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ABET: Accreditation Board For Engineering and Technology

Preparing Self-Study for a Successful ABET visit

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ATPACMethi Wecharatana, Rattikorn Hewett, Nisai Wanakule,

Vira Chankong

Why ABET Accreditation?

“ABET accreditation is proof that a collegiate program has met standards essential to produce graduates ready to enter the critical fields of applied science, computing, engineering, and engineering technology. Graduates from an ABET-accredited program have a solid educational foundation and are capable of leading the way in innovation, emerging technologies, and in anticipating the welfare and safety needs of the public”

Source: ABET

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Accreditation is a Value Credential to • Students• Programs and Institutions,• Industry, the Nation and the World

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Why US Institutions want to have ABET Accreditation?

• Recruiting tools:Non-ABET accredited schools cannot compete in recruiting top-class students

• International standards of Quality Assurance: • Graduates are well-qualified to enter the global

workforce or graduate schools anywhere in the world

• Schools are global (rather than just local) and are competitive in global recruiting

• Eligibility for Federal grants: Non-ABET accredited schools do not qualify for key federal grants

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What are your reasons?Potential Benefits of having ABET accreditation and Disadvantages for not having one:

• Must be Clear and Convincing• Desire to do it should come from within (self-

imposed) rather than based solely on externally imposed

• Must be easily explainable to obtain complete “BUY-IN” at all levels including the participating faculty members

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Key Features of ABET system• Outcome-based (goal-driven not input-driven)

• Emphasis on the establishment, maintenance and documentation of well-defined processes (including procedures, steps, and timing) to

• Develop PEOs and SOs• Periodically Review and Update PEOs • Assess and Evaluate SOs• Use SOs evaluation results (and periodic

review of PEOs) to do CQI

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Best Practice to Prepare for ABET

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Two overriding phases to prepare for ABET:

1. Developing the processes for • establishing, reviewing and updating

Program Educational Objectives (PEOs)• establishing, assessing and evaluating

Student Outcomes (SOs)• Using evaluation results of SOs to

perform CQI2. Writing the self-study report (SSR) in

anticipation of the site visit.

The Underlying Premise

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MU MissionInstitutional Mission

Program AProgram Educational Objectives

Student Outcomes

Curriculum A• Courses

Faculty

Students

Facilities Institutional Support

CQ

I

Research

SSR

Fac of Engr. Mission

Eight main sections in the SSR represent eight boxes in this diagram

Program Educational Objectives PEOs

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According to ABET, PEOs :• Are broad statements that describe what graduates are

expected to attain within a few years of graduation• Serve the needs of the program’s constituencies

(Students, Parents, Faculty, Alumni, Employers, EE (or CPE) professional societies, EE advisory board, and Graduate programs)

Establishing PEOs: PEOs should be • Consistent with the mission statements, vision statements, and core values

of the institution• Consistent with Student outcomes (discussed in Criterion 3 later)• Developed, reviewed and vetted by the faculty and key constituencies

such as alumni, industry advisory board to properly incorporate their inputs• Written to clearly state what the graduates will actually do after graduation• Displayed prominently to be readily available for the public view

CWRU ExampleMission:Case Western Reserve University improves and enriches people's lives through research that capitalizes on the power of collaboration, and education that dramatically engages our students.

We realize this goal through:• Scholarship and creative endeavor that draws on all forms of inquiry.• Learning that is active, creative and continuous.• Promotion of an inclusive culture of global citizenship.

Vision:We aim to be recognized internationally as an institution that imagines and influences the future.Toward that end we will:

• Support advancement of thriving disciplines as well as new areas of interdisciplinary excellence.

• Provide students with the knowledge, skills and experiences necessary to become leaders in a world characterized by rapid change and increasing interdependence.

• Nurture a community of exceptional scholars who are cooperative and collegial, functioning in an atmosphere distinguished by support, mentoring and inclusion.

• Pursue distinctive opportunities to build on our special features, including our relationships with world-class health care, cultural, educational, and scientific institutions in University Circle and across greater Cleveland.

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CWRU Example

Core Values:• Academic Excellence and Impact

• Eminence in teaching and research• Scholarship that changes lives and deepens understanding• Creativity and innovation as hallmarks of our efforts

• Inclusiveness and Diversity• Civility and free exchange of ideas• Civic and international engagement• Appreciation for the distinct perspectives and talents of each individual

• Integrity and Transparency• Academic freedom and responsibility• Ethical behavior• Shared governance

• Effective Stewardship• Strong, ongoing financial planning• Emphasis on sustainability• Systems that support attainment of our mission

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Another Example

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Poorly written PEOs Well written PEOsGraduates are prepared to work in the fields of electrical, electronic, computer and telecommunication engineering

Graduates practice in the fields of electrical, electronic, computer, signal and systems , control and telecommunication engineering

Graduates have the educational background to go to graduate school and do research

Graduates pursue advanced education, research, and development in the fields of electrical, electronic, computer, signal and systems , control and telecommunication engineering

Graduate have leadership and teamwork skills Graduates participate as leaders on team projects

Graduates are aware of ethics and professional responsibility in the workplace

Graduates conduct themselves in a professional and ethical manner in the workplace

Mapping PEOs to Institutional Mission (Core Values)

ExampleEssentially most institutional mission and vision statements require that an engineering program produce graduates with Technical Competency, Professional Development, and Citizenship in Global Community

PEOs for an EE program may be written as:Technical Competence• Graduates apply their technical skills in mathematics, science, and engineering to the solution of

complex problems encountered in modern electrical engineering practice.• Graduates model, analyze, design, and experimentally evaluate components or systems that

achieve desired technical specifications subject to the reality of economic constraints.

Professional Development• Graduates compete effectively in a world of rapid technological change and assume leadership

roles within industrial, entrepreneurial, academic, or governmental environments in the broad context of electrical engineering.

• Some graduates who choose to redirect their careers are employed in diverse fields such as healthcare, business, law, computer science, multimedia, and music through graduate level studies and the process of lifelong learning.

Citizenship in the Global Community• Graduates use their communication skills to function effectively both as individuals and as

members of multidisciplinary and multicultural teams in a diverse global economy.• Graduates engage in highly ethical and professional practices that account for the global,

environmental, and societal impact of engineering decisions.3/15/2017 12

Reviewing and Improving PEOs

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Must establish well-defined processes and schedules to• Periodically review PEOs using inputs from the faculty

and key constituencies such as alumni, industrial advisory board, employers, EE graduate schools to assess and evaluate achievement of PEOs

• Use evaluation results to take action to improvements in achievement of PEOs

• Use evaluation results to take action to revise PEOs to accommodate changing needs of constituencies

Student Outcomes SOs

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According to ABET, SOs :• Are narrow statements that describe what students are expected to

know and be able to do by the time of graduation• Relate to the skills, knowledge, and behaviors that students acquire in

their matriculation through the program

EE Student Outcomes SOs: 2015-2016

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a) An ability to apply knowledge of mathematics, science, and engineering.b) An ability to design and conduct experiments, as well as to analyze and

interpret data.c) An ability to design a system, component, or process to meet desired needs.d) An ability to function on multi-disciplinary teams.e) An ability to identify, formulate, and solve engineering problems.f) An understanding of professional and ethical responsibility.g) An ability to communicate effectively.h) The broad education necessary to understand the impact of engineering

solutions in a global and societal context.i) A recognition of the need for, and an ability to engage in life-long learning.j) A knowledge of contemporary issues.k) An ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.Additional outcomes as deemed fit by the program faculty

Program Criteria (for Computer Engineering, an example)

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• The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.

