A Survey of Industry Advisory Board Operation and Effectiveness in Engineering Education

Genheimer, Stephen R.; Shehab, Randa L.

doi:10.1002/j.2168-9830.2009.tb01015.x

Cited by 20 publications

(20 citation statements)

References 4 publications

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“…The research survey described in [9] did not find any negative aspect resulting from the inclusion of alumni in the advisory board; it even indicates that alumni, when they are members of the advisory board of a program are the best advocates of the program.…”

Section: ) Focus Group Surveymentioning

confidence: 84%

“…Defining clearly the objectives and roles of members of the advisory board is extremely important in order to increase its effectiveness [9]. To satisfy the ABET accreditation criteria with respect to program educational objectives, the advisory board members, as one of the key stakeholders, must be fully involved in defining and assessing the program educational objectives for a particular iJEP -Volume 3, Issue 3, July 2013degree program.…”

Section: ) Advisory Board Meetingsmentioning

confidence: 99%

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Program Educational Objectives Definition and Assessment for Accreditation Purposes

Abbadeni

Ghoneim²,

Alghamdi³

2013

Int. J. Eng. Ped.

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Abstract-Academic accreditation of degree programs is becoming an important mean for many institutions to improve the quality of their degree programs. Many programs, in particular computing and engineering, offered by many schools have engaged in the accreditation process with different accreditation bodies. Accreditation bodies include ABET in USA, ABEEK in South Korea, JABEE in Japan, etc. Probably the most known accreditation body in the Unites States of America for engineering, computing, technology, and applied science programs is ABET. A key problem towards the satisfaction of accreditation criteria for most of accreditation agencies including ABET is the appropriate definition and assessment of program educational objectives for a specific degree program. Program Educational Objectives are important as they represent the ultimate mean to judge the quality of a program. They related directly to student outcomes and curriculum of a degree program. We propose a set of guidelines to help understand how program educational objectives can be defined and assessed. We relate and use examples from our practical experience acquired while working on the ABET accreditation of a Software Engineering program.

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Section: ) Focus Group Surveymentioning

confidence: 84%

Section: ) Advisory Board Meetingsmentioning

confidence: 99%

Program Educational Objectives Definition and Assessment for Accreditation Purposes

Abbadeni

Ghoneim²,

Alghamdi³

2013

Int. J. Eng. Ped.

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“…EC2000 required greater involvement by Industry in the accreditation process which gave rise to a significant rise in the establishment of IABs. According to survey data collated by Rooney & Puerzer [4], virtually all educational institutions now offering engineering degree programs have IABs however many of these have limited power over activities within the institution. In the majority of cases, the IAB's role was to assist the School in attaining program accreditation from an appropriate and relevant body.…”

Section: Unfitness For Purposementioning

confidence: 99%

Creating a University-Industry Advisory Board for a Joint Engineering School

Bremner

Meehan

Liu

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr Duncan Bremner has over 30 years in the semiconductor industry and has held operational and strategic executive roles in product development and technology planning within leading organisations such as National Semiconductor and The Intel Corporation.Duncan is presently employed by the University of Glasgow's School of Engineering working with both academic staff and industry partners to develop collaborative projects. He is also responsible for the development and delivery of the course on Professional Practice for Engineers in China.Duncan has been active in promoting a system view of Sensor Systems and more recently, the Internet of Things. He is also a member of the UK advisory committee to the ISO JTC1 on standardisation for IoT. He holds a BSc (Hons) in Electrical and Electronic Engineering from The University of Edinburgh, an MBA from the University of Glasgow, and has recently completed a PhD. He is cited as inventor on 17 patents.He can be contacted on: duncan.bremner@glasgow.ac.uk Dr. Kathleen Meehan, University of GlasgowKathleen Meehan earned her B.S. in electrical engineering from Manhattan College and her M.S. and Ph.D. from the University of Illinois under the supervision of Prof. Nick Holonyak, Jr. She worked as a member of technical staff at Lytel, Inc., following graduation. At Polaroid, she was appointed a Senior Research Group Leader, responsible for the design of laser diodes and arrays. After leaving Polaroid, she was employed at Biocontrol Technology. She moved into academia full-time in 1997 and worked at the University of Denver, West Virginia University, and Virginia Tech. She is currently the director of the University of Glasgow-University of Electronic Science and Technology of China Electronics and Electrical Engineering programme. While at Virginia Tech, she collaborated with Dr. Robert W. Hendricks, with assistance of a number of undergraduate students, to develop an instructional platform known as Lab-in-a-Box, which is used in a number of courses within the Virginia Tech B.S.E.E. program. She continues to be actively involved in the development of mobile hands-on pedagogy as well as research on other topics in STEM education, the synthesis and characterization of nanoscale optical materials, and fermentation processes.

