Ali, Q. (2023). An In-depth Comparative Study of Different ABET Accredited Computer Engineering Programs Using Self Assessment Reports. Alustath, 28(2), 226-236. doi: 10.33899/rengj.2023.137672.1224
Qutaiba Ibrahim Ali. "An In-depth Comparative Study of Different ABET Accredited Computer Engineering Programs Using Self Assessment Reports". Alustath, 28, 2, 2023, 226-236. doi: 10.33899/rengj.2023.137672.1224
Ali, Q. (2023). 'An In-depth Comparative Study of Different ABET Accredited Computer Engineering Programs Using Self Assessment Reports', Alustath, 28(2), pp. 226-236. doi: 10.33899/rengj.2023.137672.1224
Ali, Q. An In-depth Comparative Study of Different ABET Accredited Computer Engineering Programs Using Self Assessment Reports. Alustath, 2023; 28(2): 226-236. doi: 10.33899/rengj.2023.137672.1224

An In-depth Comparative Study of Different ABET Accredited Computer Engineering Programs Using Self Assessment Reports

Al-Rafidain Engineering Journal (AREJ)
Volume 28, Issue 2, September 2023, Pages 226-236    PDF (1.87 M)
Document Type: Research Paper
DOI: 10.33899/rengj.2023.137672.1224
Author
Qutaiba Ibrahim Ali*
Computer Engineering Department, College of Engineering, University of Mosul, Mosul, Iraq
Abstract
Universities all across the world give academic accreditation for degree programs significant attention. This makes sense given that accreditation not only improves the programs' content and delivery but also enables these institutions to recruit teachers and staff of the highest caliber. The Accreditation Board for Engineering and Technology (ABET) is one reputable organization with the authority to accredit Engineering programs. A rising number of academic institutions are requesting ABET accreditation for their computing programs in an effort to raise the standard of their academic programs and student enrollment. This paper's additional value is that it serves as a road map for institutions and their management as they prepare to begin the process of accrediting their computing (or other) programs.  The lack of information on the mechanics of implementation presents a problem because it leads to confusion and resource waste, especially in the early stages. Additionally, there is a dearth of literature accessible describing methodology and the use of effective accreditation strategies for computer programs. In light of this, it is necessary to record the methodology, instructional practices, and tactics used by various institutes as they work towards accreditation.
Keywords
Engineering Accreditation; Self Assessment Report; Continuous Improvement Plan; Student Outcome; Program Educational Objectives
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