A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Assessing ABET Outcomes in Construction Engineering Curriculum
There are currently seventeen ABET (Accreditation Board for Engineering and Technology) accredited construction engineering programs in the United States and 245 civil engineering programs. Every 6 years these programs undergo a stringent review to assure that the programs meet the quality standards expected for the engineering profession. As part of this review, programs must demonstrate that upon graduation, students have achieved a set of eleven student outcomes, affectionately known as (a) through (k). These eleven outcomes are the same, regardless of which engineering program they are being applied, civil, construction, mechanical, chemical, or agricultural. Some programs have found it useful to develop a set of rubrics that can be used to evaluate student’s work, to demonstrate student achievement of the outcomes. While some programs have worked through this exercise, few examples were found to directly relate to construction engineering curriculum. In preparation for the next ABET review, one university, with the largest construction engineering undergraduate enrollment, worked with faculty and industry to develop rubrics to evaluate student performance related to the student outcomes that are intended to directly represent the construction engineering profession. The process and rubrics are described in this paper and can be helpful for other programs aspiring to ABET accreditation or expecting an ABET accreditation review.
Assessing ABET Outcomes in Construction Engineering Curriculum
There are currently seventeen ABET (Accreditation Board for Engineering and Technology) accredited construction engineering programs in the United States and 245 civil engineering programs. Every 6 years these programs undergo a stringent review to assure that the programs meet the quality standards expected for the engineering profession. As part of this review, programs must demonstrate that upon graduation, students have achieved a set of eleven student outcomes, affectionately known as (a) through (k). These eleven outcomes are the same, regardless of which engineering program they are being applied, civil, construction, mechanical, chemical, or agricultural. Some programs have found it useful to develop a set of rubrics that can be used to evaluate student’s work, to demonstrate student achievement of the outcomes. While some programs have worked through this exercise, few examples were found to directly relate to construction engineering curriculum. In preparation for the next ABET review, one university, with the largest construction engineering undergraduate enrollment, worked with faculty and industry to develop rubrics to evaluate student performance related to the student outcomes that are intended to directly represent the construction engineering profession. The process and rubrics are described in this paper and can be helpful for other programs aspiring to ABET accreditation or expecting an ABET accreditation review.
Assessing ABET Outcomes in Construction Engineering Curriculum
Shane, Jennifer S. (author) / Karabulut-Ilgu, Aliye (author) / Jahren, Charles T. (author)
Construction Research Congress 2018 ; 2018 ; New Orleans, Louisiana
Construction Research Congress 2018 ; 118-127
2018-03-29
Conference paper
Electronic Resource
English
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