Accreditation Requirements Mapping

Transcription

1 Accreditation Requirements Mapping APPENDIX D Certain design project management topics are difficult to address in curricula based heavily in mathematics, science, and technology. These topics are normally introduced in technical courses, but the formal assessment process is left for the Capstone project course. Hopefully the following tables will provide useful as a tool when planning for outcomes assessment and accreditation documentation. The matrix values indicate: l l Y: A substantial level of coverage Empty: No significant coverage e41

2 D.1 United States of America Table D.1 Sample Curriculum Mapping for ABET EAC Programs 1. Projects 3. Concepts 9. Universal System ABET EAC Criteria (U.S.A.) (a) An ability to apply knowledge of mathematics, science, and engineering (b) An ability to design and conduct experiments, as well as to analyze and interpret data (c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability Y Y Table D.1 Sample Curriculum Mapping for ABET EAC Programs,

3 1. Projects 3. Concepts 7. Finance, Budgets 9. Universal System ABET EAC Criteria (U.S.A.) (d) An ability to function on multidisciplinary teams (e) An ability to identify, formulate, and solve engineering problems (f) An understanding of professional and ethical responsibility (g) An ability to communicate effectively (h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) A recognition of the need for, and an ability Y Y to engage in, lifelong learning (j) A knowledge of contemporary issues (k) An ability to use the techniques, skills, Y Y and modern engineering tools necessary for engineering practice

4 Table D.2 Sample Curriculum Mapping for ABET TAC Programs 1. Projects 3. Concepts 9. Universal System ABET TAC Criteria (U.S.A.) (a) An appropriate mastery of the knowledge, techniques, skills, and modern tools of their Y disciplines (b) An ability to apply current knowledge Y Y and adapt to emerging applications of mathematics, science, engineering, and technology (c) An ability to conduct, analyze and interpret experiments, and apply experimental results to improve processes (d) An ability to apply creativity in the design Y Y of systems, components, or processes appropriate to program educational objectives (e) An ability to function effectively on teams (f) An ability to identify, analyze, and solve technical problems (g) An ability to communicate effectively (h) A recognition of the need for, and an Y Y ability to engage in, lifelong learning (i) An ability to understand professional, ethical, and social responsibilities (j) A respect for diversity and a knowledge of contemporary professional, societal, and global issues (k) A commitment to quality, timeliness, and Y Y continuous improvement

5 Table D.3 Sample Curriculum Mapping for ABET CAC Programs 1. Projects 3. Concepts 9. Universal System ABET CAC Criteria (U.S.A.) (a) An ability to apply knowledge of computing and mathematics appropriate to the discipline (b) An ability to analyze a problem and identify and define the computing requirements appropriate to its solution (c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs (d) An ability to function effectively on teams to accomplish a common goal (e) An understanding of professional, ethical, legal, security, and social issues and responsibilities (f) An ability to communicate effectively with a range of audiences (g) An ability to analyze the local and global impact of computing on individuals, organizations, and society (h) Recognition of the need for, and an ability to engage in, continuing professional development (i) An ability to use current techniques, skills, and tools necessary for computing practice Y Y Y Y

6 Table D.4 Sample Curriculum Mapping for ABET ASAC Programs 1. Projects 3. Concepts 4. People and Teams 9. Universal System ABET ASAC Criteria (U.S.A.) (a) An ability to apply knowledge of mathematics, science, and applied Y Y sciences (b) An ability to design and conduct experiments, as well as to analyze and interpret data (c) An ability to formulate or design a system, process, or program to meet desired needs (d) An ability to function on multidisciplinary teams (e) An ability to identify and solve applied science problems (f) An understanding of professional and ethical responsibility (g) An ability to communicate effectively (h) The broad education necessary to understand the impact of solutions in a global and societal context (i) A recognition of the need for, and an Y Y ability to engage in, lifelong learning (j) A knowledge of contemporary issues (k) An ability to use the techniques, skills, and modern scientific and technical tools necessary for professional practice

