scholarly journals Sustainable Program Assessment Practices: A Review of the ABET and NCAAA Computer Information Systems Accreditation Process

2021 ◽  
Vol 18 (23) ◽  
pp. 12691
Author(s):  
Saqib Saeed ◽  
Abdullah M. Almuhaideb ◽  
Yasser A. Bamarouf ◽  
Dina A. Alabaad ◽  
Hina Gull ◽  
...  
Keyword(s):  
Outcome Measurement ◽  
Academic Staff ◽  
Accreditation Body ◽  
Thinking Skills ◽  
Program Assessment ◽  
Academic Programs ◽  
Computer Information Systems ◽  
Program Outcome ◽  
Assessment Approach ◽  
Measurement Approach

Program outcome assessment is a complex process that demands careful planning and resources in order to accurately assess higher-order thinking skills. A well-defined assessment approach provides detailed insights into program weaknesses and leads to continuous improvement. Whereas a poor assessment approach does not reflect the underlying weaknesses and may result in a useless effort. Furthermore, each accreditation body may have a different recommended outcome measurement approach. As a result, academic institutions may make adhoc choices just to satisfy accreditation requirements rather than designing a sustainable measurement approach. On the other hand, the magnitude of huge tasks for satisfying multiple accreditation bodies results in fatigue and mental stress for academic staff. ABET is a well-known international program accreditation body, and NCAAA is a local accreditation body for academic programs in the Kingdom of Saudi Arabia. In this paper, we have documented that how a sustainable outcome measurement mechanism can be designed to satisfy both ABET and NCAAA requirements. The core contribution of this paper is relevant specifically for academic programs in the Kingdom striving to meet both ABET and NCAAA requirements and is also relevant for all education programs to design an appropriate program assessment approach to ensure a sustainable process to foster better learning among students.

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.

Development of Faculty Course Assessment Reports for ME Program ABET Accreditation

2009 ◽  
Author(s):  
Shanzhong Shawn Duan ◽  
Kurt Bassett
Keyword(s):  
Student Performance ◽  
Assessment Tool ◽  
Program Assessment ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Course Assessment ◽  
Course Objectives ◽  
Program Outcome ◽  
Outcome Criterion ◽  
Assessment Reports

The assessment of program outcomes for ABET accreditation has become a challenge for engineering programs nationwide. Various methods and approaches have been investigated to develop good practices for program assessment. At South Dakota State University (SDSU), an approach called Faculty Course Assessment Reports (FCAR) has been explored for mechanical engineering (ME) program assessment. FCAR provides an assessment tool to correlate the ME program outcomes with the outcomes of the core ME courses, and to evaluate student performance at the course level based on ABET outcome criterion. This process begins with the development of course objectives and outcomes. Then these course objectives and outcomes are directly mapped with the ME program objectives and outcomes respectively. Further the quantitative and qualitative details generated in the FCAR are lined up directly to ABET program outcome a to k criterion through FCAR rubrics. By use of the FCAR process, all ME program outcomes are evaluated at the course level based on the ABET program outcomes. The assessment results are being used for improvement of the ME curriculum. The process was developed to provide an effective tool for the ME program outcome assessment at the course level with reasonable effort.

Unified Assessment Approach for Courses With Simulation Component [And Professors in Hurry]

2020 ◽  
Author(s):  
Ivana Milanovic ◽  
Tom A. Eppes ◽  
Kamau Wright
Keyword(s):  
Qualitative Data ◽  
Research Capacity ◽  
Thinking Skills ◽  
Digital Transformation ◽  
Student Work ◽  
Theoretical Concepts ◽  
Modern Engineering ◽  
Assessment Approach ◽  
High Impact Practice ◽  
The Impact

