Creation Of A Greater Caribbean Regional Engineering Accreditation System (original) (raw)
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2000
The Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) is a nonprofit organization formed by institutions seeking to improve collaborations with and recognition of engineering programs in Latin America and the Caribbean (LAC). Two LACCEI initiatives seek to improve international recognition of Latin America and Caribbean engineering programs by increasing the number that attains internationally recognized accreditation. In 2004, the Accreditation Committee of LACCEI proposed a five-level model for educational program process assessment that measures the capability of an engineering education program to achieve repeatable results. This model, called the Engineering Education Capability Maturity Model, could be used as a blueprint for engineering programs to move systematically towards program accreditation, a program ranked level three has documented they produce "competent" engineers, one that attains level five produces "competitive" engineers. In 2006, LACCEI and the Organization of American States co-sponsored a workshop to formulate strategies to increase the number of accredited LAC engineering programs. In this workshop, the accrediting agencies that have signed the Washington Accord and have assessed programs in this region, regional engineering educational organizations, and engineering deans formed round tables to discuss regional challenges and strategies. The results, captured in a document called The Turabo Declaration, are discussed in this paper. LACCEI initiated an accord, called the Engineering Collaboration for the Americas, signed by six multinational organizations to advance and implement LAC engineering education initiatives. This paper disseminates and seeks feedback on the models and strategies evolving from these initiatives.
2005
Latin American and Caribbean (LAC) universities are lagging behind attaining international recognition of their engineering programs. Many LAC countries have not recognized the need for accrediting their engineering programs. In 1989, the Washington Accord, a multinational agreement between Australia, Canada, Ireland, New Zealand, United Kingdom and the U.S.A. (Hong Kong joined in 1995, South Africa in 1999, and Germany, Malaysia and Singapore are Provisional Signatories), was signed recognizing accreditation systems and the engineering education programs they accredit, and also recognizing that graduates of programs accredited by the accreditation organizations of each member nation are prepared to practice engineering at the entry level. The Sydney Accord, signed in 2001 by Australia, Canada, Hong Kong, South Africa, and New Zealand, recognizes Engineering Technology programs. In 1990, the American Board of Engineering and Technology, ABET, started awarding substantial equivalency...
2007 Annual Conference & Exposition Proceedings
The Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) is a nonprofit organization formed by institutions seeking to improve collaborations with and recognition of engineering programs in Latin America and the Caribbean (LAC). Two LACCEI initiatives seek to improve international recognition of Latin America and Caribbean engineering programs by increasing the number that attains internationally recognized accreditation. In 2004, the Accreditation Committee of LACCEI proposed a five-level model for educational program process assessment that measures the capability of an engineering education program to achieve repeatable results. This model, called the Engineering Education Capability Maturity Model, could be used as a blueprint for engineering programs to move systematically towards program accreditation, a program ranked level three has documented they produce "competent" engineers, one that attains level five produces "competitive" engineers. In 2006, LACCEI and the Organization of American States co-sponsored a workshop to formulate strategies to increase the number of accredited LAC engineering programs. In this workshop, the accrediting agencies that have signed the Washington Accord and have assessed programs in this region, regional engineering educational organizations, and engineering deans formed round tables to discuss regional challenges and strategies. The results, captured in a document called The Turabo Declaration, are discussed in this paper. LACCEI initiated an accord, called the Engineering Collaboration for the Americas, signed by six multinational organizations to advance and implement LAC engineering education initiatives. This paper disseminates and seeks feedback on the models and strategies evolving from these initiatives.
2013 ASEE Annual Conference & Exposition Proceedings
where she has served as Director and Assistant Dean of Engineering. Her major interests are in experimental design, data analysis and multi-phase systems. She teaches fluid mechanics, unit operations and process dynamics and control. Dr. Gephardt is Chair-elect of the AIChE Societal Impact Operating Council (SIOC) and is Vice President for Accreditation of the Latin American and Caribbean Consortium of Engineering Institutions (LACCEI). She also serves on the board of the AIChE-Delaware Valley Section and is its immediate past president. Dr. Gephardt holds Ph.D. and M.S. degrees in chemical engineering from the University of Delaware and a B.S. in chemical engineering from Northwestern University. She is a registered professional engineer in the State of Delaware and conducts workshops and consults in the areas of experimental design and data analysis for the chemical and pharmaceutical industries.
Engineering Accreditation in Canada
Proceedings of the 13th Latin American and Caribbean Conference for Engineering and Technology Engineering Education Facing the Grand Challenges What Are We Doing?, 2015
The goal of this paper is to provide the engineering community in the Latin American and Caribbean countries an informative, yet brief description of the engineering accreditation issues and practices in Canada. This is in light of the inquiries by universities outside of Canada trying to develop articulations with the Canadian engineering schools. Some practices that may seem to be straightforward and feasible in the rest of the world may face significant challenges by the engineering programs offered in Canada.
