Integrating faculty and student course assessments: Insights from ABET-accredited industrial engineering program in Jordan

The effectiveness of engineering education depends on continuous course assessment that incorporates both faculty and student perspectives. This research examines the relationship between Course Assessment by Faculty (CAF) and Course Assessment by Students (CAS) in an ABET-accredited Industrial Engineering program in Jordan. Over six academic years (2019–2025), data were collected from on-campus, online, and hybrid courses across multiple knowledge areas and student outcome categories. Using ANOVA and Tukey's Honestly Significant Difference (HSD) analyses, the study identifies the primary factors influencing CAF and CAS individually, as well as the factors associated with their divergence. Results show that instructor and course categories are consistently significant predictors of assessment outcomes, while academic year significantly influences both faculty assessment outcomes and divergence between CAS and CAF. CAS scores were more strongly explained by course- and instructor-related variables (R 2 = 72.45%), whereas CAF reflected broader institutional and course design factors. The integrated CAS–CAF model showed that direct and indirect assessment indicators may vary differently over time and across instructional contexts within one ABET-accredited context. These findings inform local continuous-improvement decisions by emphasizing instructor development, aligning pedagogy with course categories, and balancing student and faculty input in accreditation-driven evaluation frameworks.