CAM: a tool for evaluating and adjusting engineering curriculum

We are entering the new century in the midst of a technological revolution potentially more profound in its impact socially, politically, economically, and educationally than the industrial revolution of the last century. The ABET Engineering Criteria 2000 is an attempt to address these imperatives. It is evident that in order to develop a meaningful assessment tools for student outcomes, the program outcomes must first be articulated and understood. This is further complicated by the fact that the engineering curriculum requires continued review and adjustment in response to the rapid changes. To meet the challenge efficiently and effectively, it is proposed that an educational philosophy favoring an integrated approach to curriculum development and structure addressing an educational imperative be considered. The key component is the development of the Curriculum Attribute Matrix (CAM). The end result of this pseudo-quantitative tool reflects the collective contributions of the existing courses/labs to the attributes (outcomes) of a specific program. The faculty, through appropriate syllabi changes rather than major curriculum overhaul, can make the necessary adjustments. This paper presents the methodology and the data of this process using an existing engineering program.