• The curriculum must include probability and statistics, including applications appropriate to the program name; mathematics through differential and integral calculus; sciences (defined as biological, chemical, or physical science); and engineering topics (including computing science) necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components.

• Must include discrete mathematics.

EE Student Outcomes SOs: 2016-2017

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1. An ability to identify, formulate, and solve engineering problems by applying principles of engineering, science, and mathematics.

2. An ability to apply both analysis and synthesis in the engineering design process, resulting in designs that meet desired needs.

3. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.

4. An ability to communicate effectively with a range of audiences.5. An ability to recognize ethical and professional responsibilities in engineering

situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.

6. An ability to recognize the ongoing need for additional knowledge and locate, evaluate, integrate, and apply this knowledge appropriately.

7. An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty.

Additional outcomes as deemed fit by the program faculty

Mapping of PEOs to SOs (2015-2016)Example 1

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Choosing Instruments to assess each outcome

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1.At least 3 instruments for each outcome.2.Mix of direct + indirect instruments (2+1 or 1+2 etc.)3.Optimize your efforts and resources: No need to do more

than you need to do (e.g. use three instruments as long as they have the right mix). But do what you have to do very well (see how to write a successful SSR later)

Possible Instruments for Measuring SOs

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Instruments Used by CWRU EEInstrument/Method Direct Indirect

Standardized scores of HW/Test problems embedded questions

Senior project presentation evaluated by faculty

Co-op employers surveys

Senior exit surveys

Mapping of SOs to Core Courses

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Program Outcomes ENGR 131 ENGR 145 ENGR 200 ENGR 210 ENGR 225NGL/ENGR 3EECS 246 EECS 281 ECS 304/30 EECS 313 EECS 324 EECS 342

(a) Ability to apply knowledge of math, engineering, and science F/S F/S F/S F/S F/S F F S S F F

(b) Ability to design and conduct experiments, as well as to analyze and interpret data F/S F/S F/S F S S F F

(c) Ability to design system, component or process to meet needs F/S F/S F/S F/S F/S F F S F F

(d) Ability to function on multi-disciplinary teams F/S F/S S F F

(e) Ability to identify, formulate, and solve engineering problem F/S F/S F/S F/S F/S F F S S F F

(f) Understanding of professional and ethical responsibility S F

(g) Ability to communicate effectively F/S F S F F

(h) Broad education F/S F/S S F

(i) Recognition of need an ability to engage in life-long learning S F F

(j) Knowledge of contemporary issues F/S F/S F/S F S F F

(k) Ability to use techniques, skills, and tools in engineering practice F/S F/S F/S F/S F F S S F F

Systems and Control Program Required ENGR and EECS Courses(20xx-20yy) Assessment Cycle, F=Fall, S=Spring)

StudentWork Course OutcomeExam problem adressing Laplace Transform properties EECS 304 aExam problem on the aplication of Kuhn-Tucker conditions EECS 346 aLiquid Level Modeling Laboratory report EECS 305 bFIR filter Design Lab EECS 313 cSystem Design Component in the Final Report EECS 398 cPID Analog Controller Design Lab EECS 305 cTeaming Component in the Final Report EECS 398 dTechnical Component in a Logistic Network Optimization Case StuEECS 346 eWritten Ethics Assignment Report EECS 398 fWriting Component and the Oral Presentation Component in a CaEECS 346 gWriting Component and the Oral Presentation Component in the FEECS 398 gFinal Report EECS 398 hFinal Report EECS 398 iFinal Report EECS 398 jFinal Report EECS 398 kOptimization Case Study EECS 346 k

Measurement of Student Outcomes

Student Outcomes Embedded test questions, homework, lab assignments

Senior project presentation evaluation by program faculty

CO-OP Employer Survey

Student Exit Survey(a) an ability to apply knowledge of mathematics, science, and engineering EECS 246 EECS 321 ✓ ✓(b) an ability to design and conduct experiments, as well as to analyze and interpret data EECS 281EECS 245 ✓ ✓ ✓(c) an ability to design a system, component, or process to meet desired needs within realistic constraints ✓ ✓ ✓…Multiple constraints and engineering standards ✓(d) an ability to function on multi-disciplinary teams ENGL 398 ✓ ✓ ✓(e) an ability to identify, formulate, and solve engineering problems EECS 246 ✓ ✓ ✓(f) an understanding of professional and ethical responsibility ENGR 398 ✓ ✓ ✓(g) an ability to communicate effectively ENGL 398 ✓ ✓ ✓(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context ENGR 398 ✓ ✓ ✓(i) a recognition of the need for, and an ability to engage in life-long learning ENGL 398 ✓ ✓(j) a knowledge of contemporary issues ENGR 398 ✓ ✓(k) an ability to use the techniques, skills, and modern engineering tools EECS 309EECS 321 ✓ ✓ ✓

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Metrics for SO Measurements EE Program

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Frequency of SO MeasurementsMeasurements FrequencyStudent Exit Survey Every springCO-OP Supervisor Survey Roughly every JanuarySenior project presentations (EECS 398) Every semesterEECS 246 Every fall semesterEECS 309 Every spring semesterEECS 321 Every spring semesterEECS 245 Every spring semesterEECS 281 Every semester

Frequency of SO Measurements

EE Core Courses 1• ENGR 131. Elementary Computer Programming. 3 Units. Students will learn the fundamentals of

computer programming and algorithmic problem solving. Concepts are illustrated using a wide range of examples from engineering, science, and other disciplines. Students learn how to create, debug, and test computer programs, and how to develop algorithmic solution to problems and write programs that implement those solutions. Matlab is the primary programming language used in this course, but other languages may be introduced or used throughout.

• ENGR 210. Introduction to Circuits and Instrumentation. 4 Units. Modeling and circuit analysis of analog and digital circuits. Fundamental concepts in circuit analysis: voltage and current sources, Kirchhoff's Laws, Thevenin, and Norton equivalent circuits, inductors capacitors, and transformers. Modeling sensors and amplifiers and measuring DC device characteristics. Characterization and measurement of time dependent waveforms. Transient behavior of circuits. Frequency dependent behavior of devices and amplifiers, frequency measurements. AC power and power measurements. Electronic devices as switches. Prereq: MATH 122. Prereq or Coreq: PHYS 122.

• EECS 313. Signal Processing. 3 Units. Fourier series and transforms. Analog and digital filters. Fast-Fourier transforms, sampling, and modulation for discrete time signals and systems. Consideration of stochastic signals and linear processing of stochastic signals using correlation functions and spectral analysis.The course will incorporate the use of Grand Challenges in the areas of Energy Systems, Control Systems, and Data Analytics in order to provide a framework for problems to study in the development and application of the concepts and tools studied in the course. Various aspects of important engineering skills relating to leadership, teaming, emotional intelligence, and effective communication are integrated into the course. Prereq: EECS 246.

EE Core Courses 2• EECS 245. Electronic Circuits. 4 Units. Analysis of time-dependent electrical circuits. Dynamic waveforms and

elements: inductors, capacitors, and transformers. First- and second-order circuits, passive and active. Analysis of sinusoidal steady state response using phasors. Laplace transforms and pole-zero diagrams. S-domain circuit analysis. Two-port networks, impulse response, and transfer functions. Introduction to nonlinear semiconductor devices: diodes, BJTs, and FETs. Gain-bandwidth product, slew-rate and other limitations of real devices. SPICE simulation and laboratory exercises reinforce course materials. Prereq: ENGR 210. Prereq. or Coreq: MATH 224

• EECS 246. Signals and Systems. 4 Units. Mathematical representation, characterization, and analysis of continuous-time signals and systems. Development of elementary mathematical models of continuous-time dynamic systems. Time domain and frequency domain analysis of linear time-invariant systems. Fourier series, Fourier transforms, and Laplace transforms. Sampling theorem. Filter design. Introduction to feedback control systems and feedback controller design. Prereq: ENGR 210. Prereq or Coreq: MATH 224

• EECS 281 Logic Design and Computer Organization. 4 Units. Fundamentals of digital systems in terms of both computer organization and logic level design. Organization of digital computers; information representation; boolean algebra; analysis and synthesis of combinational and sequential circuits; datapaths and register transfers; instruction sets and assembly language; input/output and communication; memory. Prereq: ENGR 131 or EECS 132.

