ABET Criterion 3.f: How Much Curriculum Content is Enough?
ABET Criterion 3.f: How Much Curriculum Content is Enough?
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DOI：
10.1007/s11948-011-9255-5
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发表时间：
2012-06-01
影响因子：
3.7
通讯作者：
Ohland, M. W.
中科院分区：
文献类型：
--
作者：
Barry, B. E.;Ohland, M. W.
即使经过多个ABET认证周期，许多工程专业也不确定需要多少课程内容才能满足ABET标准3的要求。F（理解职业和道德责任）。本研究是评估ABET标准3.f引入后课程改革影响的首次学术尝试。本研究试图确定在1995年至2005年期间，有多少专业和道德责任课程内容被使用，以及内容数量发生变化的方式、时间、原因和影响。随后，该研究试图评估不同数量的课程内容是否会产生不同的学生成绩。每个参与项目使用的课程内容的数量是在与项目管理员的半结构化访谈和对ABET自学文件的审查中确定的。采用定量方法来确定课程内容与在国家管理的特定工程标准化考试中的表现之间是否存在关系。研究结果表明，课程中必修内容的数量与考试成绩之间存在统计关系，但缺乏结构。关于程序解释标准3的方式也产生了额外的发现。F在认证访问期间产生的反馈。本研究的主要影响是，它消除了更多的专业和道德课程或课程时间必然会导致积极的工程教育成果的神话。增加更多课程内容的动力很大程度上是由于在ABET认证访问期间缺乏结论性反馈。
Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET's Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits.