June 22, 2008
June 22, 2008
June 25, 2008
13.705.1 - 13.705.12
Implementing a Civil Engineering Program at the National Military Academy of Afghanistan
This paper describes the ongoing implementation of a civil engineering program at the newly created National Military Academy of Afghanistan (NMAA) in Kabul. We begin with a brief summary of our respective roles in the project and the current status of program development. We present an interim assessment of the project in the following areas: • Faculty Qualifications and Training • Curriculum Development Process • Course Design Process • Course Implementation • Student Learning Outcomes
We conclude with an overview of future plans for this project and a summary of the challenges the institution must overcome in order to succeed.
The authors have participated in the development of NMAA in a variety of roles. Conley and Ressler deployed to Afghanistan on military orders from January to April 2007, with the mission to design the NMAA civil engineering program. Upon arrival in Afghanistan, their first major task was to hire four faculty members who would teach the first two courses in the new program, starting in March 2007. Fekrat, Gulistani, and Momand were three of these initial faculty hires. All three are Afghan assistant professors at Kabul University, hired as adjunct instructors at the NMAA. It was necessary to hire adjuncts for this first year of the new program, because there were no military officers in the Afghan National Army with adequate background to teach college-level engineering.
Working in collaboration with the Dean of Engineering Faculty at Kabul University, Conley, Ressler, Fekrat, and Momand developed the 16-course civil engineering curriculum shown in Figure 1 below. In this graphic, the first column shows the eight academic semesters constituting the four-year NMAA curriculum. The courses offered in each semester are listed across each corresponding row. The dark horizontal bands preceding each pair of semesters represent military training periods. These periods would correspond to summers at a U.S. institution; however, at the NMAA they actually occur in the February-March timeframe, as Afghan educational institutions use the Islamic calendar as the basis for their school year. The courses highlighted in yellow represent the 16-course civil engineering major. All remaining courses constitute a common core curriculum taken by all NMAA cadets. CE301 (Introduction to Engineering Mechanics and Design) and CE302 (Construction Management) serve as a two- course core engineering sequence taken by all cadets, as well as being part of the civil engineering major. The core curriculum includes nine courses that also serve as prerequisites for the civil engineering major—Pre-Calculus, Calculus I and II, Statistics, Chemistry, Physics I and II, Information Technology, and Information Systems.
Ressler, S., & Gash, R., & Conley, C., & Hamilton, S., & Momand, F., & Fekrat, Q., & Gulistani, A. (2008, June), Implementing A Civil Engineering Program At The National Military Academy Of Afghanistan Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3679
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