• EECS 309. Electromagnetic Fields I. 3 Units. Maxwell's integral and differential equations, boundary conditions, constitutive relations, energy conservation and Pointing vector, wave equation, plane waves, propagating waves and transmission lines, characteristic impedance, reflection coefficient and standing wave ratio, in-depth analysis of coaxial and strip lines, electro- and magneto-quasistatics, simple boundary value problems, correspondence between fields and circuit concepts, energy and forces. Prereq: PHYS 122. Prereq. or Coreq: MATH 224

• EECS 321. Semiconductor Electronic Devices. 4 Units. Energy bands and charge carriers in semiconductors and their experimental verifications. Excess carriers in semiconductors. Principles of operation of semiconductor devices that rely on the electrical properties of semiconductor surfaces and junctions. Development of equivalent circuit models and performance limitations of these devices. Devices covered include: junctions, bipolar transistors, Schottky junctions, MOS capacitors, junction gate and MOS field effect transistors, optical devices such as photodetectors, light-emitting diodes, solar cells and lasers. Prereq: PHYS 122. Prereq. or Coreq: MATH 224

• ENGL 398. Professional Communications for Engineers. 2 Units. A writing course for Engineering students only, covering academic and professional genres of written and oral communication. Taken in conjunction with Engineering 398, English 398 constitutes an approved SAGES Departmental Seminar. Prereq: 100 level first year seminar in USFS, FSCC, FSNA, FSSO, FSSY, FSTS, or FSCS. Coreq: ENGR 398..

• ENGR 398. Professional Communications for Engineers. 1 Unit. Students will attend lectures on global, economic, environmental, and societal issues in engineering, which will be the basis for class discussions, written assignments and oral presentations in ENGL 398. Recommended preparation: ENGL 150 or FSCC 100 or equivalent and concurrent enrollment in ENGL 398 (ENGL 398 and ENGR 398 together form an approved SAGES departmental seminar).

• EECS 398. Engineering Projects I. 4 Units. Capstone course for electrical, computer and systems and control engineering seniors. Material from previous and concurrent courses used to solve engineering design problems. Professional engineering topics such as project management, engineering design, communications, and professional ethics. Requirements include periodic reporting of progress, plus a final oral presentation and written report. Scheduled formal project presentations during last week of classes. Prereq: Senior Standing. Prereq or Coreq: ENGR 398 and ENGL 398.

• EECS 399. Engineering Projects II. 3 Units. Continuation of EECS 398. Material from previous and concurrent courses applied to engineering design and research. Requirements include periodic reporting of progress, plus a final oral presentation and written report. Prereq: Senior Standing.

EE Core Courses 3

Examples Embedded Questions for Measuring SOs

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Outcome a: Ability to apply mathematics, science and engineering principles

From EECS324:1) There were questions in the mid-term, the final and the case studies on modeling

of stochastic systems and dynamic systems using principles from engineering, science and mathematics. For example:

• Modeling of snow plow/salt trucks operations (stochastic) in the mid-term• Modeling of “cat-and-mouse”, “foxes-and-rabbits”, and “water-in-the-

gutter” (all dynamic systems) using engineering principles in the final.• Modeling of a Surge Tank in a hydro-electricity generation system (dynamic

system) using science and engineering principles in the second case study 2. In questions on simulation of stochastic systems in the mid-term, abilities to use

probability and statistics to generate random variates, model random input, and analyze random output were tested

3. In questions on simulation of dynamic systems in the final and the second case study, ability to select and use numerical integration was tested.

Examples Embedded Questions for Measuring SOs

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Outcome b: Ability to design and conduct experiments, analyze and interpret data:

From EECS324:1. In the final exam, there was a specific question on Design of Experiments (DoE)—particularly

orthogonal design--to extract maximum information with minimum simulation experimental efforts and resources. This includes ANOVA analysis of experimental data obtained as well.

2. In conducting stochastic simulation, random inputs have to be properly modeled, and random outputs have to be properly analyzed. There were questions on these in the mid-term and the first case study.

3. In the second case study, students had to properly analyze and interpret output data from simulating the dynamic surge tank problem.

From EECS352:1. In both case studies, students analyzed economic and engineering data of various engineering

project options to develop cash flows models to economically evaluate and select the best option.

2. In the second case study, students performed risk simulation experiments to analyze risk-return trade-offs of various engineering investment options

3. In the final exam, there was a question on evaluation of the value of (experimental) information on decision making.

ExamplesStudent Outcomes Assessment using

Direct and Indirect Instruments (EE Program)

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(a) An ability to apply knowledge of mathematics, science and engineering

EECS 246 Question #4 from final examThe following differential equation defines a causal continuous-time system

Calculate the impulse response of this system.• Fall 2015 11.7/15 n=28, five students with a score of 15• Fall 2014 9.4/15 n=23, one student with a score of 15• Fall 2013 10.8/15 n=19, three students with a score of 15• Fall 2012 9.8/15 n=29, five students with a score of 15• Fall 2011 12.0/15 n=25, nine students with a score of 15

EECS 321 homework problem.An electron is described by a plane-wave wave function ψ(x,t)=Aej10x+3y-4t. Calculate the expectation value of a function defined as {4px2+2pz3+7E⁄m}, where m is the mass of the electron, px and pz are the x and z components of momentum, and E is energy. Please give values in terms of the Planck constant. • Spring 2013 37.7/40 n=43, 24 students with a score of 40

d2y t dt 2

2dy t dt

5y t f t

WE NEED SPRING 2014, SPRING 2015, SPRING 2016 DATA3/15/2017 33

CO-OP Employer Survey.• Fall 2014 4.00/5, n=6 • Fall 2013 No surveys returned.• Fall 2012 4.17/5, n=6 with data taken in spring 2013• 2011 4.67/5• 2010 4.50/5• 2009 4.43/5

Senior Survey.• 2015 (S) 2.67/5, n=2• 2014 2.75/5, n=17• 2013 3.2/5, n=5• 2012 4.20/5 n=5• 2011 4.00/5, n=8• 2010 4.45/5, n=11• 2009 4.20/5, n=9

(a) An ability to apply knowledge of mathematics, science and engineering

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EECS 245 Lab #5: BJT transistor and amplifier characteristics.Students must measure the DC characteristics of a BJT and then design and characterize the DC and AC characteristics of a single transistor amplifier using this BJT . Students measure IC vs. IB, VCE vs. IB for the transistor and DC and AC gain for the amplifier. The measured performance is compared to the calculated performance. • Spring 2015 44.5/50 (n=24, individual program assessment)• Spring 2014 42.5/50 (n=18, individual program assessment)• Spring 2013 41.7/50 (n=26, individual program assessment)• Spring 2007 43.0/50 (n=37, individual program assessment)

(b) An ability to design and conduct experiments, as well as analyze and interpret data

