The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes
This paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering A...
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doaj-6a7ead01ce374abc8b27b54f64a4fae32020-11-24T22:54:13ZengHindawi LimitedEducation Research International2090-40022090-40102015-01-01201510.1155/2015/735325735325The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-OutcomesSalah-Addin B. Al-Omari0Qasem M. Al-Mdallal1Youssef El-Khatib2Basim Abu-Jdayil3Mechanical Engineering Department, United Arab Emirates University, Al Ain, UAEMathematics Department, United Arab Emirates University, Al Ain, UAEMathematics Department, United Arab Emirates University, Al Ain, UAEChemical & Petroleum Engineering Department, United Arab Emirates University, Al Ain, UAEThis paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering ABET-outcomes. Mapping between the course outcomes of the different math courses offered at UAEU to engineering students and the engineering ABET criteria ((a)–(k)) was made. It is found that most of the ABET-outcomes are to a great extent in-line with the outcomes of our mathematics courses. This encourages us to use the achievement of the courses outcomes as an assessment tool for the engineering ABET-outcomes. We considered both direct and indirect assessment tools to assess the level of satisfaction of the math courses outcomes. The performances of the students according to both methods are then used to assess the achievements of the ABET-outcomes. The results generally show very good level of achievement of the outcomes, although few ABET-outcomes were not achieved well according to our performance criteria. Accordingly, we provide some comments and recommendations aiming at the improvement of the program.http://dx.doi.org/10.1155/2015/735325 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Salah-Addin B. Al-Omari Qasem M. Al-Mdallal Youssef El-Khatib Basim Abu-Jdayil |
spellingShingle |
Salah-Addin B. Al-Omari Qasem M. Al-Mdallal Youssef El-Khatib Basim Abu-Jdayil The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes Education Research International |
author_facet |
Salah-Addin B. Al-Omari Qasem M. Al-Mdallal Youssef El-Khatib Basim Abu-Jdayil |
author_sort |
Salah-Addin B. Al-Omari |
title |
The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes |
title_short |
The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes |
title_full |
The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes |
title_fullStr |
The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes |
title_full_unstemmed |
The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes |
title_sort |
role of mathmatics courses in the assessment process of engineering abet-outcomes |
publisher |
Hindawi Limited |
series |
Education Research International |
issn |
2090-4002 2090-4010 |
publishDate |
2015-01-01 |
description |
This paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering ABET-outcomes. Mapping between the course outcomes of the different math courses offered at UAEU to engineering students and the engineering ABET criteria ((a)–(k)) was made. It is found that most of the ABET-outcomes are to a great extent in-line with the outcomes of our mathematics courses. This encourages us to use the achievement of the courses outcomes as an assessment tool for the engineering ABET-outcomes. We considered both direct and indirect assessment tools to assess the level of satisfaction of the math courses outcomes. The performances of the students according to both methods are then used to assess the achievements of the ABET-outcomes. The results generally show very good level of achievement of the outcomes, although few ABET-outcomes were not achieved well according to our performance criteria. Accordingly, we provide some comments and recommendations aiming at the improvement of the program. |
url |
http://dx.doi.org/10.1155/2015/735325 |
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