A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Alsabhan, Abdullah H.
- Complementary Effect of Curricula Modifications, OBE and Students' Performance in College of Engineering, King Saud University – Case Study
Authors
1 Department of Civil Engineering, College of Engineering, King Saud University, Riyadh-11421, SA
Source
Journal of Engineering Education Transformations, Vol 37, No 1 (2023), Pagination: 189-199Abstract
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 honor degree 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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