scholarly journals Does Program Compliance with CDIO Warrant Automatic Compliance with CEAB Accreditation Criteria for 2014?

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
System Component ◽  
Engineering Programs ◽  
Engineering Program ◽  
Program Compliance ◽  
Recent Approach ◽  
Standards Of Accreditation

An accreditation board takes the responsibility of evaluating an institute’s engineering program, granting it accreditation upon the satisfaction that it meets a minimum standard in terms of academic and professional quality of the faculty, laboratories, equipment, computing facilities, and students’ work within the engineering curriculum. In Canada, the Canadian Engineering Accreditation Board (CEAB) ensures that engineering programs meet the necessary educational standards as acceptable for licensure, and that engineering education delivered by the institute continues to improve. In recent years, accreditation boards have prescribed “outcome-based” assessments of engineering design curriculums. These criteria focus on the ability of students to apply knowledge of mathematics, science, and engineering science, extending to designing and conducting experiments, analyzing data, as well as developing a system, component, or process to meet certain needs. A recent approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adapted by several universities within their engineering departments. But should a program’s compliance with the CDIO standards warrant automatic compliance with CEAB (Canadian Engineering Accreditation Board) accreditation standards? Following the CDIO approach and using the outcome-based standards of accreditation boards may suggest so. Herein, we will provide an assessment of the Mechanical Engineering program in terms of the CDIO approach and look at its relationship with the CEAB standards.

scholarly journals Self Evaluation for Compliance with the 12 CDIO Standards

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
Engineering Ethics ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Practical Applications ◽  
Self Evaluation ◽  
Engineering Program

Throughout the 1980’s and 1990’s, collaboration began between universities, industry, and government to improve the quality and state of engineering education. Their paramount goal was to provide better ways to help students become successful engineers, possessing the necessary technical skills and expertise, exhibiting creativity, and having awareness of social, lawful, ethical, and environmental impacts as related to their profession. Traditionally, engineering programs emphasized the theoretical aspects required, while placing little emphasis on practical applications. An approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adopted by several universities within their engineering departments. At UOIT, the Mechanical Engineering curriculum has been developed around and continually evolves to line up with the goals of CDIO in terms of course and curriculum offerings for core and complementary engineering design courses, science, math, communications, engineering ethics, and humanities courses. Herein, we present an evaluation of the Mechanical Engineering program at UOIT against the twelve CDIO standards.

scholarly journals Restructuring Examination System of Institute of Engineering for Establishing Center of Excellence in Engineering Education

2018 ◽  
Vol 14 (1) ◽  
pp. 75-81
Author(s):  
Tri Ratna Bajracharya ◽  
Babu Ram Dawadi ◽  
Ram Chandra Sapkota
Keyword(s):  
Engineering Students ◽  
Pass Rate ◽  
Degree Programs ◽  
Examination System ◽  
Engineering Programs ◽  
Factors Affecting ◽  
Quality Product ◽  
Industrial Architecture ◽  
Indirect Relationship

 There exists different parameters that act as influencing factors to measure the quality of technical education. Nature of examination with its process and activities has direct and indirect relationship towards quality product and result status in any academic institution. Institute of Engineering (IOE) is continuously enhancing the examination process with the objective to increase the quality and pass rate in the semester examination. Being to conduct several bi-annual exams, Examination Control Division (ECD) of Institute of Engineering (IOE) is mostly the busy organization that has to manage examinations for bachelor, masters and PhD degree programs throughout the year. ECD conducts by-annual semester exams for regular and back exam of bachelor of engineering students having 10 streams (Civil, Computer, Electronics, Electrical, Mechanical, Geomatics, Agriculture, Industrial, Architecture and Automobile) in its four constituent campuses and ten affiliated colleges. Similarly, ECD also conducts bi-annual exams for masters of engineering programs having seven streams and 24 sub-streams. There are more than 16,000 examinees in the bachelor exam including regular and back. Additionally, successful conduction of BE/BArch/ M.Sc. entrance examinations is also an integral duty of ECD. The student pass rate in the semester exams of IOE is below expectations. This study is mostly focused on finding the factors affecting the quality results and approaches of optimizations for better education at IOE. After reviewing several factors, we proposed “restructuring of regular and back paper examinations" as one of the major approach that will help to increase the quality of education and consequently increase the pass rate in the semester examination system of IOE.Journal of the Institute of Engineering, 2018, 14(1): 75-81

scholarly journals Analysis of Engineering Accreditation Process and Outcomes: Lessons Learned for Successful First Time Application

2020 ◽  
Vol 19 (9) ◽  
pp. 281-300
Author(s):  
Tahar Ayadat ◽  
Andi Asiz
Keyword(s):  
Computer Aided Design ◽  
The United States ◽  
Accreditation Process ◽  
Lessons Learned ◽  
Engineering Programs ◽  
Engineering Program ◽  
Senior Design ◽  
Program Compliance ◽  
Aided Design ◽  
First Time

