Abstract: Context: The Accreditation Board for Engineering and Technology - Engineering Criteria 2000 (ABET EC-2000) identifies two areas of expertise, commonly distinguished as "hard engineering skills" and "soft engineering skills" with the latter also known as Engineering Professional Skills (EPS). EPS includes skills such as communication, teamwork, and ethical responsibility, and professionalism, awareness of the impact of engineering solutions on society, life-long learning and understanding of contemporary issues. The criteria of ABET EC-2000 have been widely adopted by many engineering programs as program outcome criteria. Recently a rubric has been developed to facilitate engineering professional skill assessment (EPSA) in the context of ABET EC-2000 criteria. However, any engineering program is likely to be strongly influenced by both the global and local situations faced by the country in which the engineering program is located. For instance, in a developing country like Indonesia, in addition to ABET EC-2000, the curriculum must simultaneously cover both the national (core) curriculum and the local (institutional) curriculum. (This requirement is stipulated by a Decree of the Minister of National Education of the Republic of Indonesia No. 232/U/2000 about Guidelines for Proposing of Higher Education Curriculum and Assessment of Student Learning). This necessitates a requirement for assessment that evaluates students' understanding of both ABET EC-2000 and the national and local curricula.
Purpose: The purpose of this paper is to propose a customized EPSA rubric which is able to assess not only students' understanding of ABET EC-2000 but also assess simultaneously their understanding of the global and local curriculum contents.
Approach: A customized EPSA rubric has been developed based on Curriculum 2012 of Department of Industrial Engineering, Universitas Atma Jaya Yogyakarta, Indonesia which is derived from the ABET EC-2000, Decree No. 232/U/2000 and institutional curriculum contents. In order to develop such a rubric that can cover all aspects of the assessment, a list of unique criteria based on global and local curriculum contents must be established first. This rubric is then complemented by the use of a series of locally relevant scenarios for the assessment.
Results: The customized EPSA rubric has been used in a trial with five classes in the Department of Industrial Engineering, Universitas Atma Jaya Yogyakarta, Indonesia. The purpose of the trial was to evaluate our first attempt at a customized EPSA rubric. Initial analysis of the results indicates the modified rubric is appropriate both in assessment and for developing students' understanding regarding the global and local curriculum contents. The trial has also identified issues to be investigated further before a second trial in 2017.
Conclusions: The customized EPSA rubric developed in this research, extends that of the original rubric beyond ABET EC-2000 requirements to include EPS requirements of the global and local curriculum contents. We envisage future developments of this rubric to be adopted as a formal assessment tool for engineering education accreditation processes.
To cite this article: Hadisantono; Rowe, Gerard and Giacaman, Nasser. Customizing the EPSA rubric to cover local curriculum content for assessment of engineering professional skills [online]. In: 27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016. Lismore, NSW: Southern Cross University, 2016: 311-319.
[cited 28 May 17].
Hadisantono; Rowe, Gerard; Giacaman, Nasser;
Source: In: 27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016. Lismore, NSW: Southern Cross University, 2016: 311-319.
Document Type: Conference Paper
Accreditation Board for Engineering & Technology (U.S.); Engineering design--Study and teaching; Engineering geology--Study and teaching; Professional education; Education--Curricula;
(1) Department of Electrical and Computer Engineering, The University of Auckland, New Zealand, email: firstname.lastname@example.org
(2) Department of Electrical and Computer Engineering, The University of Auckland, New Zealand, email: email@example.com
(3) Department of Electrical and Computer Engineering, The University of Auckland, New Zealand, email: firstname.lastname@example.org
Database: Engineering Collection