Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2023/v37i1/23144
Year: 2023, Volume: 37, Issue: 1, Pages: 189-199
Original Article
Abdullah H. Alsabhan
Department of Civil Engineering, College of Engineering, King Saud University, Riyadh-11421, Saudi Arabia;
*Corresponding Author
Email: [email protected]
Abstract :Engineering education require timely changes in curriculum in order to keep its relevance with technology upgradation. The outcome-based education (OBE) has become a preferred vehicle of education reform through curriculum upgradation. In the College of Engineering King Saud University three reform regimes have been undertaken. Plan A was from 1990-2002, Plan B was from 2003-2007 and Plan C from 2008-2018. Curriculum plans B and C were considered ABET accreditation requirements in their constitutes. The consistent increase in number of students earning GPA from 4.5 to 5 was 2%, 7% and 33% during Plan A, B and C. The increase in mean average GPA of plan B registered 10% increase in comparison of plan A bench mark. However, the mean average GPA of plan C registered significant increase of 34%. The percentages of honordegree holders in each successive curriculum plan A, B and C exhibited increase of 0.9%, 2.1% and 16% respectively. The average number of years taken by the students to complete the graduate program decreased from 6 years to 5.5 years and to 5 years under plan A, B and C respectively. All above parameters exhibited fulfilment of OBE criteria and justifies the modifications in plans of curriculum.
Keywords : Curriculum; OBE; ABET; Assessment
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