This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
This slide is about academic and administrative audit for the quality control in the educational institutes. it also deals with various management techniques including Kaizen, 5S, etc. This slideshow is useful for the NAAC purpose.
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
This slide is about academic and administrative audit for the quality control in the educational institutes. it also deals with various management techniques including Kaizen, 5S, etc. This slideshow is useful for the NAAC purpose.
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
School of Science, Technology, Engineering and MathITMG6.docxkenjordan97598
School of Science, Technology, Engineering and Math
ITMG624: Information Technology Project Management
Credit Hours: 3
Length of Course: 8 WeeksPrerequisite(s) None
Table of Contents
Instructor Information
Course Submissions
Course Description
Grading Rubric
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Resources
Academic Services
Evaluation Procedures
Selected Bibliography
Instructor Information
Instructor: Dr. Austin.Umezurike [biography]
Email: [email protected] at any time.
Telephone:
Office Hours: 6-9PM EST (M-F)
Table of Contents
Course Description (Catalog)
This course explores successful project management for information technology projects. The System Development Life Cycle (SDLC) models are defined including the waterfall, spiral, incremental release, and prototyping models. Students will differentiate between these models and apply corresponding project management methods to identify critical checkpoints and reviews. Risk management, as applied to technology projects, is examined. Key project indicators are discussed, and students will explore defining measurement criteria for determining critical success factors on a project. The course defines the application of knowledge, skills, tools, and techniques to project activities and includes a tutorial for Microsoft Project. Emphasis is placed on the three dimensions of the information technology project constraints: scope, time, and cost. Students are recommended to have access to Microsoft Project. Course software requirements with the appropriate versions are listed under the Resources.
Table of Contents
Course Scope
This course provides students with the foundations for effective project management in modern organizations. The course begins with a comprehensive introduction to the main components of the project management discipline. Specifically, a comprehensive and thorough examination of the five project management process groups will increase the knowledge and understanding to oversee critical projects. Students will understand the challenges of initiating a project and developing a critical planning strategy to begin the project management cycle. Students will apply the concepts to develop critical project management plans that are used in the business environment. The course culminates with development of a detailed final project including concepts such as scope management, risk management, resource management, and schedule development.
This course explores successful techniques for managing information technology projects. Emphasis will be placed on typical corporate/organizational technology projects such as developing websites, upgrading software and hardware, implementing commercial off the shelf (COTS) software, etc. Several System Development Life Cycle (SDLC) models are examined including the waterfall, spiral, incremental release, and prototyping models. Students will differentiate between these .
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
The study of CAPE® Green Engineering will enable students to acquire the knowledge, skills, values and attitudes needed to sustain the natural environment. This course of study will enable students to apply Scientific, Technological, Engineering and Mathematical (STEM) principles to improve their environment at
the local, regional and global levels.
The study of Green Engineering will enhance quality of life for present and future generations, while providing wealth creation through new and innovative job opportunities and other economic possibilities including entrepreneurship. By pursuing this course, students will develop twenty-first century engineering skills and ethics required for sustainable development. The syllabus is designed to provide the knowledge, skills and competencies that are required for further studies, as well as for the world of work.
The Council for Higher Education Accreditation
(CHEA) Accreditation Tool Kit is designed to provide
important information on U.S. higher education
accreditation and recognition to students, faculty,
presidents and chancellors, governing boards
of higher education institutions and accrediting
organizations.
CHEA Recognized Organizations
The accrediting organizations identified in this directory are recognized by the
Council for Higher Education Accreditation (CHEA). Recognition by CHEA
affirms that the standards and processes of the accrediting organization are
consistent with the academic quality, improvement and accountability expectations
that CHEA has established, including the eligibility standard that the majority
of institutions or programs each accredits are degree-granting.
This chart lists regional, national faith-related, national career-related and programmatic accreditors that are or have been recognized by the Council for
Higher Education Accreditation (CHEA) or the U.S. Department of Education (USDE) or both.
Toward Effective Practice: Discouraging Degree Mills in Higher Education Page 3
TOWARD EFFECTIVE INTERNATIONAL PRACTICE
The following actions are suggested to assist in fi
ghting the growing international presence of degree mills. They are offered as advice and guidance, not mandates, and provide an array of ambitious initiatives to be considered,as appropriate, by higher education and quality assurance leaders, national governments and international bodies.
* Create Tools for Identification of Degree Mills....
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Charge to the C3 Task Force (2009)
Develop a systematic process to assess, evaluate, and
recommend improvements of Criterion 3. The process
should define and involve the constituents of Criterion 3.
The process should explore potential metrics that may be
used to assess and evaluate the effects of Criterion 3 on
the quality of engineering education. The goals should
consider the definition of engineering in a global context
and encourage innovation and differentiation in
engineering education and the engineering profession,
rather than conformity.