7 Table D.5 Sample Curriculum Mapping for ATMAE Programs 1. Projects 3. Concepts 4. People and Teams 9. Universal System ATMAE Criteria (U.S.A.) Computer applications: The program of study shall include instruction on computer application software and the use of computers for information retrieval and problem solving Communications: Oral presentations and technical report writing shall be evident in both technical and management course requirements Industrial experience: Each program of study shall include appropriate industrial experiences such as industrial tours, workstudy options/cooperative education, and/ or senior seminars focusing on problemsolving activities related to industry. Industrial experiences shall be designed to provide an understanding of the industrial environment and what industry expects of students upon employment Program balance: General education humanities, English, history, economics, sociology, psychology, speech, etc Program balance: Mathematics algebra, trigonometry, analytical geometry, calculus, statistics, etc. Y Y Y Y (Continued)

8 Table D.5 Sample Curriculum Mapping for ATMAE Programs (Continued) 1. Projects 3. Concepts 4. People and Teams 9. Universal System ATMAE Criteria (U.S.A.) Program balance: Physical sciences physics, chemistry, etc Program balance: Management quality management, quality control, production planning and control, supervision, finance/accounting, safety management, facilities layout, materials handling, legal aspects/law, marketing, leadership, project management, international business, teaming, and/or other courses consistent with the approved definition of industrial technology Program balance: Technical computer integrated manufacturing, computer-aided design, electronics, materials science/testing, computer science/technology, packaging and distribution, construction, manufacturing processes, and/or other courses consistent with the approved definition of industrial technology Problem-solving activities: Emphasis in instruction shall be focused on problemsolving activities which reflect contemporary industrial applications. Y Y Y Y

9 D.2 Canada Table D.6 Sample Curriculum Mapping for CEAB Programs 1. Projects 3. Concepts 9. Universal System CEAB Criteria (Canada) A knowledge base for engineering: Demonstrated competence in university-level mathematics, natural sciences, engineering fundamentals, and specialized engineering knowledge appropriate to the program Problem analysis: An ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems in order to reach substantiated conclusions Investigation: An ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data, and synthesis of information in order to reach valid conclusions : An ability to design solutions for complex, open-ended engineering problems and to design systems, components, or processes that meet specified needs with appropriate attention to health and safety risks, applicable standards, and economic, environmental, cultural, and societal considerations Y (Continued)

10 Table D.6 Sample Curriculum Mapping for CEAB Programs (Continued) 1. Projects 3. Concepts 9. Universal System CEAB Criteria (Canada) Use of engineering tools: An ability to create, select, apply, adapt, and extend appropriate techniques, resources, and modern engineering tools to a range of engineering activities, from simple to complex, with an understanding of the associated limitations Individual and team work: An ability to work effectively as a member and leader in teams, preferably in a multidisciplinary setting Communication skills: An ability to communicate complex engineering concepts within the profession and with society at large; such ability includes reading, writing, speaking and listening, and the ability to comprehend and write effective reports and design documentation, and to give and effectively respond to clear instructions Professionalism: An understanding of the roles and responsibilities of the professional engineer in society, especially the primary role of protection of the public and the public interest Table D.6 Sample Curriculum Mapping for CEAB Programs s ts s ms g ts ts, n on g n

11 3. Concep and Embodiment 4. People and Tea 5. Decision Makin Managing Projec 7. Finance, Budge 8. Communicatio and Documentati 9. Universal Desig System 11. Manufacturin 1. Project CEAB Criteria (Canada) Impact of engineering on society and the environment: An ability to analyze social and environmental aspects of engineering activities; such ability includes an understanding of the interactions that engineering has with the economic, social, health, safety, legal, and cultural aspects of society, the uncertainties in the prediction of such interactions; and the concepts of sustainable design and development and environmental stewardship Ethics and equity: An ability to apply professional ethics, accountability, and equity Economics and project management: An ability to appropriately incorporate economics and business practices including project, risk, and change management into the practice of engineering and to understand their limitations Lifelong learning: An ability to identify and to address their own educational needs in a changing world in ways sufficient to maintain their competence and to allow them to contribute to the advancement of knowledge Y Y Y Y Y

