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Understanding abet objectives and outcomes

Understanding ABET objectives and outcomes

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114th Annual ASEE Conference and Exposition, 2007

作者： Petersen, Owe Williams, Stephen Durant, Eric Milwaukee School of Engineering United States United States Technical Staff AT and T Bell Laboratories United States IEEE ABET EAC Program Department of Electrical Engineering and Computer Science Milwaukee School of Engineering United States

Despite the maturing of the implementation of the eac engineering Criteria (EC2000), there persists a misinterpretation and misunderstanding regarding the program educational objectives and program outcomes. Many an engineering program still heads into the accreditation process without a clear sense of the meaning and implementation of these items. This paper traces the development of the current definitions associated with abet criteria 2 and 3 and provides insights into the resulting impact on program and curriculum development, specifically, the assessment process. A useful understanding of objectives and outcomes can be achieved with a top-down approach. The process starts with the expected niche of the engineering world in which the graduates of an engineering program expect to pursue their intended/possible careers. The descriptors of the range of career paths and accomplishments expected of the graduates form the program objectives. The academic input and contribution that would foster and enhance the abilities of the graduates to achieve the intended career paths and accomplishments are limited to the years the graduate is a student. Hence, the skills and characteristics of the student at the time of graduation form the program outcomes since they are what a university is able to influence and attempt to assure. After establishing of the objectives and outcomes, consideration is given to the entire range of academic pursuits, from curriculum development to advising to institutional support activities. All of these form the vehicle for imparting the required knowledge and for channeling the development of the needed personal characteristics. © American Society for engineering Education, 2007.

关键词： engineering education

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Integrating teaching abroad into an international student exchange program

Integrating teaching abroad into an international student ex...

引用

114th Annual ASEE Conference and Exposition, 2007

作者： Mossbrucker, Joerg Williams, Stephen Chandler, Edward Petersen, Owe Dahms, Holger Thiedke, Jens Milwaukee School of Engineering United States United States United States L-31 Communications Technical Staff AT and T Bell Laboratories United States IEEE ABET EAC Program Lübeck University of Applied Sciences Germany Department of Electrical Engineering Lübeck University of Applied Sciences Germany Lübeck University of Applied Sciences Lübeck Germany Department of Electrical Engineering and Computer Science Milwaukee School of Engineering United States

The electrical engineering program at the Milwaukee School of engineering (MSOE) has integrated a bilateral faculty teaching component into its international student exchange program. Considerable flexibility was needed to adjust to faculty availability and the major differences in academic calendars between the two institutions. Specifically, MSOE is a private institution on a quarter system and its partner university is the Lübeck University of Applied Sciences in Lübeck, Germany which utilizes the semester system and is a state university. Among the problems that needed to be overcome is that the semester versus quarter systems simply didn't align and neither institution has the resources to allow faculty absences for an entire academic year. At the Lübeck University of Applied Sciences the MSOE faculty generally teach a short intensive 2 week course at the end of the spring semester. An appropriate number of credits and associated grade are given and entered on both university transcripts. The Lübeck university faculty visit MSOE in the fall quarter to participate in the project defense of their own students who perform their Diplom Arbeit (senior thesis project) at a company generally in the Milwaukee region. During the visit the Lübeck faculty also provide a series of special topic lectures in various courses depending on the expertise of the faculty member. The benefits of the faculty exchange are many. Not just does the experience foster a stronger bond to the partner abroad, but the presence of the faculty serves to assure the students that the home institution is paying attention to their welfare and academic progress. The most essential thing we have come to believe is that while good academics are essential to a program, it is the relationships between the people involved in the program that determines a truly successful international program. The faculty exchange aspect has become a lynchpin of our exchange program. © American Society for engineering Ed

关键词： Students

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Creating a "global algorithm" for engineering education

Creating a "global algorithm" for engineering education

引用

113th Annual ASEE Conference and Exposition, 2006

作者： Scheibler, Samuel Williams, Stephen Mossbrucker, Joerg Wrate, Glenn Petersen, Owe Milwaukee School of Engineering United States Department of Servant-Leadership United States IEEE AT and T Bell Laboratories United States ABET EAC Program Evaluator in Electrical Engineering

For five generations American engineering education has rested upon a practical model of drawing a broad range of students with certain mathematical skills and wide technological interests into a large-mouthed pedagogic funnel, gradually compressing their training into evernarrower frames of specific, skill-sets and acumens. The result has been to standardize the endproducts emerging from the apex of the educational funnel. Examinations and re-toolings of engineering education have usually merely redirected the funnel with recommendations of new methods and protocols for fine-tuning the relevance of contemporary technology to the classroom and laboratory. One canon remains constant: engineering education has maintained an approximately 80/201curricular equilibrium between technical/non-technical requirements and emphases. Conventional wisdom and practical experience stress that this emphasis upon technical proficiency has assured American domination of engineering education for most of the last century. A seismic shift in technology, manufacturing, and economics is occurring as we enter the new millennium. Global currents once far removed from the engineering classroom have become irrevocably intertwined with both the process and product of engineering education. A paradigmatic readjustment equal in impact is necessary to meet the global challenges faced by today's engineering students. The Challenge: The core competencies, created and honed in the 80/20 funnel of engineering education, must be retained to assure technical competency. Simultaneously, engineering education must introduce more of a 50/50 balance in the final educational outcomes of the graduate between the technical and nontechnical competencies, i.e., the educational process must embrace much broader parameters of global/professional/personal competencies without compromising up-to-date technical expertise. This can only be accomplished by adopting creative concurrencies in curricular development. Th

关键词： engineering education

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Design versus research;abet requirements for design and why research cannot substitute for design

Design versus research;ABET requirements for design and why ...

引用

113th Annual ASEE Conference and Exposition, 2006

作者： Gassert, John Enderle, John Denis Lerner, Amy Richerson, Samantha Katona, Peter Milwaukee School of Engineering United States Biomedical Engineering Program BMES China Accreditation Activities Committee BMES China IEEE ABET EAC Program Evaluator for Biomedical Engineering NSPE University of Connecticut United States Biomedical Engineering University of Connecticut United States AIMBE United States UConn. ABET Engineering Commission Biomedical Engineering Society United Kingdom University of Rochester United States Department of Biomedical and Mechanical Engineering University of Rochester United States ASME Orthopaedic Research Society United States University of Rochester Senior Design Program United States Bucknell University United States ASEE Society for Neuroscience Whitaker Foundation United States American Association for the Advancement of Science American Institute for Medical and Biological Engineering United States Cardiovascular Section American Physiological Society United States

The abet Criteria for Accrediting engineering programs specifically requires design in criterion three and criterion four. These requirements stem from a fundamental need for engineers to understand and carry out the design process and the requirements are unlikely to change in the foreseeable future. abet criteria do not allow substitution of research for design in an engineering program. What is the difference between research projects and design projects and why doesn't abet allow the substitution? The objective of this paper is to review the rationale for the design requirement in the abet criteria;review the differences between design and research;and to propose questions that can be used to differentiate between a research project and a design project in an engineering curriculum. © American Society for engineering Education, 2006.

关键词： Requirements engineering

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