2
3. Notes
• ~ 75 potential additions to the Outcomes
were identified by the Task Force
• This work began prior to Harmonization
which moved the assessment activities
from C3 to C4
• It became clear that the Outcomes should
be developed in concert with Curricular
Requirements (C5)
3
4. Categories of Outcomes
• Technical: the specialized skills that are required by a
practitioner in the discipline.
• Business: the skills required to function within a larger
enterprise.
• Communication: the skills to convey information effectively
using a variety of methods, and media.
• Professionalism: the personal and professional conduct
and qualities expected for a practicing engineer.
• Individual – Skills such as creativity, leadership, innovation,
and practical ingenuity are desirable qualities that can be
emphasized to the degree that meets a program’s mission.
4
5. Initial Findings
• The continuing substantial number of shortcomings on Criterion
3 should not be ignored, and the underlying causes of these
continuing shortcomings should be identified.
• Some outcomes have proven difficult to assess in a useful and
repeatable manner
• With very few exceptions, programs have chosen to adopt and
assess only the required a-k criteria, with little evidence of
innovation involving student outcomes.
• Academic constituents continue to report inconsistent
application and interpretation of the criteria by program
evaluators.
• Several constituencies regularly propose enlargement
of the existing criteria, with substantial arguments. 5
6. Guiding Goal
• Develop a set of Outcomes that are applicable
across all engineering programs, that are
necessary for professional practice, and the
accomplishment of which can be evaluated to
some reasonable degree within the
engineering curriculum
6
7. Draft OutcomesCriterion 3 Student Outcomes
The program must have documented student outcomes that prepare
graduates to enter the engineering profession.
Student outcomes are outcomes (1) through (6) plus any additional outcomes
that may be articulated by the program.
1. An ability to use the principles of science and mathematics to identify,
formulate and solve engineering problems.
2. An ability to apply both analysis and synthesis in the engineering
design process, resulting in designs that meet constraints and
specifications. Constraints and specifications include societal,
economic, environmental, and other factors as appropriate to the
design.
3. An ability to develop and conduct appropriate experimentation and
testing procedures, and to analyze and draw conclusions from data.
4. An ability to communicate effectively with a range of audiences
through various media.
5. An ability to demonstrate ethical principles in an engineering context.
6. An ability to establish goals, plan tasks, meet deadlines, manage risk
and uncertainty, and function effectively on teams.
7
8. Comments on Current Draft
• “Identify and formulate engineering problems” is
important to include in the outcomes
• The list of constraints in the engineering design
outcome may be too prescriptive or limiting
• “Modern engineering tools” is important to include in
C3 or C5
• Criterion 5 should be reviewed in a comprehensive
sense.
• Allowance of Outcomes in program criteria should be
considered
• A number of members feel that “multidisciplinary” is
important to include, perhaps in C5
8
9. Draft C5
The curriculum requirements specify subject areas
appropriate to engineering but do not prescribe specific
courses. The curriculum must support attainment of the
student outcomes and must include:
(a) one year of a combination of college level
mathematics and basic sciences (some with
experimental experience) appropriate to the program.
Basic sciences are defined as biological, chemical, and
physical sciences.
9
10. Draft C5 cont.
(b) one and one-half years of engineering topics, consisting of
engineering sciences and engineering design appropriate to
the program and incorporating modern engineering tools.
The engineering sciences have their roots in mathematics and
basic sciences but carry knowledge further toward creative
application. These studies provide a bridge between
mathematics and basic sciences on the one hand and
engineering practice on the other. Engineering design is the
process of devising a system, component, or process to meet
desired needs within constraints such as sustainability,
ethics, health and safety, and manufacturability. It is a
decision-making process (often iterative), in which the basic
sciences, mathematics, and the engineering sciences are
applied to convert resources optimally to meet these stated
needs.
10
11. Draft C5 cont.
(c) a general education component that complements
the technical content of the curriculum and is consistent
with the program educational objectives.
Students must be prepared for engineering practice
through a curriculum culminating in a major design
experience based on the knowledge and skills acquired
in earlier course work and incorporating appropriate
engineering standards and multiple constraints.
One year is the lesser of 32 semester hours (or
equivalent) or one-fourth of the total credits required
for graduation.
11
12. Process, Timeline Going Forward
• Discussion of draft by Criteria Committee,
recommendation to EAC for discussion and
solicitation of comments, 7/9/2014.
• Presentation to EAC ,brief discussion, motion to
distribute draft for comments, 7/11/2014.
• July, 2014 – May 2015: Solicit input from
societies, deans, faculty industry (directly and via
meetings such as Deans’ Council, FIE, ASEE). Edit
draft criteria as appropriate.
• July, 2015: First reading action at EAC.
• Earliest date for visits: 17-18.
• Possible phase-in period for institutions.
12
13. Comment Process
• A web portal will be established on the ABET
website to accept input from individuals and
societies
13