scholarly journals Additive Manufacturing Studios: a New Way of Teaching ABET Student Outcomes and Continuous Improvement

2020 ◽  
Author(s):  
Ismail Fidan ◽  
George Chitiyo ◽  
Thomas Singer ◽  
Jamshid Moradmand
Keyword(s):  
Additive Manufacturing ◽  
Continuous Improvement ◽  
Student Outcomes

Design of Assessment Information System for Program Accreditation

2020 ◽  
pp. 291-306
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Information System ◽  
Flow Control ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

scholarly journals Information Systems Outcomes based Assessment at Jouf University for ABET Accreditation

2021 ◽  
Vol 12 (6) ◽  
pp. 1675-1688
Author(s):  
A. A. Abd El-Aziz Et al.
Keyword(s):  
Information Systems ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Leadership Skills ◽  
Team Work ◽  
Engineering Programs ◽  
Assessment And Evaluation ◽  
Improvement Plan ◽  
Knowledge Presentation ◽  
Engineering And Technology

The Accreditation Board for Engineering and Technology (ABET) Criteria for Computing Accreditation Commission Programs are based upon knowledge, presentation  skills,  communication  skills,  team  work and leadership skills that the  students  gain  through the curriculum in a program. The student outcomes (SOs) are the procured skills  and  knowledge  which the student accomplishes through the curriculum. Each program needs to have  its own SOs and  to evaluate it as per defined assessment cycle, just as to accomplish program educational objectives (PEOs). The continuous improvement plan depended on assessment and evaluation of the program SOs and PEOs. In this paper, an advancement cycle for continuous improvement, for Information systems (IS) program at College of Computer and Information Sciences (CIS), Jouf University, Sakaka, Aljouf, Saudi Arabia, to accomplish the accreditation is discussed. The proposed cycle is appropriate to get the accreditation for bachelor program in information systems discipline and to fulfill the ABET criteria. In result, we will show how the SOs and PEOs were surveyed and assessed through curriculum accordingly. Based on these processes, ABET team has visited CIS college, which had accomplished extraordinary achievement and all of the programs have completely accredited on August 2018 and the next visit to the computing and engineering programs will be on 2026.

Evaluating the Satisfaction of ABET Student Outcomes from Course Learning Outcomes through a Software Implementation

2012 ◽  
Vol 2 (3) ◽  
pp. 21-33 ◽  
Author(s):  
Muhammad Hasan Imam ◽  
Imran A. Tasadduq
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
Software Package ◽  
Student Outcomes ◽  
Simple Approach ◽  
Software Implementation ◽  
Assessment Data ◽  
Program Satisfaction ◽  
The Subject ◽  
Conversion Formula

Continuous improvement procedure to attain a certain level of program satisfaction is mainly based on the evaluation of ABET Student Outcomes (SOs) satisfaction in various courses. The satisfaction of a given SO is indicated by percentage of students obtaining a prescribed level of success in direct assessments. It is difficult for average instructors to design reliable assessments addressing the SOs because their focus in teaching is on Course Learning Outcomes (CLOs) that are related directly to the subject matter. To resolve this issue, a simple approach is presented to convert CLO-based assessment data to SO-based data through the CLO-SO map and a conversion formula. A software package “CLOSO” developed to implement this idea is described. The software automates the evaluation of CLO and SO satisfaction thereby enhancing the reliability of assessment data and saving instructor’s time significantly and generates summary reports for ABET course files.

Design of Assessment Information System for Program Accreditation

2016 ◽  
Vol 5 (1) ◽  
pp. 8-22
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Assessment Data ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

scholarly journals Building Will and Capacity for Improvement in a Rural Research-Practice Partnership

2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Kristen Campbell Wilcox ◽  
Sarah J. Zuckerman
Keyword(s):  
High School ◽  
School Improvement ◽  
Continuous Improvement ◽  
Teacher Collaboration ◽  
Student Outcomes ◽  
Support Staff ◽  
Research Practice ◽  
Improvement Science ◽  
Educational Improvement ◽  
Two Component

This study addresses two questions: (1) In what ways and to what extent does a research-practice partnership (RPP) using improvement-science (IS) based processes and tools impact educators’ will and capacity to engage in improvement efforts? and (2) What effect does this RPP have on targeted student outcomes? The RPP highlighted in this research was comprised of university researchers, professional developers, and elementary and junior-senior high school improvement teams including school leaders, teachers, and support staff in the two component schools of a rural district. The study provides evidence that the RPP helped build a district-wide commitment to continuous improvement processes oriented to shared goals, mechanisms for teacher collaboration focused on school-wide improvement, and competence in using IS-based processes and tools. Variable needs for scaffolding of IS-based processes and tools were noted in the two schools with implications for future rural RPP implementation as well as educational improvement theory.

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