The aims of the paper are to share and analyze engineering accreditation experience starting from the preparation through the outcome, and to discuss lessons learned particularly for first-time applicants. Securing accreditation from a well-recognized international body, such as the Accreditation Board for Engineering and Technology (ABET) can indicate quality of an engineering program. To qualify for an accreditation up to six- to seven-year period, an engineering program must meet a set of accreditation standards or criteria. The article is not limited only for new engineering programs outside the United States who are willing to pursue engineering accreditation from ABET, but it is applicable for an existing accredited program who will undergo next accreditation cycle. The authors presented and analyzed detail accreditation experience for a new established Civil Engineering (CE) Program at Prince Mohammad bin Fahd University (PMU) in Saudi Arabia. Although the ABET website provides detail procedure for the accreditation steps, the detail cases experienced by the PMU CE program will enrich knowledge on how to prepare and handle successful international accreditation. The authors also discussed issues raised during the accreditation activities, including program compliance with the nine ABET criteria, and presented key lessons to prepare for a smooth accreditation process. The main significant result of the accreditation exercise about continuous improvement was summarized in term of the curriculum upgrade, including adding another semester for senior design course and offering new sustainability engineering course, and adding computer aided design course at the early semester.

A 3D, Interactive Virtual Instruction Laboratory and a Virtual Model of a Reactor Control Room

2014 ◽  
Author(s):  
Ye Li ◽  
Imran Haddish ◽  
Xuefeng Zhu ◽  
Yoshinori Satoh ◽  
Rizwan Uddin
Keyword(s):  
Engineering Students ◽  
Nuclear Reactor ◽  
Learning Experience ◽  
Student Population ◽  
Educational Institutions ◽  
Nuclear Engineering ◽  
Operator Training ◽  
Engineering Programs ◽  
Virtual Instruction ◽  
Virtual Lab

Efficient and effective education and training of nuclear engineering students, nuclear reactor operators, their supervisors, and other personnel are critical for the safe operation and maintenance of any nuclear reactor, whether for research or commercial power generation. Radiation and reactor laboratories are a very important part of such training. Recent increase in the student population in nuclear engineering programs has put strains on laboratory resources. This increase in student population, constraints on resources and qualitative improvements in gaming technology have led researchers in the field of radiological and nuclear engineering to explore virtual, game-like models to provide the needed experience [1–3]. Though virtual lab experience may never completely replace an actual physical lab experience in educational institutions, in some ways virtual labs may provide a better experience than limited cookbook style executions in a physical lab or reactor operator training course. We have earlier reported our initial efforts toward the development of a generic virtual and interactive laboratory environment [3]. This virtual lab presents a fully immersive learning experience. We here report the specifics of a radiation lab in which half-life and shielding experiments can be conducted, and simulation-based real-physics data can be gathered.

scholarly journals Assessing Life Long Learning Utilizing Coop Work Term Report

2018 ◽  
Author(s):  
Reem Roufail ◽  
Carolyn G. MacGregor
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Technical Information ◽  
Engineering Programs ◽  
Quality Metric ◽  
Life Long Learning ◽  
The Individual ◽  
Assess Quality ◽  
Measuring Tool

CEAB introduced graduate attributes (GA) as a tool to measure the performance of an engineering institute in delivering its engineering programs. The 12th attribute is Life Long Learning (LL), which is defined as the student’s ability to identify and address their own educational needs. A student’s reaching out to technical references, away from an academic setting, is identified as a measuring tool for LL. As a pilot study, the technical references evaluated were extracted from a sample of 12 artifacts - 4th year work-term technical reports submitted as a component of co-operative education (co-op).To measure LL, a categorical metric to assess quality of cited sources was used to assess student competence in selecting credible technical information. All students included at least one technical reference in the design/analysis section (Technical Reference, TR); with most students using a mix of TR quality. Only 1/3 of students had average TR quality scores that met or exceeded the benchmark of 3.0. There may be a relationship between the type of work sector experienced and quality of references used.The pilot study suggests that using a quality metric for technical references within student documents has potential to assess lifelong learning at both the individual and cohort level. Results reinforce the need to educate and reiterate to engineering students the importance of credibility of the source of information over convenience.

scholarly journals INTEGRATING OPEN-ENDED DESIGN IN A SCIENCE AND MATHEMATICS BASED ENGINEERING PROGRAM

2011 ◽  
Author(s):  
Paul Winkelman
Keyword(s):  
High School ◽  
High School Teachers ◽  
Correct Answer ◽  
Engineering Students ◽  
First Year ◽  
School Teachers ◽  
Engineering Programs ◽  
Engineering Program ◽  
And Mathematics ◽  
The Ideal