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EECS 398 Evaluated during final presentation using rubric (a).• Fall 2015 4.29/5 (n=28, individual program assessment• Fall 2014 3.93/5 (n=18, individual program assessment)• Spring 2014 4.78/5 (n=7, individual program assessment)• Fall 2013 4.08/5 (n=28, individual program assessment)• Spring 2013 4.33/5 (n=4, individual program assessment)• Fall 2012 3.64/5 (new individual program assessment)• 2011 4.67/5• 2010 (was not evaluated in 2010)• 2009 4.40/5

EECS 281 homework problem.Design a state machine to implement the guessing game [See Section 7.7.1 of Wakerly, Digital Design, 4th Edition]. • Spring 2015 60.8/100 n=21, five students with a score of 100• Fall 2014 56.9/100 n=8, no students with perfect score• Spring 2014 60.8/100 n=7, two students with a score of 100• Fall 2013 88/100 n=5, four students with a score of 100• Spring 2013 79.3/100 n=3, no students with perfect score• Spring 2012 88/100 n=9, three students with a score of 100


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CO-OP Employer Survey.• Fall 2014 3.667/5, n=6• Fall 2013 No surveys returned.• Fall 2012 4.33/5, n=6• 2011 4.33/5• 2010 4.67/5• 2009 4.57/5

Senior Survey.• 2015 (S) 3.00/5, n=2• 2014 3.00/5, n=17• 2013 3.40/5, n=5• 2012 4.40/5, n=5• 2011 3.43/5• 2010 3.45/5• 2009 3.78/5


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Example Rubrics for Evaluating SOs (combing scores of individual instruments into a single final measure of the respective SO)

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a. An ability to apply knowledge of mathematics, science, and engineeringLevel 5 Level 3 Level 1Combines mathematical and/or scientific principles to formulate models of chemical, physical and/or biological processes and systems

Chooses a mathematical model or scientific principle that applies to an engineering problem, but has trouble in model development

Does not understand the connection between mathematical models and chemical, physical, and/or biological processes and systems

Applies concepts of integral and differential calculus and/or linear algebra to solve systems and control engineering problems

Shows nearly complete understanding of applications of calculus and/or linear algebra in problem-solving

Does not understand the application of calculus and linear algebra in solving systems and control engineering problems

Shows appropriate engineering interpretation of mathematical and scientific terms

Most mathematical terms are interpreted correctly

Mathematical terms are interpreted incorrectly or not at all

Translates academic theory into engineering applications and accepts limitations of mathematical models of physical reality

Some gaps in understanding the application of theory to the problem and expects theory to predict reality

Does not appear to grasp the connection between theory and the problem

f. An understanding of professional and ethical responsibility Level 5 Level 3 Level 1Student understands and abides by the IEEE Code of Ethics and the EECS Statement of Academic Integrity

Student is aware of the existence of the IEEE Code of Ethics and other bases for ethical behavior

Student is not aware of any codes for ethical behavior

Evaluates and judges a situation in practice or as a case study, using facts and a professional code of ethics

Evaluates and judges a situation in practice or as a case study using personal understanding of the situation, possibly applying a personal value system

Evaluates and judges a situation in practice or as a case study using a biased perspective without objectivity

Evaluates and judges a situation in practice or as a case study, using facts and a professional code of ethics

Evaluates and judges a situation in practice or as a case study using personal understanding of the situation, possibly applying a personal value system

Evaluates and judges a situation in practice or as a case study using a biased perspective without objectivity

Participates in class discussions and exercises on ethics and professionalism

Does not take the discussion of ethics seriously but is willing to accept its existence

Does not participate in or contribute to discussions of ethics; does not accept the need for professional ethics

Is punctual, professional, and collegial; attends classes regularly

Sometimes exhibits unprofessional behavior; is sometimes absent from class without reason

Is frequently absent from class and is generally not collegial to fellow students, staff, and faculty

Continuous Quality Improvement (CQI)

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CQI involves:• Developing and using appropriate documented

processes for assessing and evaluating the extent to which the SOs are being attained

• Systematically utilizing SOs evaluation results as input for the continuous improvement of the program

• Use other relevant information available to assist in continuous improvement

Program Improvement Example 1 University of Florida (73, ECE), June 2012 ABET Self-Study Report

5. MATLAB lab component added to EEL 3135. In Spring 2010, the ECE Department decided to add a software (MATLAB) lab component to EEL 3135 Intro. Signals and Systems, making it EEL 3135C with 4 credit hours. The rationale is: • Many students struggle with the abstract and mathematical material in

EEL 3135, and consequently become frustrated about the class. Since EEL 3135 is the beginning class that introduces basic ECE concepts, such as frequency domain analysis and feedback, this frustration ripples through the remainder of our curriculum.

• Software labs provide hand-on and practical experiences to students by allowing them to "see, hear, and feel" the applications of the abstract material taught in class. This can motivate students to better understand and learn the material.

• The proposed labs are mainly MATLAB programming exercises with applications to Signals & Systems. They constitute a more formal avenue to train students about programming in MATLAB.

• Past EEL 3112 instructors do not think they need 4 credit hours to cover the material listed in the syllabus.

Program Improvement Example 2University of Southern California (62), July 2009 ABET Self-Study Report

Outcomes AffectedArea Improvement Date Motivation Assessment Strong Medium Weak

EE Dropped Non-EE Engineering Elective

2007 Allow students to take other free electives, increased depth in EE

Informal student feedback

l h

EE Reduced Entry-Level Elective Requirement to 2 Areas (from 3)

2007 Allow students to pursue greater depth in one area of EE

Informal student feedback

l h

EE EE 364 / EE 464 2007 Better prepare students who wish to pursue graduate degrees (EE 464 upgrade, per ABET)

m

Area 1 EE 101 Lab Component 2008 Faculty and industry desire to incorporate modern CAD tools. Direct feedback from EE 101 students expressing desire for hands-on component

Xilinx Survey b,c,e,k,n,l i

Area 1 EE 201L Inclusion of Verilog

2008 Faculty and industry desire to expose students to modern IC and FPGA design with HDL's

Verilog Survey b,c,e,k,n,o,l

Area 1 EE 357 HW Lab 2007 Faculty recognition of lack of embedded programming coverage

b,c,e,k,n,l i,d

Area 1 EE 454 Lab Upgrade -"486" Testbeds

2006 Previous hardware and support out of date b,c,k,n,o d

Area 1 EE 459Lx taught in conjunction with MKT 446

2008 Industry and literature recognition of need to increase multidisciplinary teams and understanding of economic and global impacts

Design Team Survey a,c,e,i,d,f,g,h j

Area 2 Creation of EE 200L 2007 Increase student interest in systems as well as provide a stronger base for other courses

a,b,e,k,l

Area 3 EE 448L Lab 2005 Desire for lab component b,c,e,n,oArea 4 Creation of EE 238L 2008 Increase student interest in solid-state

technologyj

Area 4 Creation of EE 480 2008 Increase student interest in nanotechnology j

Writing a Successful SSR

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Optimize your efforts and resources: • No need to do more than you need to do• But do what you have to do very well

• Understand what the PEV will be looking for to make assessment and to report before, during and after the ABET visit (see the PEV Worksheet—Form E341)

• PEV uses this form to check off whether there are any shortcomings in the program, based on the expectations of each of the eight ABET criteria plus Program Criteria:A shortcoming can be either Deficiency (D), Weakness (W), or Concern (C),

Deficiency: Program does NOT satisfy criterion, policy, or procedure.Weakness: Program lacks strength of compliance with a criterion, policy, or

procedure to ensure that the quality of the program will not be compromised. Therefore , remedial action is required to strengthen compliance prior to the next evaluation

Concern: Program satisfies the criterion, policy, or procedure; however, the potential exists for the situation to change such that the criterion, policy, or procedure may not be satisfied. Concern is not a milder form of Weakness!

