DEFINITIONS

Program Educational Objectives (PEOs) are broad statements that
describe what graduates are expected to attain within a few years
after graduation. PEOs are based on the needs of the program's
constituencies.

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

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 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.

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 PEOs 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 PEOs.

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

(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
[In the following, one year is the lesser of 32 semester hours (or
equivalent) or one-fourth of the total credits required for graduation.]

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.

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 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.


Criterion 9. (Program criterion)

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 must include discrete mathematics.