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Curriculum assessment for professional accreditation: A modelling framework

Armarego, J. and Roy, G.G. (2013) Curriculum assessment for professional accreditation: A modelling framework. Australasian Journal of Engineering Education, 19 (1). pp. 1-12.

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Abstract

The assessment of curricula for accreditation purposes is central to much of the effort required for the design and implementation of teaching programs in schools of engineering. The CDIO (conceive, design, implement and operate) syllabus provides an example framework that describes these required outcomes. This syllabus has been specifically developed for undergraduate engineering education, offering a range of modelling concepts that can be used for formal curricula assessment. This paper provides an overview of how the CDIO (or similar) competency frameworks can be modelled for a formal analysis to provide an open, objective and repeatable process that may be used as a part of a claim for accreditation. The work presented builds on that developed for the CDIO competency framework and includes case studies applying the Engineers Australia Stage 1 Competency Framework. The authors demonstrate the use of a support tool (CCmapper) that facilitates this process and provides ways of representing and validating claims for accreditation.

Publication Type: Journal Article
Murdoch Affiliation: School of Engineering and Information Technology
Publisher: Australasian Association of Engineering Education
Copyright: © Institution of Engineers Australia, 2013.
Publishers Website: http://www.engineersmedia.com.au/journals/aaee/hom...
URI: http://researchrepository.murdoch.edu.au/id/eprint/20868
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