• The Goal is to receive no shortcoming (C, W, or D) at the exit interview. This will result in an NGR (Next General Review) grade--Re-accreditation for 6 more years. The PEV begins making this “first impression” assessment after reading the SSR before the site visit, which could bias the final impression, at the exit interview. Thus, preparing the best possible SSR is a prudent strategy.

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Writing a Successful SSR

Sections in Self-Study Report (SSR)

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Background Information

General CriteriaCriterion 1: STUDENTSCriterion 2: PROGRAM EDUCATIONAL OBJECTIVESCriterion 3: STUDENT OUTCOMESCriterion 4: CONTINUOUS (QUALITY) IMPROVEMENTCriterion 5: CURRICULUMCriterion 6: FACULTYCriterion 7: FACILITIESCriterion 8: INSTITUTIONAL SUPPORT

Program Criteria (if any)Established by individual professional societies (IEEE, ASME, ACM, etc.)Appendix A-Course SyllabiAppendix B-Faculty VitaeAppendix C-EquipmentAppendix D-Institutional Summary

Timeline

3/15/2017 45

A Three-Year Timetable for ABET Preparation.Activity Frequency of

ReviewSem1*

Sem 2

Sem 3

Sem 4

Sem 5

Sem 6

Sem7

Establish/Review PEO's Every Three YearsEstablish/Review SO's Every Three YearsInteract With Program EAC Every Three Years S

Student Outcomes Survey Each Semester I

Senior Exit Oral Interviews Each Semester T

Direct Measures of Student Work Each Semester E

Review of Student Portfolios AnnuallyResults of FE Exam Annually V

Senior Exit/Achievement Data Annually I

Alumni Survey Biennially S

Review Past Site Visit Report Once Per Visit Cycle I

Prepare Course Notebooks Once Per Visit Cycle T

Prepare Outcome Notebooks Once Per Visit CycleWrite Self-Study Once Per Visit CycleMock Site Visit Once Per Visit Cycle

* 1st semester of the first year of preparation for the ABET visit three years whence

OVERVIEW OF ACCREDITATION PROCESS 1The entire process takes typically 20 months.

Year 1:January: The institution requests to ABET accreditation for its programs.June: The team of PEVs is assigned to the institutionJuly: SSRs are sent to the PEV teamFall: The site visit is conducted sometime between September and

December. Each program will receive a statement of preliminary findings written by the respective PEV at the exit meeting. Each program will have two weeks to make any corrections of fact that may have been missed or misinterpreted by the PEV.

December: The team chair develops a Draft Statement by editing and combining the material written by the PEVs and adding material that applies to the institution as a whole. The Draft Statement is reviewed by two editors from the EAC and by ABET headquarters staff for adherence to standards and consistency with other Draft Statements.

OVERVIEW OF ACCREDITATION PROCESS 2Year 2:January: The edited Draft Statement is sent to the institution,

which has 30 days to respond.February: Response to the Draft Statement is sent to the chair of

the PEV teamMarch-June: The team chair uses the response from the

institution, with assistance from the PEV as needed, to prepare the Final Statement, which again is edited and then provided to the full Commission for action.

July: Final accreditation decisions are made at the Summer Commission Meeting in July of the second year.

August: ABET notifies the institution of the final accreditation

The steps listed above describe only the actual program review process. The entire accreditation process (Overview of Accreditation Process) involves Continuous Quality Improvement (CQI) processes by the program, as well as significant efforts to prepare a self study and collect course and assessment materials

Case School of Engr. Timeline for 2018 ABET VisitFeb 10: Summary report of assessment activities

i) PEOs review (3-year cycle)ii) SOs review (3-year cycle)iii) SOs assessment process (annual cycle)

Preparation of Limited SSR (to be completed by the end of semester)Feb 24: ABET Course Syllabi (all undergraduate courses)Mar 10: Criterion 5--CurriculumMar 24: Criterion 3--Student OutcomesApr 07: Criterion 4--Continuous ImprovementApr 21: Draft of Limited Self-Study Report (SSR)May 05: Final version of Limited SSR

Preparation for “End of Semester Faculty Meeting” (or Retreat)a) Review of all required UG coursesb) Information related to ABET (e.g. SOs)

Fall 2017: Peer Review of Limited SSR (by ABET representative group)i) Suggestions for Improvementii) Learn from each otheriii) Implement the use of LiveText

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E001 10/29/2016

CRITERIA FOR ACCREDITING ENGINEERING

PROGRAMS

Effective for Reviews During the 2017-2018 Accreditation Cycle

Incorporates all changes approved by the

ABET Board of Delegates

Engineering Area Delegation as of

October 29, 2016

Engineering Accreditation Commission

ABET 415 N. Charles Street

Baltimore, MD 21201

Telephone: 410-347-7700 Fax: 443-552-3644

E-mail: [email protected] Website: www.abet.org

2017-2018 Criteria for Accrediting Engineering Programs

ii

Copyright © 2016 ABET Printed in the United States of America. All rights reserved. No part of these criteria may be reproduced in any form or by any means without written permission from the publisher. Published by: ABET 415 N. Charles Street Baltimore, MD 21201 Requests for further information about ABET, its accreditation process, or other activities may be addressed to the Director, Accreditation Operations, ABET, 415 N. Charles Street, Baltimore, MD 21201 or to [email protected].


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TABLE OF CONTENTS

GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS 3 Students 3

Program Educational Objectives 3 Student Outcomes 3 Continuous Improvement 4 Curriculum 4 Faculty 4 Facilities 5 Institutional Support 5 GENERAL CRITERIA FOR MASTER’S LEVEL PROGRAMS 5 PROGRAM CRITERIA 8 Aerospace Engineering 8 Agricultural Engineering 9 Architectural Engineering 9 Bioengineering and Biomedical Engineering 9 Biological Engineering 10 Chemical, Biochemical, Biomolecular Engineering 11 Civil Engineering 12 Construction Engineering 12 Electrical, Computer, Communication(s), and Telecommunication(s) Engineering 13 Engineering, General Engineering, Engineering Physics, and Engineering Science 13 Engineering Management 14 Engineering Mechanics 14 Environmental Engineering 15 Fire Protection Engineering 15 Geological Engineering 16

Industrial Engineering 17 Manufacturing Engineering 17 Materials, Metallurgical, and Ceramics Engineering 18 Mechanical Engineering 18 Mining Engineering 19 Naval Architecture and Marine Engineering 19 Nuclear and Radiological Engineering 20 Ocean Engineering 20 Optics and Photonic 21 Petroleum Engineering 21 Software Engineering 22 Surveying Engineering 22 Systems Engineering 23 PROPOSED CHANGES TO THE CRITERIA 24


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Criteria for Accrediting Engineering Programs

Effective for Reviews during the 2017-2018 Accreditation Cycle

Definitions

While ABET recognizes and supports the prerogative of institutions to adopt and use the terminology of their choice, it is necessary for ABET volunteers and staff to have a consistent understanding of terminology. With that purpose in mind, the Commissions will use the following basic definitions:

Program Educational Objectives – Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.

Student Outcomes – Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program.

Assessment – Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may be used as part of an assessment process.

Evaluation – Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes are being attained. Evaluation results in decisions and actions regarding program improvement.

This document contains three sections:

The first section includes important definitions used by all ABET commissions.

The second section contains the General Criteria for Baccalaureate Level Programs that must be satisfied by all programs accredited by the Engineering Accreditation Commission of ABET and the General Criteria for Masters Level Programs that must be satisfied by those programs seeking advanced level accreditation.

