EC2000 Self Study

ENGINEERING CRITERIA 2000

Program Self-Study Instructions

1999 - 2000 EC2000 Visits

Engineering Accreditation Commission

The Accreditation Board for Engineering and Technology

Engineering Accreditation Commission

Accreditation Board for Engineering and Technology, Inc.

111 Market Place, Suite 1050

Baltimore, Maryland 21202-4012

Phone 410-347-7700

FAX 410-625-2238

email: eac@abet.org

WWW: http://www.abet.org/

Participating Bodies

American Academy of Environmental Engineers

American Congress on Surveying and Mapping

American Institute of Aeronautics and Astronautics

American Institute of Chemical Engineers

American Nuclear Society

American Society of Agricultural Engineers

American Society of Civil Engineers

American Society for Engineering Education

American Society of Heating, Refrigerating, and Air-Conditioning Engineers, Inc.

The American Society of Mechanical Engineers

The Institute of Electrical and Electronics Engineers, Inc.

Institute of Industrial Engineers, Inc.

ISA - The International Society for Measurement and Control

The Minerals, Metals, and Materials Society

National Council of Examiners for Engineering and Surveying

National Institute of Ceramic Engineers

National Society of Professional Engineers

Society of Automotive Engineers

Society of Manufacturing Engineers

Society for Mining, Metallurgy, and Exploration, Inc.

Society of Naval Architects and Marine Engineers

Society of Petroleum Engineers

Affiliate Bodies

American Consulting Engineers Council

American Institute of Mining, Metallurgical, and Petroleum Engineers

American Society of Safety Engineers

Materials Research Society

Society of Plastics Engineers

Table of Contents

General Instructions

Introduction

Purpose of Program Self-Study Report

Self-Study Requirement

Content

Supplemental Materials

Preparation

Submission and Distribution

Confidentiality

Program Self-Study Report

A. Background Information

1. Degree Titles

2. Program Modes

3. Actions to Correct Previous Deficiencies

B. Accreditation Summary

1. Students

2. Program Educational Objectives

3. Program Outcomes and Assessment

4. Professional Component

5. Faculty

6. Facilities

7. Institutional Support and Financial Resources

8. Program Criteria

9. Cooperative Education Criteria

10. General Advanced-Level Program

Appendix I - Additional Program Information

A. Tabular Data for Program

Table 1. Basic-Level Curriculum

Table 2. Course and Section Size Summary

Table 3. Faculty Workload Summary

Table 4. Faculty Analysis

Table 5. Support Expenditures

B. Course Syllabi

C. Faculty Resumes’

Appendix II - Institutional Profile

I. Background Information Relative to the Institution

A. General Information

B. Type of Control

C. Regional or Institutional Accreditation

D. Faculty and Students

E. Mission

F. Institutional Support Units

II. Background Information Relative to the Engineering Unit

A. Engineering Educational Unit

B. Programs Offered and Degrees Granted

C. Information Regarding Administrators

D. Supporting Academic Departments

E. Engineering Finances

F. Engineering Personnel and Policies

G. Engineering Enrollment and Degree Data

H. Definition of Credit Unit

I. Admission and Graduation Requirements, Basic Programs

J. Non-academic Support Units

Table II-1. Faculty and Student Count for Institution

Table II-3 (Part 1). Engineering Programs Offered

Table II-3 (Part 2). Degrees Awarded and Transcript Designations

Table II-4. Supporting Academic Departments

Table II-5. Support Expenditures

Table II-6. Personnel and Students

Table II-7. Faculty Salary Data

Table II-8. Engineering Enrollment and Degree Data

Table II-9. History of Admissions Standards for Freshmen

Table II-10. History of Transfer Engineering Students

General Instructions

Introduction

The ABET Engineering Criteria 2000 is based upon what students learn in the course of their program of studies as opposed to what they are presented in a curriculum. Consequently, institutions are required to have educational objectives and to employ outcomes assessment techniques to determine the degree to which program goals and objectives are being attained. The assessment, in turn, is used in an ongoing process of improving student learning throu gh enhancements to the program.

Purpose of Program Self-Study Report

The Program Self-Study Report provides essential input for the evaluation team as part of the overall accreditation process. The accreditation process followed by the Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET) consists of the following steps:

Request by the institution for evaluation of its engineering program(s);
Institution submission of Program Self-Study Report;
On-site visit by a team of program evaluators;
Submission of a Preliminary Report of Deficiencies prepared by the team to the dean at the conclusion of the on-site visit. The dean must note errors of fact or observation and respond to ABET within 14 days;
Submission of Preliminary Statement to the Institution, based on the team's findings and on the dean's response, for review and comment;
Revision of the Preliminary Statement by ABET in light of the institution's response;
Formal consideration by the Engineering Accreditation Commission resulting in a Final Statement to the Institution and an accreditation action.

