نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 عضو هیات علمی دانشگاه علم و صنعت ایران
2 استادیار، دانشگاه علم و صنعت ایران، دانشکده مهندسی راه آهن
3 دانشیاردپارتمان آموزش پزشکی دانشگاه علوم پزشکی تهران
چکیده
یکی از بسته های اصلی تحول در آموزش مهندسی، اعتباربخشی دورههای آموزشی است که مستلزم تدوین استانداردهای ملی مرتبط و انجام خودارزیابی مستمر بر اساس آن و انجام اقدامات اصلاحی متناسب است. در این راستا ضروری است ملاکهای ارزیابی در جهت سنجش توانمندیها و مهارت های کسبشده توسط دانشجویان تعیین شود و با بررسی دستیابی دانشجویان به توانمندیها و پیامدهای مورد انتظار آموزشی، برنامه آموزشی به صورت مداوم اصلاح گردیده و بهبود یابد. در مطالعه حاضر و در راستای اعتباربخشی دوره آموزش مهندسی گروه خط و سازه های ریلی دانشکده مهندسی راه آهن دانشگاه علم و صنعت ایران، بر اساس استانداردهای ملی مشابه و پیامدهای استاندارد آموزشی ABET، خودارزیابی انجام گرفته است. میزان تحقق پیامدهای استاندارد، با نظرسنجی از 55 نفر از دانشجویان و دانشآموختگان مورد بررسی قرار گرفته و تحقق پیامدهای آموزشی در حوزه توانمندیهای تحصیلی و مهارت های حرفه ای، نسبتاً مطلوب ارزیابی شده است. همچنین اهداف آموزشی، برنامه آموزشی و روش یاددهی-یادگیری متناسب با اهداف، فرایند ارزیابی درسی دانشجو، نحوه راهنمایی دانشجویان جدیدالورود، چگونگی توانمندسازی اعضای هیئت علمی، منابع آموزشی، پیشرفت تحصیلی دانشجویان، نحوه مدیریت گروه و اطلاع رسانی مصوبات و برنامه بازنگری مستمر در برنامه آموزشی با مشارکت اعضای هیئت علمی گروه، مورد ارزیابی و بازنگری قرار گرفت.
کلیدواژه‌ها
عنوان مقاله [English]
Quality accreditation of engineering educational program based on standard evaluation criteria; A case study
نویسندگان [English]
- Hamidreza Heydari 1
- Shervan Ataei 2
- Azim Mirzazadeh 3
1 Assistant Professor Iran University of Science and Technology
2 assistant professor, iran university of science and technology, school of railway engineering
3 Board certified in internal medicine, Tehran University of Medical Sciences
چکیده [English]
One of the latest developments in engineering education is the accreditation of educational courses based on its implications and outcomes. In this regard, the evaluation criteria should be determined in order to measure the capabilities and skills of students. Furthermore, the educational program should be continuously modified and improved by frequent assessment. In the present study, an internal evaluation has been carried out for accrediting the educational program of the railway infrastructure engineering based on ABET criteria as standard implication. For this purpose, the realization of the educational outcomes studied by surveying research from 55 students and alumni. Then, the accreditation of the engineering educational program studied through ABET criteria. The obtained results show that the current status of the educational program of railway infrastructure engineering was totally in rather desirable level. So, some activities such as reviewing and modification of the educational program are targeted to promote and improve the educational program.
کلیدواژه‌ها [English]
- Quality accreditation
- internal evaluation
- engineering educational program
- ABET criteria
- standard implication
ABET (2006). Engineering change, A study of the impact of EC-2000. Accreditation Board for Engineering and Technology, Executive Summary pp. 30.
ABET (2010). Criteria for Accrediting Engineering Programs. Accreditation Board for Engineering and Technology; www.abet.org
ABET, (2021). Criteria for Accreditation Engineering Program; Accreditation Bard for Engineering and Technology; http://www.abet.org
AMS (2019). Engineers Australia Accreditation Management System; https://www.engineersaustralia.org.au/About-Us/Accreditation/AMS-2019
CEAB (2021). Canadian Engineering Accreditation Board; https://engineerscanada.ca/e/pr_accreditation.cfm
ENQA (2021). European Association for Quality Assurance in Higher Education; http://www.enqa.eu
Hejazi, Y., Bazargan, A., Eshaghi, F. (2016). Guide to quality internal evaluation in university system. Tehran University Press, 2nd Edition, pp.326 [In Persian].
Heydari H., Ataei S., Sadeghi, J. (2019). Alumni’s evaluation form; Internal evaluation of educational program of railway Engineering. Iran University of Science and Technology, https://form.avalform.com/view.php?id=4615423 [In Persian].
Heydari H., Ataei S., Sadeghi, J. (2020); Internal evaluation of educational program of railway engineering. Iran University of Science and Technology. [In Persian].
Heydari H., Ataei S., Sadeghi, J. (2021). Accreditation of educational program of railway infrastructure engineering based on ABET criteria. 7th Iranian International Conference on Engineering Education, University of Tehran, Iran, October 25-28 [In Persian].
Hoseini, M. and Nasr, A. (2012). Curriculum focused accreditation of the higher education in the third millennium. Higher Education, 5 (17), 13-48 [in Persian].
Karimian, H., Ataran,M., Salehi, K. (2011). Internal evaluation as an appropriate approach to improve the quality of the higher education system; a case study. Education Strategy Medical Science, 4 (2), 83-77 [In Persian].
Kırkgoz, Y. (2008). A case study of teacher’s implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859-1875.
Memarian, H. (2009). Educational evaluation: concepts, patterns and operational process. Samt Press, 19th edition, pp. 404. [In Persian].
Memarian, H. (2011/a). Accreditation process of Iran’s engineering education programs. Iranian Journal of Engineering Education, 13 (50), 31-61 [In Persian].
Memarian, H. (2011/b). Mechanism of internal assessment of Iran’s engineering education programs. Iranian Journal of Engineering Education, 13 (51), 1-30 [In Persian].
Memarian, H. (2015). Mechanism of external assessment of engineering education programs of Iran. Iranian Journal of Engineering Education, 16 (64), 1-22 [In Persian].
Miller, R. L. (2002). Reflections on outcome assessment and the ABET accreditation process. American Society for Engineering Education, Annual Conference & Exhibition, Session 2513.Miller, R. L. and Olds, B. M. (2002). Lessons learned in developing and implementing a program assessment plan. International Journal of Engineering Education, 18 (2), 217-224.
Naderi, A., Abdollahi, H. (2011). Efficiency of university educational groups; Challenges and prospects. 4th Conference on Internal Quality Assessment in the Universities, Tehran University, Tehran, Iran [In Persian].
Nili, M., Nasr, A., Darbkavand, H. (2006). Requirements and harms of university-centered curriculum planning. The Organization for Researching and Composing University textbooks in the Humanities, SAMT Publisher [In Persian].
Secretariat of the General Medical Education Council (2017). Guidelines for standard development and revision for medical education accreditation, Accreditation Committee for Undergraduate Medical Education, Ministry of Health and Medical Education.
Yaghoubi, M. and Motahrarinejad, H. (2012). Requirements for codifying strategies of engineering education in Iran. Iranian Journal of Engineering Education, 14 (55), 1-19 [In Persian].
Zamanifar, M., Mohamadi, R. and Sadeghi, F. (2016). Internal evaluation and quality of improvement of the curriculum in engineering departments. Iranian Journal of Engineering Education, 18 (72), 45-67 [In Persian].
)