12 D.3 Australia Table D.7 Sample Curriculum Mapping for Australian Engineering Programs 1. Projects 3. Concepts 9. Universal System Stage 1 Competency Standard for Professional Engineer (Australia) 1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline 1.2. Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline 1.4. Discernment of knowledge development and research directions within the engineering discipline 1.5. Knowledge of contextual factors impacting the engineering discipline Y Y Y Y Table D.7 Sample Curriculum Mapping for Australian Engineering Programs ts pts ts ams ng ts ets, n ion gn d g

13 1. Projec 3. Conce and Embodimen 4. People and Te 5. Decision Maki Managing Projec 7. Finance, Budg 8. Communicatio and Documentat 9. Universal Desi 10. Reliability an System 11. Manufacturin Stage 1 Competency Standard for Professional Engineer (Australia) 1.6. Understanding of the scope, principles, norms, accountabilities, and bounds of contemporary engineering practice in the specific discipline 2.1. Application of established engineering methods to complex engineering problem solving 2.2. Fluent application of engineering techniques, tools, and resources 2.3. Application of systematic engineering synthesis and design processes 2.4. Application of systematic approaches to the conduct and management of engineering projects 3.1. Ethical conduct and professional accountability 3.2. Effective oral and written communication in professional and lay domains 3.3. Creative, innovative, and pro-active demeanour 3.4. Professional use and management of information 3.5. Orderly management of self, and professional conduct 3.6. Effective team membership and team leadership Y Y Y Y Y

14 D.4 Europe Table D.8 Sample Curriculum Mapping for Standardized European Programs 1. Projects Identification and 3. Concepts and Embodiments and Documentation 9. Universal System EUR-ACE European Accreditation of Engineering Programmes Criteria Knowledge and Understanding First Cycle Knowledge and understanding of the scientific and mathematical principles underlying their branch of engineering A systematic understanding of the key aspects and concepts of their branch of engineering Coherent knowledge of their branch of engineering including some at the forefront of the branch Awareness of the wider multidisciplinary context of engineering Knowledge and Understanding Second Cycle An in-depth knowledge and understanding of the principles of their branch of engineering Y Y Y Y Y Y Y A critical awareness of the forefront of their branch Y Y Engineering Analysis First Cycle The ability to apply their knowledge and understanding to identify, formulate, and solve engineering problems using established methods The ability to apply their knowledge and understanding to analyse engineering products, processes, and methods Table D.8 Sample Curriculum Mapping for Standardized European Programs tion s and s, dding and esign ign

15 1. Projects Identifica and 3. Concepts Embodiments 4. People and Team 7. Finance, Budget Bi Documentation 9. Universal System D Des EUR-ACE European Accreditation of Engineering Programmes Criteria The ability to select and apply relevant analytic and modelling methods Engineering Analysis Second Cycle The ability to solve problems that are unfamiliar, incompletely defined, and have competing specifications The ability to formulate and solve problems in new and emerging areas of their specialisation The ability to use their knowledge and understanding to conceptualise engineering models, systems, and processes The ability to apply innovative methods in problem solving Engineering First Cycle The ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements An understanding of design methodologies, and an ability to use them Engineering Second Cycle An ability to use their knowledge and understanding to design solutions to unfamiliar problems, possibly Y Y involving other disciplines An ability to use creativity to develop new and original ideas and methods An ability to use their engineering judgement to work with complexity, technical uncertainty and incomplete information Investigation First Cycle The ability to conduct searches of literature and to use Y databases and other sources of information The ability to design and conduct appropriate experiments, interpret the data, and draw conclusions Workshop and laboratory skills Y (Continued)