The third section contains the Program Criteria that must be satisfied by certain programs. The applicable Program Criteria are determined by the technical specialties indicated by the title of the program. Overlapping requirements need to be satisfied only once.

-----------------------------

These criteria are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education that satisfies the needs of constituencies in a dynamic and competitive environment. It is the responsibility of the institution seeking accreditation of an engineering program to demonstrate clearly that the program meets the following criteria.


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I. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS All programs seeking accreditation from the Engineering Accreditation Commission of ABET must demonstrate that they satisfy all of the following General Criteria for Baccalaureate Level Programs. Criterion 1. Students Student performance must be evaluated. Student progress must be monitored to foster success in attaining student outcomes, thereby enabling graduates to attain program educational objectives. Students must be advised regarding curriculum and career matters.

The program must have and enforce policies for accepting both new and transfer students, awarding appropriate academic credit for courses taken at other institutions, and awarding appropriate academic credit for work in lieu of courses taken at the institution. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements. Criterion 2. Program Educational Objectives

The program must have published program educational objectives that are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria. There must be a documented, systematically utilized, and effective process, involving program constituencies, for the periodic review of these program educational objectives that ensures they remain consistent with the institutional mission, the program’s constituents’ needs, and these criteria. Criterion 3. Student Outcomes The program must have documented student outcomes that prepare graduates to attain the program educational objectives. Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program.

(a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic

constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global,

economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning


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(j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice. Criterion 4. Continuous Improvement The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained. The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. Other available information may also be used to assist in the continuous improvement of the program.

Criterion 5. Curriculum The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include:

(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences.

(b) one and one-half years of engineering topics, consisting of engineering sciences and

engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.

(c) a general education component that complements the technical content of the curriculum

and is consistent with the program and institution objectives. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total credits required for graduation. Criterion 6. Faculty The program must demonstrate that the faculty members are of sufficient number and they have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and


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counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students. The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers. Criterion 7. Facilities Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. Modern tools, equipment, computing resources, and laboratories appropriate to the program must be available, accessible, and systematically maintained and upgraded to enable students to attain the student outcomes and to support program needs. Students must be provided appropriate guidance regarding the use of the tools, equipment, computing resources, and laboratories available to the program.

The library services and the computing and information infrastructure must be adequate to support the scholarly and professional activities of the students and faculty. Criterion 8. Institutional Support Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. The resources available to the program must be sufficient to acquire, maintain, and operate infrastructures, facilities, and equipment appropriate for the program, and to provide an environment in which student outcomes can be attained.

II. GENERAL CRITERIA FOR MASTER’S LEVEL AND INTEGRATED

BACCALAUREATE-MASTER’S LEVEL ENGINEERING PROGRAMS

Programs seeking accreditation at the master’s level from the Engineering Accreditation Commission of ABET must demonstrate that they satisfy the following criteria, including all of the aspects relevant to integrated baccalaureate-master’s programs or stand-alone master’s programs, as appropriate. Programs must have published program educational objectives and student outcomes.


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Criteria Applicable to Integrated Baccalaureate-Master’s Level Engineering Programs

Engineering programs that offer integrated baccalaureate-master’s programs must meet all of the General Criteria for Baccalaureate Level Programs and the Program Criteria applicable to the program name, regardless of whether students in these programs receive both baccalaureate and master’s degrees or only master’s degrees during their programs of study. In addition, these programs must meet all of the following criteria. If any students are admitted into the master’s portion of the combined program without having completed the integrated baccalaureate portion, they must meet the criteria given below.

Criteria Applicable to all Engineering Programs Awarding Degrees at the Master’s Level

Students and Curriculum

The master’s program must have and enforce procedures for verifying that each student has completed a set of post-secondary educational and professional experiences that:

a) Supports the attainment of student outcomes of Criterion 3 of the general criteria for baccalaureate level engineering programs, and

b) Includes at least one year of math and basic science (basic science includes the biological, chemical, and physical sciences), as well as at least one-and-one-half years of engineering topics and a major design experience that meets the requirements of Criterion 5 of the general criteria for baccalaureate level engineering programs.

If the student has graduated from an EAC of ABET accredited baccalaureate program, the presumption is that items (a) and (b) above have been satisfied.

The master’s level engineering program must have and enforce policies and procedures ensuring that a program of study with specific educational goals is developed for each student. Student performance and progress toward completion of their programs of study must be monitored and evaluated. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements.

The master’s level engineering program must require each student to demonstrate a mastery of a specific field of study or area of professional practice consistent with the master’s program name and at a level beyond the minimum requirements of baccalaureate level programs.

The master’s level engineering program of study must require the completion of at least 30 semester hours (or equivalent) beyond the baccalaureate program.

Each student’s overall program of post-secondary study must satisfy the curricular components of the baccalaureate level program criteria relevant to the master’s level program name.

Program Quality

The master’s level engineering program must have a documented and operational process for assessing, maintaining and enhancing the quality of the program.


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Faculty

The master’s level engineering program must demonstrate that the faculty members are of sufficient number and that they have the competencies to cover all of the curricular areas of the program. Faculty teaching graduate level courses must have appropriate educational qualifications by education or experience. The program must have sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students.

The master’s level engineering program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, level of scholarship, participation in professional societies, and licensure.

Facilities

Means of communication with students, and student access to laboratory and other facilities, must be adequate to support student success in the program, and to provide an atmosphere conducive to learning. These resources and facilities must be representative of current professional practice in the discipline. Students must have access to appropriate training regarding the use of the resources available to them.

The library and information services, computing and laboratory infrastructure, and equipment and supplies must be available and adequate to support the education of the students and the scholarly and professional activities of the faculty.

Remote or virtual access to laboratories and other resources may be employed in place of physical access when such access enables accomplishment of the program’s educational activities.

Institutional Support

Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. The resources available to the program must be sufficient to acquire, maintain, and operate infrastructure, facilities, and equipment appropriate for the program, and to provide an environment in which student learning outcomes can be attained.


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III. PROGRAM CRITERIA Each program must satisfy applicable Program Criteria (if any). Program Criteria provide the specificity needed for interpretation of the general criteria as applicable to a given discipline. Requirements stipulated in the Program Criteria are limited to the areas of curricular topics and faculty qualifications. If a program, by virtue of its title, becomes subject to two or more sets of Program Criteria, then that program must satisfy each set of Program Criteria; however, overlapping requirements need to be satisfied only once.

PROGRAM CRITERIA FOR AEROSPACE

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Institute of Aeronautics and Astronautics

These program criteria apply to engineering programs that include "aerospace," "aeronautical," "astronautical," or similar modifiers in their titles. 1. Curriculum Aeronautical engineering programs must prepare graduates to have a knowledge of aerodynamics, aerospace materials, structures, propulsion, flight mechanics, and stability and control. Astronautical engineering programs must prepare graduates to have a knowledge of orbital mechanics, space environment, attitude determination and control, telecommunications, space structures, and rocket propulsion. Aerospace engineering programs or other engineering programs combining aeronautical engineering and astronautical engineering, must prepare graduates to have knowledge covering one of the areas -- aeronautical engineering or astronautical engineering as described above -- and, in addition, knowledge of some topics from the area not emphasized. Programs must also prepare graduates to have design competence that includes integration of aeronautical or astronautical topics. 2. Faculty

Program faculty must have responsibility and sufficient authority to define, revise, implement, and achieve program objectives. The program must demonstrate that faculty teaching upper-division courses have an understanding of current professional practice in the aerospace industry.