Self-Study Requirement

The Secretary of Education of the United States Department of Education lists ABET as the nationally recognized agency responsible for accreditation of educational programs leading to degrees in engineering. To attain this recognition, ABET must include as part of the accrediting process an institutional or program self-study and an on-site review by a visiting team. The self-study is expected to be a qualitative assessment of the strengths and limitations of the institution or program, including the achievement of institutional and program objectives, and should involve broad and appropriate constituent groups in its preparation and process. The institution determines how it will conduct its self-study, and the accrediting body specifies the items to be addressed in the report, i.e., this Program Self-Study Instructions.

Completion of the Program Self-Study Report satisfies the requirements of the EAC for initial information on the institution and its engineering programs prior to the on-site visit. In addressing certain sections of the Program Self-Study Report, particularly those relating to objectives and processes, the EAC strongly recommends that input from constituencies such as industry advisory boards, students, alumni, and employers of the institution's engineering graduates be considered among the data obtained as measures of the outcome of the educational programs.

Content

The Program Self-Study Report provides information on the program and institution for both a qualitative and quantitative assessment by the EAC. As a minimum, the qualitative and quantitative data can be supplied by responding to the items identified in this document or in formats used by the institution. IF AN ALTERNATE FORMAT IS UTILIZED AT LEAST ALL OF THE IDENTIFIED INFORMATION CONTAINED IN THESE SHOULD BE INCLUDED.

Each program submits a separate Self-Study Report. Each report contains three sections: (1) Main Body, (2) Appendix I (Program Data), and (3) Appendix II (Institutional Profile). Appendix II is common to all program self-study reports for an institution.

Supplemental Materials

The following additional materials are to be supplied:

A copy of the general catalog of the institution covering course details and other institutional information applicable at the time of the visit.
A copy of all promotional brochures or literature describing the engineering offerings of the institution and, if available, the institution’s website address.

Preparation

It is important that the program title appear on the cover of each Program Self-Study Report and that this title be given exactly as it is listed in your college catalog and your institution’s Request for Evaluation. This title should also agree with the program title as listed in the ABET Accreditation Yearbook. State Boards of Registration consider the ABET list of engineering programs as the authoritative list. Individuals applying for governmental positions, or for any position requiring graduation from an ABET accredited program, can find themselves in difficulty if the ABET listing of accredited programs is not consistent with the program title (or degree) as identified by the institution.

DO NOT reproduce these instruction pages in the completed report. Also, DO NOT include the instructions for each question in the completed report.

Submission and Distribution

For ABET headquarters, submit one copy of the Program Self-Study Report for each program and one set of the supplemental material. It should be addressed to:

Accreditation Director

Accreditation Board for Engineering and Technology

111 Market Place, Suite 1050

Baltimore, MD 21202-4012

The institution submits one copy of the Program Self-Study Report for each program and one set of the supplemental material to the team chair.

Following instructions from the team chair, the institution submits one copy of the appropriate Program Self-Study Report and one set of supplemental material to each program evaluator and observer.

When new or updated material becomes available between the time the Program Self-Study Report is assembled and the date of the visit, it should be provided to the team members in advance or on arrival at the campus, with a copy to ABET headquarters in accordance with instructions from the team chair.

Confidentiality

The information supplied in this report is for the confidential use of the ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

Program Self-Study Report

for (name of program)

This section presents a complete outline of the material to be provided in each Program Self-Study Report. Each report should be formatted similar to this section, preferably with the same heading titles. DO NOT DUPLICATE THE DETAILED INSTRUCTIONS.

A. Background Information

Please provide the following background information.

Degree Titles

Give title(s) of all degrees awarded for the program under review, including options, etc., as specified in transcripts and/or diplomas, and describe as necessary.

Program Modes

Indicate the modes (e.g., day, co-op, off-campus, distanced) in which this program is offered and describe any differences from the information given for the engineering unit as a whole in Appendix II.

Actions to Correct Previous Deficiencies

If specific program deficiencies or weaknesses were identified by the EAC during the previous general review and any interim reviews, please refer to them and indicate the actions taken. Deficiencies that were addressed in the previous General Review as being common to all programs, e.g., institutional deficiencies, should be addressed in each program self-study report.

