Alshurafa, S., & Wieserman, L., & Alhayek, H., & Hussein, K. (2022, August), Proposed Engineering Accredited Curriculum  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40960

\bibitem{asee_peer_40960}
  Alshurafa, S., \& Wieserman, L., \& Alhayek, H., \& Hussein, K. (2022, August), \emph{Proposed Engineering Accredited Curriculum}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40960

Sami Alshurafa, Laura Wieserman, Hanan Alhayek, and Khaled Hussein.  "Proposed Engineering Accredited Curriculum".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40960 Internet.  04 May, 2024

\bibitem{asee_peer_40960}
  Sami Alshurafa, Laura Wieserman, Hanan Alhayek, and Khaled Hussein.
  "Proposed Engineering Accredited Curriculum".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40960 Internet.  04 May, 2024

@INPROCEEDINGS{asee_peer_40960
author = "Sami Alshurafa, Laura Wieserman, Hanan Alhayek, and Khaled Hussein"
title = "Proposed Engineering Accredited Curriculum"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40960}
number = {10.18260/1-2--40960}
}

TY  - CPAPER
AB  - There are many emerging universities and colleges in Middle East and Eastern Africa that are trying to adopt their own engineering programs to suit the accreditation system used in Canada or United States. However, knowledge of the accreditation process is not always understood or compared. This paper explains in detail the accreditation process, specifically developing a civil engineering program, using both the accreditation rules and regulations in Canada and compares them to the United States regulations. The paper includes a list of proposed courses needed to be completed by students to obtain a bachelor's degree in civil engineering. The developed curriculum aims to also deliver a new program that reflects excellence and leadership in undergraduate education including “green” courses concerning renewable resources. The paper presents simplified tables and diagrams along with step by step on how to calculate the academic accreditation units of a civil engineering program and how to fit this curriculum to match what is required based on the percentages of the courses prescribed and the requirements of academic accreditation as proposed by Canadian Engineering Accreditation Board (CEAB). The paper includes a course map that relates the graduate attributes to each course of the curriculum. A similar discussion of ABET procedures is discussed and compared as well. Moreover, it includes setting the program goals and the learning outcomes for each of the suggested courses in addition to a list of teaching aids recommended for delivering the curriculum’s courses. The scientific laboratories required, and testing equipment needed to conduct scientific lab experiments are also included. A list of proposed courses to be completed by undergraduate students to obtain a bachelor's degree in civil engineering and green courses, to educate students and raise their attention to renewable resources and climate changes taking place worldwide. Both the CEAB and the ABET processes were outlined, and similarities discussed. Although this paper focuses on the Civil Engineering specifics, the principles and regulations are the same for any engineering program.
AU  - Sami Alshurafa
AU  - Laura Wieserman
AU  - Hanan Alhayek
AU  - Khaled Hussein
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Proposed Engineering Accredited Curriculum
UR  - https://peer.asee.org/40960
DO  - 10.18260/1-2--40960
ER  -