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“…19 Davis (2006, p. 3) defined advisory groups or committees as "a collection of individuals who possess unique understanding, knowledge, and skills which complement the talents of the program's leadership and faculty in order to guide the program more effectively." 20 According to Summers (2002, p.…”

Section: Industrial Advisory Boardmentioning

confidence: 99%

“…21 Some of the functions of these boards include fundraising, employment of graduates, assisting as constituents in the accreditation process, curriculum review, part-time/summer student employment, sources for senior design projects, and faculty professional development. 19,22,23 These boards often consist of a mixture of alumni and non-alumni, industry, retired professors, and sometimes faculty members from other institutions. Alumni who are relatively recent graduates can provide valuable feedback about how well the program prepared them for employment, especially compared to graduates from other institutions.…”

Section: Industrial Advisory Boardmentioning

confidence: 99%

Industrial Advisory Board Open Forum

Baukal¹,

Song²,

Holmes³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Kyle Crouse is a junior in engineering (with an electrical/computer concentration) at John Brown University. He is the Head of Communications and Treasurer of the JBU IEEE Student Branch ad is currently working with a team to design a low-cost maximum power point tracker (MPPT) for use with solar panels in developing countries. Kyle is passionate about engineering and music and aspires to work in the audio technology industry following graduation. Mr. Zachary Jordan Lee, John Brown UniversityZachary Lee is a Junior Electrical/Computer Engineering student at John Brown University with interests in computer programming, renewable energy, and smart grid technologies. He is the President of the JBU IEEE Student Branch, and is a member of the Honors Scholars Program and Leaders Scholars Institute. He is also an IEEE Power and Energy Society Scholar. Zachary is passionate about using engineering as a platform to help others through humanitarian engineering projects and education. Mr. Cameron Drax Geiger, John Brown UniversityDrax is a sophomore engineering student at John Brown University (JBU) pursuing his B.S. in Engineering with a Concentration in Mechanical Engineering and an Enhancement in Renewable Energy. He is the Vice President of Activities for JBU's IEEE student branch, and plans to pursue graduate work in Leadership Studies.c American Society for Engineering Education, 2015 Page 26.954.1 Industrial Advisory Board Open Forum AbstractJohn Brown University (JBU) uses its engineering industrial advisory board in a unique fashion which is helpful for its students, fun for the board members, and useful for the faculty and university. During one of its regular Industrial Advisory Board meetings, JBU arranges an Open Forum Panel where students are encouraged to ask board members any questions they may have. These questions cover a very broad range of student interests including, for example, how to get an internship, what industry is looking for when hiring new graduates, the utility of getting a professional engineering license, and how to prepare for admission to graduate school. After a recent forum, a survey was given to the students with 61 responding. The overwhelming response was very positive and included suggestions for improving future forums.

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A Survey of Industry Advisory Board Operation and Effectiveness in Engineering Education

Cited by 20 publications

References 4 publications

Program Educational Objectives Definition and Assessment for Accreditation Purposes

Program Educational Objectives Definition and Assessment for Accreditation Purposes

Creating a University-Industry Advisory Board for a Joint Engineering School

Industrial Advisory Board Open Forum

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