Abstract In support of the digital transformation of our programs, simulation assignments are embedded in undergraduate fluid mechanics and heat transfer lecture-based courses, as well as in the Computational Engineering technical electives. Each course integrates simulations, application building, and inquiry-based learning (IBL) with ten assignments performed outside the class and documented in technical reports. FEA and CFD tools are employed to teach thermo-fluids, and in turn, course material is used to teach CFD and FEA. This new, high-impact practice facilitates a deeper understanding of theoretical concepts, exposes students to modern engineering tools, and develops students’ research capacity while the ‘lecture’ time is dedicated for the fundamental theoretical topics only. The main goal of this study was to expand on the implementation of simulations and IBL in undergraduate thermo-fluids courses and create a template to do so in other topical threads. This was accomplished by: (1) strategically balancing step-by-step instructions supporting skill-building, with inquiry-based tasks guiding discovery process and developing higher order thinking skills; (2) providing clear and detailed grading criteria guiding students both in the process of gaining skills and performing IBL; (3) designing strategies for the assessment of student work that are easily transported across the curriculum; and (4) assessing students’ understanding and the effect of the overall digital transformation effort based on quantitative and qualitative data indicative of the achievement of learning outcomes. This study builds on the authors’ previously reported work in the area of simulations and IBL that covered individual courses as well as course sequences. While quantitative data includes assessment of students’ understanding and confidence in comprehension of select concepts using grades, student surveys, and course evaluations, the impact of the described approach is illustrated with qualitative data including several examples of student work and its influence on their professional development.

scholarly journals The long and winding road

2017 ◽  
Vol 31 (4) ◽  
pp. 418-429
Author(s):  
Angelito Calma
Keyword(s):  
Learning Outcomes ◽  
Academic Staff ◽  
Thinking Skills ◽  
Alternative Methods ◽  
Higher Order Thinking Skills ◽  
Generic Skills ◽  
Content Type ◽  
Specific Assessment ◽  
Commerce Students ◽  
Large Research

Purpose The purpose of this paper is to provide an analysis of specific learning outcomes in an undergraduate commerce degree in a large research-intensive university in Australia. Design/methodology/approach It uses data collected from assurance of learning activities as part of Association to Advance Collegiate Schools of Business accreditation. A total of 267 assessments were marked using nine different rubrics in nine different subjects. It assessed six learning outcomes. Findings Results indicate that a number of skills deficits exist among commerce students’ application of mathematical tools, analysis of business issues or problems, demonstration and application of theories, models or concepts, describing alternative methods of analysis, and generating supported conclusions or solutions, and analysing the research of others. These findings tell us that there are a number of higher order thinking skills that students need to develop when they pursue a commerce degree. It also creates a challenge for universities to foster an environment where these skills are developed in the curriculum. Practical implications The wider implications to higher education include a reconsideration of the purpose of the commerce degree, the importance of feedback from various stakeholders (e.g. alumni, employers) to inform the commerce curriculum, and the range of learning experiences that develop these skills. More importantly, this study has identified specific skills deficits across the broad generic skills embedded in the commerce degree. It can assist academic staff and program managers in planning for future curriculum improvements as they see fit in the context of their own commerce programs. Originality/value This is a novel contribution in that it provides specific assessment of skills deficits in business undergraduate education.

scholarly journals Evaluation of Assessment Method to Incorporate Graduate Attributes in Building Surveying Module

2016 ◽  
Vol 4 (2) ◽  
pp. 118-171
Author(s):  
Sandeep Chowdhry ◽  
Celine Garnier
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Academic Staff ◽  
Data Gathering ◽  
Assessment Method ◽  
Assessment Model ◽  
Graduate Attributes ◽  
Assessment Strategy ◽  
Assessment Approach ◽  
Current Assessment

This study aims at finding out whether an alternate assessment strategy in Sustainable Developments module to improve the student’s employability skills and qualities. The exploratory studies, quantitative and qualitative questions acted as a data gathering instruments. The findings showed a need to change the current assessment strategy for Sustainable Developments module, proposed a new assessment approach and evaluated it. The research infers the studied institution should encourage academic staff to get familiar with the effective learning strategies, students learning styles and how to assess an assessment plan with graduate attributes model. A suggested direction for further research is to create an assessment model based on the students learning styles, assessment strategies and the workload information.

scholarly journals Assessing and Evaluating Learning Outcomes of the Information Systems Program

2017 ◽  
Vol 4 (4) ◽  
pp. 524 ◽  
Author(s):  
Mirna Nachouki
Keyword(s):  
Information Systems ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Program Assessment ◽  
Academic Programs ◽  
Departmental Level ◽  
Remedial Actions

<p class="Newparagraph"><em>Program assessment is an essential procedure of academic programs accreditation review. As such, it is a cornerstone of quality, enhanced education. At Ajman University, the process of assessing and evaluating courses is done at the departmental level. This paper describes a model that the Department of Information Systems uses to assess the achievement of its program learning outcomes. This model enables the measurement of the level of achievement of each learning outcome to identify areas for improvement in students’ performance and suggest remedial actions in consultation with faculty concerned. The results of program assessment are used to suggest changes to curricula and courses structure and content to be implemented in the following reaccreditation cycles when these changes are considered substantial.</em></p>