16 Table D.8 Sample Curriculum Mapping for Standardized European Programs (Continued) 1. Projects Identification and 3. Concepts and Embodiments and Documentation 9. Universal System EUR-ACE European Accreditation of Engineering Programmes Criteria Investigation Second Cycle The ability to identify, locate, and obtain required data Y The ability to design and conduct analytic, modelling, and experimental investigations The ability to critically evaluate data and draw conclusions The ability to investigate the application of new and emerging technologies in their branch of engineering Engineering Practice First Cycle The ability to select and use appropriate equipment, tools, and methods The ability to combine theory and practice to solve engineering problems An understanding of applicable techniques and methods, and of their limitations An awareness of the nontechnical implications of engineering practice Engineering Practice Second Cycle The ability to integrate knowledge from different branches and handle complexity Y Y Y Y Y Y Y Table D.8 Sample Curriculum Mapping for Standardized European Programs d g n

17 1. Projects Identification and 3. Concepts an Embodiments Biddin and Documentation 9. Universal System Desig EUR-ACE European Accreditation of Engineering Programmes Criteria A comprehensive understanding of applicable techniques and methods, and of their limitations A knowledge of the nontechnical implications of engineering practice Transferable Skills First Cycle Function effectively as an individual and as a member of a team Use diverse methods to communicate effectively with the engineering community and with society at large Demonstrate awareness of the health, safety, and legal issues and responsibilities of engineering practice, the impact of engineering solutions in a societal and environmental context, and commit to professional ethics, responsibilities, and norms of engineering practice Demonstrate an awareness of project management and business practices, such as risk and change management, and understand their limitations Recognise the need for, and have the ability to engage in, independent, lifelong learning Transferable Skills Second Cycle Fulfil all the Transferable Skill requirements of a First Cycle graduate at the more demanding level of Second Cycle Function effectively as leader of a team that may be composed of different disciplines and levels Work and communicate effectively in national and international contexts Y Y Y Y Y Y Y Y

18 D.5 United Kingdom Table D.9 Sample Curriculum Mapping for U.K. CEng Programs 1. Projects 3. Concepts 9. Universal System 12. Mechanical United Kingdom CEng Accreditation Criteria by the Engineering Council Knowledge and understanding of scientific principles and methodology necessary to underpin their education in their engineering discipline, to enable appreciation of its scientific and engineering context, and to support their understanding of historical, current, and future developments and technologies Knowledge and understanding of mathematical principles necessary to underpin their education in their engineering discipline and to enable them to apply mathematical methods, tools, and notations proficiently in the analysis and solution of engineering problems Ability to apply and integrate knowledge and understanding of other engineering disciplines to support study of their own engineering discipline Understanding of engineering principles and the ability to apply them to analyse key engineering processes Ability to identify, classify, and describe the performance of systems and components through the use of analytical methods and modelling techniques Ability to apply quantitative methods and computer software relevant to their engineering discipline, in order to solve engineering problems Understanding of and ability to apply a systems approach to engineering problems Y Table D.9 Sample Curriculum Mapping for U.K. CEng Programs s ts s ms g ts ets, n ion gn g

19 1. Project 3. Concep and Embodiment 4. People and Tea 5. Decision Makin Managing Projec 7. Finance, Budg 8. Communicatio and Documentat 9. Universal Desi System 11. Manufacturin 12. Mechanical United Kingdom CEng Accreditation Criteria by the Engineering Council Investigate and define a problem and identify constraints including environmental and sustainability limitations, health and safety, and risk assessment issues Understand customer and user needs and the importance of considerations such as aesthetics Identify and manage cost drivers Y Y Use creativity to establish innovative solutions Y Ensure fitness for purpose for all aspects of the Y Y problem including production, operation, maintenance, and disposal Manage the design process and evaluate outcomes Y Y Knowledge and understanding of commercial and economic context of engineering processes Knowledge of management techniques which may be used to achieve engineering objectives within that context Understanding of the requirement for engineering Y Y activities to promote sustainable development Awareness of the framework of relevant legal Y requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues Understanding of the need for a high level of professional and ethical conduct in engineering Knowledge of characteristics of particular materials, equipment, processes, or products Workshop and laboratory skills Y Y Understanding of contexts in which engineering knowledge can be applied (e.g., operations and management, technology development, etc.) Understanding use of technical literature and other information sources Awareness of nature of intellectual property and contractual issues Understanding of appropriate codes of practice and Y industry standards Awareness of quality issues Ability to work with technical uncertainty

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