With curricula based largely on science and mathematics, engineering programs promote the ideal of striving for that one predetermined, correct answer. Design, being open-ended, cannot promote that single, correct answer. Thus, the paradigm of design and that of science and mathematics are not the same, presenting pedagogical challenges. The metaphor of the podium is used to highlight these challenges and suggest ways that engineering curricula might be reconstructed to honour design as well as science and mathematics. Case studies, consisting of interviews and focus groups of prospective and first-year engineering students, as well as high school teachers, provide the data for the research.

scholarly journals ONLINE EDUCATION – ENGINEERING STUDENTS’ PERSPECTIVE

2021 ◽  
Author(s):  
Gérard J. Poitras ◽  
Gabriel Cormier ◽  
Eric G. Poitras
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Engineering Students ◽  
Learning Experience ◽  
Educational Data Mining ◽  
Engineering Programs ◽  
Synchronous Learning ◽  
Final Exams ◽  
Important Correlation ◽  
Near Future

With online learning moving into the long term, the mental and academic impacts on students arelikely to be challenging. Preliminary results obtained from three different student surveys are presented and analyzed for different cohorts of undergraduate engineering students enrolled in an engineering program at the Université de Moncton. The first survey was administered during the last week of the Winter semester, before the final exams period. This survey was administered by the Engineering Faculty and created to get an overview of students experience during their online learning sessions. Specifically, the goal of this survey was to get information on which technical tools work best for distance learning during their online sessions and to improve future online learning sessions. Another survey was completed at the end of the Fall 2020 online learning semester. About half of all engineering students completed the surveys and a preliminary analysis was conducted. Finally, a third survey was administered during the Winter 2021 online learning semester. The aim of this study is to evaluate and analyze the results of these surveys using educational data mining. This work will provide an overview of the online learning experience during the end of the Winter 2020 semester and the academic year 2020-2021 and establish relations between classroom and online learning environments. New data analysis may help to accelerate and improve future hybrid classroom-online learning pedagogy since permanent changes are expected in the near future for many engineering programs. This study shows that students vary in their abilities to adapt to this new reality. Most prefer recorded audio clipsof PowerPoint presentations beforehand combined with online synchronous learning using video conferencing software. This suggests that effective online learning requires extra time from educators to better prepare class sessions. Furthermore, there is an important correlation between the level of student motivation and their appreciation level of online learning.

scholarly journals LEARNING THE LIFE SKILL: CEAB LIFELONG LEARNING GRADUATE ATTRIBUTE

2018 ◽  
Author(s):  
Sadegh Babaii Kochekseraii ◽  
Libby Osgood
Keyword(s):  
Lifelong Learning ◽  
Goal Setting ◽  
Engineering Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Engineering Programs ◽  
Course Materials ◽  
Learning Skill ◽  
Core Course ◽  
Lifelong Learning Skill

 Abstract –The focus of this paper is to present a baseline to a proposed longevity project for enhanced introduction of lifelong learning skill to engineering students. Lifelong learning is one of the twelve graduate attributes identified and evaluated by CEAB in the accreditation process of Canadian engineering programs. ENGN 326: Materials, Mechanics and Manufacturing is a third year core course with a broad scope of topics Students’ learning experience could be enriched if they adopt a proactive learning effort of setting weekly learning goals that could go beyond the set of topics given in the course syllabus. From their weekly submissions and their subsequent reflections, we tried to answer how realistic goals were set by the students and how much they were related to course materials. Comparisons to a similar study [1], presented in CEEA16 by the authors, have been made to show the effectiveness of SMART goal setting intervention to be given in an appropriate time before the first mid-term.

An Innovative Offshore Delivery of an Undergraduate Mechanical Engineering Program

2012 ◽  
pp. 233-245 ◽  
Author(s):  
Firoz Alam ◽  
Aleksandar Subic ◽  
Gregory Plumb ◽  
Mark Shortis ◽  
Reddy P. Chandra
Keyword(s):  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Hybrid Approach ◽  
Traditional Teaching ◽  
Student Needs ◽  
Flexible Learning ◽  
Engineering Programs ◽  
Engineering Program ◽  
Learning Modes

In the era of globalisation, traditional onshore education providers have the opportunity to offer offshore education to meet student needs. Although a number of many non-engineering programs have been offered offshore for some time, the engineering programs generally lag behind due to insufficient laboratory and workshop facilities off campus and the difficulties encountered when trying to emulate this learning experience. RMIT University’s offshore mechanical engineering program is designed to overcome these difficulties by combining traditional teaching and learning with flexible learning modes. The program represents a hybrid approach and has drawn significant interest among students, educational developers, and professional bodies.

scholarly journals Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Mazlina Mohamad ◽  
Oh Chai Lian ◽  
Mohd Raizamzamani Md Zain ◽  
Balqis Md Yunus ◽  
Norbaya Hj. Sidek
Keyword(s):  
Measurement System ◽  
Engineering Students ◽  
Civil Engineering ◽  
Academic Staff ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
The University ◽  
The Impact

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.   Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.  

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