Yousef Asiri^*

Computer Systems Science and Engineering, Vol.41, No.1, pp. 35-50, 2022, DOI:10.32604/csse.2022.020100

Abstract Most of the international accreditation bodies in engineering education (e.g., ABET) and outcome-based educational systems have based their assessments on learning outcomes and program educational objectives. However, mapping program educational objectives (PEOs) to student outcomes (SOs) is a challenging and time-consuming task, especially for a new program which is applying for ABET-EAC (American Board for Engineering and Technology the American Board for Engineering and Technology—Engineering Accreditation Commission) accreditation. In addition, ABET needs to automatically ensure that the mapping (classification) is reasonable and correct. The classification also plays a vital role in the assessment of students’ learning. Since the PEOs are… More >

Waleed Rashideh^1,*, Omar Abdullah Alshathry¹, Samer Atawneh², Hussein Al Bazar³, Mohammed Said AbualRub⁴

Intelligent Automation & Soft Computing, Vol.26, No.6, pp. 1285-1307, 2020, DOI:10.32604/iasc.2020.012995

Abstract Scientific programs in higher educational institutes are measured by their performances in showing evidences for expected quality assurance levels and for obtaining the academic accreditation. However, obtaining an accreditation for a scientific program is a lengthy process, as it requires extensive efforts from all members belonging to the program. The Accreditation Board for Engineering and Technology (ABET) accreditation is a common form of quality assurance that is based on different areas such as computing, engineering and sciences. In order to determine the ABET accreditation, several processes and methods are assessed to guarantee the required accreditation. Similar to many other programs,… More >