Panel Discussion: Preparing for Undergraduate Information Technology Program Accreditation

10.28945/3193 ◽  
2008 ◽  
Author(s):  
Alex Koohang ◽  
Liz Riley ◽  
Richard Spiers ◽  
Kevin Floyd ◽  
Julie Santiago ◽  
...  
Keyword(s):  
Information Technology ◽  
Continuous Improvement ◽  
Panel Discussion ◽  
Academic Programs ◽  
Technology Program ◽  
Program Accreditation ◽  
State College ◽  
Program Outcome ◽  
Engineering And Technology ◽  
Professional Disciplines

This panel will inform the audience about an undergraduate IT program's preparation and process for ABET accreditation. The School of Information Technology at Macon State College is seeking accreditation from the Accreditation Board of Engineering and Technology (ABET). ABET accredits academic programs that prepare graduates for entry into the following professional disciplines: 1) applied science, 2) computing, 3) engineering, and 4) technology. (http://www.abet.org). Specifically, the panel will discuss three themes essential in preparing the IT program for ABET accreditation. They are: 1) program educational objectives, 2) program outcome, and 3) program continuous improvement.

scholarly journals Fostering Sustainable Quality Assurance Practices in Outcome-Based Education: Lessons Learned from ABET Accreditation Process of Computing Programs

2020 ◽  
Vol 12 (20) ◽  
pp. 8380
Author(s):  
Abdullah M. Almuhaideb ◽  
Saqib Saeed
Keyword(s):  
Quality Assurance ◽  
Cyber Security ◽  
Ad Hoc ◽  
Accreditation Process ◽  
Lessons Learned ◽  
Academic Programs ◽  
Academic Institutions ◽  
Quality Practices ◽  
Computer Information Systems ◽  
Outcome Based Education

Education is an important enabler for economic uplift of a society and academic institutions need to deliver quality education to equip students with required skills to excel in their professional careers. Due to international initiatives such as Washington and Seoul accords, outcome-based education has gained significant interest from industry, academia, governments, accreditation bodies and students. Outcome-based education is a paradigm shift form conventional education approach and its successful adoption requires sustainable quality practices by higher education institutions. Fostering quality assurance processes for outcome-based education requires careful planning and active collaboration among stakeholders. However, due to the sparse body of knowledge about quality processes in outcome-based education, many academic institutions rely on ad hoc practices, resulting in a trial and error approach. In this paper, we present set of guidelines which can help academic institutions to deploy sustainable practices in their academic programs. We document important guidelines to deliver outcome-based education based on our longitudinal work of ABET accreditation process of three different computing programs (Computer Science, Computer Information Systems, and Cyber Security and Digital Forensics). The successful application of proposed guidelines helps to foster sustainable quality practices in academic programs.

scholarly journals Proposed Learning Outcomes for Four-year Horticulture Programs in the United States

2013 ◽  
Vol 23 (2) ◽  
pp. 237-240
Author(s):  
Marvin P. Pritts ◽  
Travis Park
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Knowledge Integration ◽  
Higher Order Thinking ◽  
The United States ◽  
Thinking Skills ◽  
Program Assessment ◽  
Local Conditions ◽  
Higher Order Thinking Skills ◽  
Choice Of Major

Most institutions that offer a degree in horticulture have established a set of learning outcomes for the major or are in the process of doing so. Because horticulture programs are being subsumed into larger entities, and because there is no process for providing consistency of expectations for horticulture majors, a group of horticulture administrators from across the United States initiated an effort to develop a common set of learning outcomes that would be appropriate for any four-year horticulture program. The intent was to identify learning outcomes that could be made more specific for an institution’s local conditions and capacities, or expanded to accommodate broader plant science-type majors. Five outcomes with specific goals were identified. An increasing level of higher-order thinking skills is associated with later learning outcomes. The outcomes are knowledge acquisition; knowledge integration; synthesis, creativity and problem-solving; communication; and demonstration of professionalism and proficiency. Adopting these learning outcomes can provide students with guidance in choice of major, faculty with a tool for curriculum development and program assessment, and employers with expectations for new horticulture graduates.

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