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PROGRAM CRITERIA FOR AGRICULTURAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Society of Agricultural and Biological Engineers

These program criteria apply to engineering programs that include “agricultural,” “forest,” or similar modifiers in their titles. 1. Curriculum The curriculum must include mathematics through differential equations and biological and engineering sciences consistent with the program educational objectives. The curriculum must prepare graduates to apply engineering to agriculture, aquaculture, forestry, human, or natural resources. 2. Faculty The program shall demonstrate that those faculty members teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of education and experience or professional licensure.

PROGRAM CRITERIA FOR ARCHITECTURAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Society of Civil Engineers

Cooperating Society: American Society of Heating, Refrigerating, and Air-Conditioning Engineers These program criteria apply to engineering programs that include "architectural" or similar modifiers in their titles.

1. Curriculum The program must demonstrate that graduates can apply mathematics through differential equations, calculus-based physics, and chemistry. The four basic architectural engineering curriculum areas are building structures, building mechanical systems, building electrical systems, and construction/construction management. Graduates are expected to reach the synthesis (design) level in one of these areas, the application level in a second area, and the comprehension level in the remaining two areas. The engineering topics required by the general criteria shall support the engineering fundamentals of each of these four areas at the specified level. Graduates are expected to discuss the basic concepts of architecture in a context of architectural design and history. The design level must be in a context that:

a. Considers the systems or processes from other architectural engineering curricular areas, b. Works within the overall architectural design,


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c. Includes communication and collaboration with other design or construction team members,

d. Includes computer-based technology and considers applicable codes and standards, and e. Considers fundamental attributes of building performance and sustainability.

2. Faculty

The program must demonstrate that faculty teaching courses that are primarily engineering design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. It must also demonstrate that the majority of the faculty members teaching architectural design courses are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience.

PROGRAM CRITERIA FOR BIOENGINEERING, BIOMEDICAL,

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Biomedical Engineering Society

Cooperating Societies: American Ceramic Society, American Institute of Chemical Engineers, American Society of Agricultural and Biological Engineers,

American Society of Mechanical Engineers, and Institute of Electrical and Electronics Engineers

These program criteria apply to engineering programs that include “bioengineering,” “biomedical,” or similar modifiers in their titles. 1. Curriculum The structure of the curriculum must provide both breadth and depth across the range of engineering and science topics consistent with the program educational objectives and student outcomes. The curriculum must prepare graduates with experience in:

• Applying principles of engineering, biology, human physiology, chemistry, calculus-based physics, mathematics (through differential equations) and statistics;

• Solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems;

• Analyzing, modeling, designing, and realizing bio/biomedical engineering devices, systems, components, or processes; and

• Making measurements on and interpreting data from living systems.


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PROGRAM CRITERIA FOR BIOLOGICAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Society of Agricultural and Biological Engineers

Cooperating Societies: American Academy of Environmental Engineers and Scientists, American Ceramic Society,

American Institute of Chemical Engineers, American Society of Civil Engineers, American Society of Mechanical Engineers, Biomedical Engineering Society,

CSAB, Institute of Electrical and Electronics Engineers, Institute of Industrial Engineers, and Minerals, Metals, and Materials Society

These program criteria apply to engineering programs that include “biological,” “biological systems,” “food,” or similar modifiers in their titles with the exception of bioengineering and biomedical engineering programs. 1. Curriculum The curriculum must include mathematics through differential equations, a thorough grounding in chemistry and biology and a working knowledge of advanced biological sciences consistent with the program educational objectives. The curriculum must prepare graduates to apply engineering to biological systems.

2. Faculty The program shall demonstrate that those faculty members teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of education and experience or professional licensure.

PROGRAM CRITERIA FOR CHEMICAL, BIOCHEMICAL, BIOMOLECULAR,

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Institute of Chemical Engineers

These program criteria apply to engineering programs that include “chemical,” “biochemical,” “biomolecular,” or similar modifiers in their titles. 1. Curriculum The curriculum must provide a thorough grounding in the basic sciences including chemistry, physics, and/or biology, with some content at an advanced level, as appropriate to the objectives of the program. The curriculum must include the engineering application of these basic sciences to the design, analysis, and control of chemical, physical, and/or biological processes, including the hazards associated with these processes.


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PROGRAM CRITERIA FOR CIVIL


These program criteria apply to engineering programs that include "civil" or similar modifiers in their titles. 1. Curriculum The curriculum must prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science; apply probability and statistics to address uncertainty; analyze and solve problems in at least four technical areas appropriate to civil engineering; conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data; design a system, component, or process in at least two civil engineering contexts; include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.

2. Faculty The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.

PROGRAM CRITERIA FOR CONSTRUCTION


These program criteria apply to engineering programs that include "construction" or similar modifiers in their titles. 1. Curriculum The program must prepare graduates to apply knowledge of mathematics through differential and integral calculus, probability and statistics, general chemistry, and calculus-based physics; to analyze and design construction processes and systems in a construction engineering specialty field, applying knowledge of methods, materials, equipment, planning, scheduling, safety, and cost analysis; to explain basic legal and ethical concepts and the importance of professional engineering licensure in the construction industry; to explain basic concepts of management topics such as economics, business, accounting, communications, leadership, decision and optimization methods, engineering economics, engineering management, and cost control.

2. Faculty The program must demonstrate that the majority of faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The faculty must include at least one member who has had full-time experience and decision-making responsibilities in the construction industry.


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PROGRAM CRITERIA FOR

ELECTRICAL, COMPUTER, COMMUNICATIONS, TELECOMMUNICATION(S) AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Institute of Electrical and Electronics Engineers

Cooperating Society for Computer Engineering Programs: CSAB These program criteria apply to engineering programs that include “electrical,” “electronic(s),” “computer,” “communication(s),” telecommunication(s), or similar modifiers in their titles. 1. Curriculum The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program. The curriculum must include probability and statistics, including applications appropriate to the program name; mathematics through differential and integral calculus; sciences (defined as biological, chemical, or physical science); and engineering topics (including computing science) necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components. The curriculum for programs containing the modifier “electrical,” “electronic(s),” “communication(s),” or “telecommunication(s)” in the title must include advanced mathematics, such as differential equations, linear algebra, complex variables, and discrete mathematics. The curriculum for programs containing the modifier “computer” in the title must include discrete mathematics. The curriculum for programs containing the modifier “communication(s)” or “telecommunication(s)” in the title must include topics in communication theory and systems.

The curriculum for programs containing the modifier “telecommunication(s)” must include design and operation of telecommunication networks for services such as voice, data, image, and video transport.


ENGINEERING, GENERAL ENGINEERING, ENGINEERING PHYSICS, ENGINEERING SCIENCE,

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Society for Engineering Education

These program criteria apply to engineering programs that include “engineering (without modifiers),” “general engineering,” “engineering physics,” or “engineering science(s),” in their titles. There are no program-specific criteria beyond the General Criteria.


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ENGINEERING MANAGEMENT AND SIMILARLY NAMED ENGINEERING PROGRAMS

Lead Society: Institute of Industrial Engineers Cooperating Societies: American Institute of Chemical Engineers, American Society of Civil Engineers, American Society of Mechanical Engineers, Institute of Electrical and Electronics

Engineers, Society of Manufacturing Engineers, and Society of Petroleum Engineers

These program criteria apply to engineering programs that include “management” or similar modifiers in their titles. 1. Curriculum The curriculum must prepare graduates to understand the engineering relationships between the management tasks of planning, organization, leadership, control, and the human element in production, research, and service organizations; to understand and deal with the stochastic nature of management systems. The curriculum must also prepare graduates to integrate management systems into a series of different technological environments. 2. Faculty The major professional competence of the faculty must be in engineering, and the faculty should be experienced in the management of engineering and/or technical activities.

