead to more adequate catering for student learning preferences. A comprehensive list of possible assessment tools of program and courses educational outcomes was prepared based on the adopted techniques in already accredited programs in other universities. A typical course syllabus of a multi-disciplinary nature was developed in light of EC 2000. The course objectives were tied to program objectives, and course outcomes were correlated to the course objectives while catering for program outcomes. A course articulation matrix was developed to assist in designing and formalizing the breakdown of learning objectives into detailed contents correlated to in-class and out-of-class activities delivering certain desired levels of learning as defined in Bloom's Taxonomy. In addition, a course learning assessment matrix was developed to assess the achievement level of course learning outcomes correlated to the specific activities that contributed to the development of the competencies. The matrix could also be used as an end-of-term course appraisal for students to fill out. Two multidisciplinary first year courses entitled “Introduction to Engineering I & II,” were introduced which aim at exposing the students to the general nature of engineering, to the 1 Presently spending a sabbatical year at MIT. Ex-Dean and chairman of the Total Quality Management Committee. P ge 583.1 engineering design process through reverse engineering and through design and build project, and to teamwork. The necessary professional skills of leadership, innovation, and engineering ethics are highly stressed in these courses. Extensive outlines of these courses, objectives, articulation matrix and learning assessment matrix were prepared.
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