Initiatives towards Accreditation of Engineering Programmes for Worldwide Recognition
The Council of Registered Professional Engineers (CRPE) has proposed the replacement of the existing Registered Professional Council of Mauritius Act 1966, by an Engineering Council of Mauritius Act, and for that purpose it has produced an Engineering Council of Mauritius (draft) Bill. After discussions at the level of the IEM and at the Ministry of Public Infrastructure an anended version was produced. The draft is presently with the State Law Office. This draft Bill proposes changes in the structure and composition of the Engineering Council, and defines the terminologies used in the engineering profession, the process of registration and competency standards for registration as a Professional/Licensed Professional Engineer, and sets the structure for the accreditation of engineering programmes. The current paper sets light on the term ‘Accreditation’ and illustrates the process of accreditation as practiced overseas and envisaged by the CRPE through the new legislation, to achiev...
Engineering accreditation: A developing nation perspective
2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007
In many developing countries engineering education is young and characterized by two contradictory trends. On the one hand, strained finances may force available resources to fall below the levels required by world standards. On the other hand, many engineers are graduates of foreign universities and more graduates of local engineering schools are having their careers in industrial nations, be it for postgraduate studies or for employment. This results in many institutions trying to meet the global accreditation standards where possible at the expense of local considerations in engineering programs, an effort that may not extend to areas where the costs are substantial such as laboratory equipment and faculty load and training. Pressure mounts to increase class size and to replace real lab work by simulations, traditional instruction by virtual classes. This resulted in a situation where a large number of engineering programs meet the accreditation criteria only partially, a fact that complicates the task of accreditation bodies. They find it necessary to practice retrospective accreditation of engineering degrees from widely varying educational systems, without clear local standards to measure against. Outcomes based assessment is the exception and the focus is almost entirely on incomes and numbers. No major studies or exams are being performed to evaluate and compare the quality of graduates and to offer ranking of programs. On the example of export oriented engineering education in Palestine we elaborate on the efforts to adapt ABET style accreditation requirements and procedures to a developing nation context and the effects of such an approach on the quality of outcomes in terms of the suitability for the market place. We argue that proper accreditation can do much to encourage engineering schools to improve performance, consolidate programs and attract/retain qualified faculty and subsequently contribute to economic development in the country.
2007 Annual Conference & Exposition Proceedings
His interests are in engineering design education, innovative design, and global design. He has introduced multinational design projects in a freshman introductory engineering design course in collaboration with institutions in Latin America and the Caribbean as part of his effort to contribute to the formation of world class engineers for the Americas. He is actively involved in the Latin American and Caribbean Consortium of Engineering Institution (LACCEI) as a regional Vice-President, and in the International and Minority Divisions of ASEE.
Institutions within the Latin American and Caribbean Consortium of Engineering Institutions
2013
Institutions within the Latin American and Caribbean Consortium of Engineering Institutions lack sufficient resources and knowledge to take significant advantage of national and international computational resources available to advance computational science research and education. Such institutions, just like the USA‟s Minority Serving Institutions (MSIs), can provide a critical yet untapped human resource potential. The US National Science Foundation‟s TeraGrid has attempted to define, promote and deliver an integrated set of high performance computing resources to the US academic research community. However, a gap persists in the connections between the TeraGrid program and non-TeraGrid national computational resources and data. For MSIs and other users, these circumstances hinder seamless, natural use of resources from local, campus infrastructure through national and international high performance computing research tools. In spite of impressive TeraGrid advances, its user comm...
Procedia - Social and Behavioral Sciences, 2009
Engineering profession proposed a road map by directly putting the impact on economic growth through various means such as technology, learning, access and quality. It is envisaged that to maintain quality human resource in professional engineering, accreditation and assessment of engineering education requires focusing. This would foster engineering education for socioeconomic development at all levels. Accreditation and assessment at regional/national level is based on monitoring of educational programs like curriculum, teaching and learning, equipment/laboratory facilities, student performance, etc., rather than outcomesbased assessments. Moreover, assessment is also vital to identify and realize achievements and goals through the engineering profession and to attain student learning outcomes in accordance with both institutional and professional criteria. One of the major concerns for assessment and accreditation of engineering profession is that in the developing countries (i.e., Pakistan) the accredited bodies constituted at the regional/national level are striving hard to set out uniform, transparent and precise accreditation models. However, in order to gain global acceptance, there is a great need to explore possibility of mutual recognition and global mobility of engineers. In this study, accredited bodies for engineering profession, how engineering programs intervening help to improve quality of education as well as outcomes in the economic development are assessed in an environment of continuous development. A uniform model for global recognition of this profession is proposed. The current auditing of the engineering programs in Pakistan and in Turkey are analyzed and the trends are presented in a comparative assessment study vis a vis their global status. This paper presents an insight for policy makers in higher education sector to redesign, upgrade and modify the existing initiatives in developing nations through the case study made for Pakistan and Turkey.