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Continuous improvement of an engineering program is essential and a critical process. Development and implementation of such a process is not only required by the Accreditation Board for Engineering and Technology (ABET), but it is also a necessary condition for the maturation and development of any engineering program. This paper describes the process employed by the Industrial and Management Systems Engineering (IMSE) program at Kuwait University to continuously improve its program. The employed process includes identification of the lowest score among the seven student outcomes specified by ABET.  Next, the courses in the IMSE curriculum addressing this student outcome are identified, and the instructors teaching these courses took remedial actions. In the following semesters, this outcome was measured, and it was found that there is a significant improvement on this outcome. Other engineering programs can benefit from the process described in this paper.

Abstract The article deals with the navigation system elements development process. The movement and positioning of a two-wheeled mobile robot with a high level of accuracy are realized through this system. Also, the algorithms mechanisms based on the construction of the optimal path for the autonomous device movement and based on a map building in an unknown area and avoiding obstacles are described. Using mathematical models, computer modeling of the device executive system is carried out using the engineering program MatLab.

The quality of engineering education has been improved by the accreditation criteria established by credentialing agencies. As a result, the Industrial and Management Systems Engineering program at Kuwait University has been maintaining accreditation by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology for over 15 years. Since the assessment process needs to be thorough and simple at the same time, this paper explains how the Industrial and Management Systems Engineering program at Kuwait University designed and implemented an efficient and effective process for the establishment and assessment of the new Student Outcomes required by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology. All the seven new Student Outcomes specified by Criterion 3 of the accreditation requirements are shown to be satisfied by using four different assessment tools, two of which are direct and the other two are indirect. All the results have been statistically verified by using hypothesis testing with a significance level of 0.01. The paper presents a simple and practical assessment method which can be used by other engineering programs that are in the process of implementing the new Student Outcomes.