Curriculum Redesign Process for an Industrial Engineering Program Seeking ABET Accreditation

Mouloud Aoudia, Deya Al-Deen Abu-Alqahsi


The objective of this paper is to describe the process to follow by a program seeking ABET accreditation for the redesign of its curriculum. The first step in this process is to clearly identify the reasons behind the need for redesigning the curriculum. These reasons should be originated from three levels of analysis. The high level deals with the review of the Program Educational Objectives. The medium level concerns the assessment and Evaluation of the Student Outcomes. The low level interests the Assessment and Evaluation of the course learning outcomes. The second step is to define all the requirements and constraints that will be used as inputs to the development of concentrations, area of study and courses. The case study presented and discussed in this paper to illustrate the curriculum redesign process is drawn from the Industrial Engineering Department at the Northern Border University (Saudi Arabia).


Accreditation; assessment; curriculum redesign; evaluation; industrial engineering

Full Text:


International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
Creative Commons License
Scopus logo ESCI logo DBLP logo EBSCO logo DOAJ logo