Add to ORKGchallenge of seeking accreditation from Accreditation Board for Engineering & Technology (ABET). A major component of this quest is the current ABET Criterion 3 which revolves around the program outcomes and the assessment for these program outcomes. An implemented process inclusive of gathering metrics, a prescribed evaluation of the metrics, and a vehicle for continuous improvement in the next iteration is a mandatory requirement. The Faculty Course Assessment Report (FCAR) has been reported as an effective documentation tool used in course and program outcome assessment. This paper clarifies what the FCAR is, shows an example, and discusses their use in meeting ABET Criterion 3
By now, all engineering programs in the U.S. have a set of program outcomes (POs) that have been des...
The poster describes the University of Hawaiʻi at Mānoa Department of Civil and Environmental Engine...
The academic outcomes assessment movement focuses on measuring student learning as a direct outcome ...
Conference proceeding from the International Conference on Engineering Education, Puerto Rico, July ...
Abstract- In this paper, we characterize assessment in terms of outcomes that indicate that the stat...
In this paper, we describe our successful experiences of using the faculty course assessment report ...
While not directly required in Criterion 3 of the ABET accreditation criteria for engineering techno...
Abstract: Program outcomes describe what students are expected to know and be able to do by the time...
The USAAccreditation Board for Engineering and Technology (ABET) adopted recently a new set of crite...
The development of reliable and easy-to-deploy assessment plans are a world-wide concern of academic...
In this paper, we describe an ABET-driven assessment plan that was originally developed to address s...
One of the most important purposes for the teaching function in a graduate professional school is to...
The essence of the relatively new ABET EC 2000 assessment criteria is a requirement that Programs un...
The electrical and electronics engineering technology (EEET) associate degree program at Hafr Al-Bat...
The process of acquiring ABET accreditation for an academic program is a complex one. Edu-cational o...
By now, all engineering programs in the U.S. have a set of program outcomes (POs) that have been des...
The poster describes the University of Hawaiʻi at Mānoa Department of Civil and Environmental Engine...
The academic outcomes assessment movement focuses on measuring student learning as a direct outcome ...
Conference proceeding from the International Conference on Engineering Education, Puerto Rico, July ...
Abstract- In this paper, we characterize assessment in terms of outcomes that indicate that the stat...
In this paper, we describe our successful experiences of using the faculty course assessment report ...
While not directly required in Criterion 3 of the ABET accreditation criteria for engineering techno...
Abstract: Program outcomes describe what students are expected to know and be able to do by the time...
The USAAccreditation Board for Engineering and Technology (ABET) adopted recently a new set of crite...
The development of reliable and easy-to-deploy assessment plans are a world-wide concern of academic...
In this paper, we describe an ABET-driven assessment plan that was originally developed to address s...
One of the most important purposes for the teaching function in a graduate professional school is to...
The essence of the relatively new ABET EC 2000 assessment criteria is a requirement that Programs un...
The electrical and electronics engineering technology (EEET) associate degree program at Hafr Al-Bat...
The process of acquiring ABET accreditation for an academic program is a complex one. Edu-cational o...
By now, all engineering programs in the U.S. have a set of program outcomes (POs) that have been des...
The poster describes the University of Hawaiʻi at Mānoa Department of Civil and Environmental Engine...
The academic outcomes assessment movement focuses on measuring student learning as a direct outcome ...