The influence of abet accreditation practices on faculty approaches to teaching

• Autores: Jacqueline C. Mcneil, Matthew W. Ohland
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 3 (Parte A), 2016, págs. 1151-1159
• Idioma: inglés
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• Resumen

  • This paper investigates the effect of ABET accreditation processes on quality teaching using thematic analysis ofdescriptions from faculty in open-ended survey questions and logistic regression of quantitative survey questions abouttheir pedagogy. Ordinal logistic regression related faculty perspectives on accreditation terminology and processes tofaculty teaching practices. There were 43 qualitative comments about ABET accreditation and 91 quantitative surveyresults used in this study. Faculty had overwhelmingly negative views regarding accreditation, believing that it adds to theirworkload, stifles their creativity, and distracts them from other important objectives including teaching. Faculty whoexpress various negative views of either the goals or the practice of accreditation are less likely to engage in certain student-centered teaching practices. More positively, our findings show that faculty who tend to agree with the student-outcomesfocus of the ABET criteria engage in richer educational experiences—they give students more writing assignments andallow students to learn collaboratively.