PROGRAM CRITERIA FOR ENGINEERING MECHANICS

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Society of Mechanical Engineers

These program criteria apply to engineering programs that include “mechanics” or similar modifiers in their titles. 1. Curriculum The program curriculum must require students to use mathematical and computational techniques to analyze, model, and design physical systems consisting of solid and fluid components under steady state and transient conditions. 2. Faculty The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area.


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PROGRAM CRITERIA FOR ENVIRONMENTAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Academy of Environmental Engineers and Scientists

Cooperating Societies: American Institute of Chemical Engineers, American Society of Agricultural and Biological Engineers, American Society of Civil Engineers,

American Society of Heating, Refrigerating and Air-Conditioning Engineers, American Society of Mechanical Engineers, SAE International,

and Society for Mining, Metallurgy, and Exploration These program criteria apply to engineering programs that include "environmental," "sanitary," or similar modifiers in their titles. 1. Curriculum The curriculum must prepare graduates to apply knowledge of mathematics through differential equations, probability and statistics, calculus-based physics, chemistry (including stoichiometry, equilibrium, and kinetics), an earth science, a biological science, and fluid mechanics. The curriculum must prepare graduates to formulate material and energy balances, and analyze the fate and transport of substances in and between air, water, and soil phases; conduct laboratory experiments, and analyze and interpret the resulting data in more than one major environmental engineering focus area, e.g., air, water, land, environmental health; design environmental engineering systems that include considerations of risk, uncertainty, sustainability, life-cycle principles, and environmental impacts; and apply advanced principles and practice relevant to the program objectives. The curriculum must prepare graduates to understand concepts of professional practice, project management, and the roles and responsibilities of public institutions and private organizations pertaining to environmental policy and regulations. 2. Faculty The program must demonstrate that a majority of those faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, board certification in environmental engineering, or by education and equivalent design experience.

PROGRAM CRITERIA FOR FIRE PROTECTION

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society for Fire Protection Engineers

These program criteria apply to engineering programs that include “fire protection” or similar modifiers in their title. 1. Curriculum The program must prepare graduates to have proficiency in the application of science and engineering to protect the health, safety, and welfare of the public from the impacts of fire. This includes the ability to apply and incorporate an understanding of the fire dynamics that affect the life safety of occupants and emergency responders and the protection of property; the hazards


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associated with processes and building designs; the design of fire protection products, systems, and equipment; the human response and behavior in fire emergencies; and the prevention, control, and extinguishment of fire. 2. Faculty The program must demonstrate that faculty members maintain currency in fire protection engineering practice.

PROGRAM CRITERIA FOR GEOLOGICAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society for Mining, Metallurgy, and Exploration

These program criteria apply to engineering programs that include "geological" or similar modifiers in their titles. 1. Curriculum The program must prepare graduates to have:

(1) the ability to apply mathematics including differential equations, calculus-based physics, and chemistry, to geological engineering problems; (2) proficiency in geological science topics that emphasize geologic processes and the identification of minerals and rocks; (3) the ability to visualize and solve geological problems in three and four dimensions; (4) proficiency in the engineering sciences including statics, properties/strength of materials, and geomechanics; (5) the ability to apply principles of geology, elements of geophysics, geological and engineering field methods; and (6) engineering knowledge to design solutions to geological engineering problems, which will include one or more of the following considerations: the distribution of physical and chemical properties of earth materials, including surface water, ground water (hydrogeology), and fluid hydrocarbons; the effects of surface and near-surface natural processes; the impacts of construction projects; the impacts of exploration, development, and extraction of natural resources, and consequent remediation; disposal of wastes; and other activities of society on these materials and processes, as appropriate to the program objectives.

2. Faculty Evidence must be provided that the program’s faculty members understand professional engineering practice and maintain currency in their respective professional areas. The program’s faculty must have responsibility and authority to define, revise, implement, and achieve program objectives.


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PROGRAM CRITERIA FOR INDUSTRIAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Institute of Industrial Engineers

These program criteria apply to engineering programs that include “industrial” or similar modifiers in their titles. 1. Curriculum The curriculum must prepare graduates to design, develop, implement, and improve integrated systems that include people, materials, information, equipment and energy. The curriculum must include in-depth instruction to accomplish the integration of systems using appropriate analytical, computational, and experimental practices.

2. Faculty Evidence must be provided that the program faculty understand professional practice and maintain currency in their respective professional areas. Program faculty must have responsibility and sufficient authority to define, revise, implement, and achieve program objectives.

PROGRAM CRITERIA FOR MANUFACTURING

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society of Manufacturing Engineers

These program criteria apply to engineering programs that include "manufacturing" and similar modifiers in their titles. 1. Curriculum The program must prepare graduates to have proficiency in (a) materials and manufacturing processes: ability to design manufacturing processes that result in products that meet specific material and other requirements; (b) process, assembly and product engineering: ability to design products and the equipment, tooling, and environment necessary for their manufacture; (c) manufacturing competitiveness: ability to create competitive advantage through manufacturing planning, strategy, quality, and control; (d) manufacturing systems design: ability to analyze, synthesize, and control manufacturing operations using statistical methods; and (e) manufacturing laboratory or facility experience: ability to measure manufacturing process variables and develop technical inferences about the process. 2. Faculty The program must demonstrate that faculty members maintain currency in manufacturing engineering practice.


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PROGRAM CRITERIA FOR MATERIALS (1), METALLURGICAL (2), CERAMICS (3)

AND SIMILARLY NAMED ENGINEERING PROGRAMS (1,2) Lead Society for Materials and Metallurgical Engineering Programs: The Minerals,

Metals & Materials Society (3) Lead Society for Ceramics Engineering Programs: American Ceramic Society

(1) Cooperating Societies for Materials Engineering Programs: American Ceramic Society, American Institute of Chemical Engineers, and American Society of Mechanical Engineers

(2) Cooperating Society for Metallurgical Engineering Programs: Society for Mining, Metallurgy, and Exploration

(3) Cooperating Society for Ceramics Engineering Programs: The Minerals, Metals & Materials Society

These program criteria apply to engineering programs including "materials," "metallurgical," “ceramics,” “glass”, "polymer," “biomaterials,” and similar modifiers in their titles. 1. Curriculum The curriculum must prepare graduates to apply advanced science (such as chemistry, biology and physics), computational techniques and engineering principles to materials systems implied by the program modifier, e.g., ceramics, metals, polymers, biomaterials, composite materials; to integrate the understanding of the scientific and engineering principles underlying the four major elements of the field: structure, properties, processing, and performance related to material systems appropriate to the field; to apply and integrate knowledge from each of the above four elements of the field using experimental, computational and statistical methods to solve materials problems including selection and design consistent with the program educational objectives. 2. Faculty The faculty expertise for the professional area must encompass the four major elements of the field.

PROGRAM CRITERIA FOR MECHANICAL

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Society of Mechanical Engineers

These program criteria will apply to all engineering programs that include "mechanical" or similar modifiers in their titles. 1. Curriculum The curriculum must require students to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations); to model, analyze, design, and realize physical systems, components or processes; and prepare students to work professionally in either thermal or mechanical systems while requiring topics in each area. 2. Faculty The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area.


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PROGRAM CRITERIA FOR MINING

AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society for Mining, Metallurgy, and Exploration

These program criteria apply to engineering programs that include "mining" or similar modifiers in their titles. 1. Curriculum The program must prepare graduates to apply mathematics through differential equations, calculus-based physics, general chemistry, and probability and statistics as applied to mining engineering problem applications; to have fund

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