B. Accreditation Summary

This section is the focus of the Program Self-Study Report. A complete description of how the program satisfies all of the requirements for each criterion must be presented. It is suggested that the information presented for each criterion be as complete as possible such that the program evaluator can determine if all of the requirements are being met without cross-referencing material provided under other criteria. This may require some duplication of material but it should aid the evaluator. Reference to the material provided in Appendixes I and II, and to other information provided by the institution should be made as needed.

Students

Describe how students are evaluated, advised and monitored in a manner consistent with program objectives, as required by Criterion 1.

Program Educational Objectives

Discuss in detail the educational objectives, the process by which these objectives are determined and evaluated, how the program ensures these objectives are achieved, and the system of ongoing evaluation that leads to continuous improvement of the program, as required by Criterion 2.

As a minimum:

List the Program Educational Objectives and show how they are consistent with the mission of the institution.

Identify the significant constituencies of the program.

Describe the processes used to establish and review the Program Educational Objectives and the extent to which the program’s various constituencies are involved in these processes. Provide documentation that demonstrates that the processes are working and producing the desired results and that the results are being used to improve the effectiveness of the program.

Describe how the program curriculum and processes ensure achievement of the Program Educational Objectives. Provide data the shows the processes are working and producing the desired results and that the results are being used to improve the effectiveness of the program.

Program Outcomes and Assessment

Describe the assessment process, documented results, and evidence that results are applied to further development and improvement of all outcomes important to the mission of the institution and the objectives of the program, as required by Criterion 3.

As a minimum:

List the Program Outcomes that have been established based on the Program Educational Objectives.

Describe how the Program Outcomes relate to the outcome requirements of Criterion 3.

Describe how the Program Outcomes relate to the Program Educational Objectives.

Describe the processes used to assure that graduates have achieved the program outcomes.

Provide qualitative and quantitative data used on a continuing basis to demonstrate that the graduates satisfy the Program Outcomes.

Describe the process by which the assessment results are applied to further develop and improve the program.

Document changes that have been implemented to further develop and improve the program. Provide qualitative and quantitative data used to support these changes.

Describe the materials that will be available for review during the visit to demonstrate achievement of the Program Outcomes and Assessment.

Describe the processes and procedures used to enforce policies for the acceptance of transfer students.

Describe the procedures used to validate credit for courses taken elsewhere.

Professional Component

Describe how the engineering faculty assures that the curriculum devotes adequate attention and time to each subject area and describe how students are prepared for engineering practice, as required by Criterion 4.

Note that instructional material and student work verifying the proper classification of course content must be provided for the evaluation team at the time of the visit. These materials may include all or part of the documentation used to demonstrate Program Outcomes and Assessment.

As a minimum:

Describe how students are prepared for engineering practice through the curriculum which culminates in a major design experience.

Describe how the program curriculum devotes adequate attention and time to the professional component which includes mathematics and basic sciences, engineering topics, and general education. Note that a transcript analysis for a sampling of recent graduates may be requested by the team chair prior to the visit.

The information contained in Appendix I presents supporting documentation and will be useful to the evaluation process.

Complete Appendix IA, Table 1, Basic-Level Curriculum. List the courses in the order in which they are given in the curriculum and classified in the appropriate categories to clearly indicate how the program meets the Professional Component (Criterion 4) as well as Program Criteria (Criterion 8), as prescribed in Engineering Criteria 2000.

Complete Appendix IA, Table 2, Course and Section Size Summary.

In Appendix IB, course syllabi, provide standard descriptions for courses used to satisfy the mathematics and basic sciences, and engineering topics required by Criterion 4. The format should be consistent for each course, must not exceed two pages per course, and, at a minimum, contain the information listed below:

Department, number, and title of course
Course (catalog) description
Prerequisite(s)
Textbook(s) and/or other required material
Course objectives
Topics covered
Class/laboratory schedule, i.e., number of sessions each week and duration of each session
Contribution of course to meeting the professional component
Relationship of course to program objectives
Person(s) who prepared this description and date of preparation

5. Faculty

Demonstrate that the faculty have the competencies to cover all of the curricular areas of the program and show that the faculty is of sufficient number to accommodate student-faculty interaction, advising and counseling, service activities, professional development, and interaction with practitioners and employers, as required by Criterion 5.

As a minimum:

Discuss the competency of the faculty to cover all of the curricular areas of the program.

Describe faculty involvement in interactions with students, in advising, in service, in professional development, and in interactions with industry.

Discuss the adequacy of the size of the faculty.

The information contained in Appendix I presents supporting documentation and will be useful to the evaluation process.

Complete Appendix IA, Table 3, Faculty Workload Summary and summarize the course load and other activity for each faculty member for the full academic year in which the Program Self-study is being written. An updated report for the current year is to be provided at the time of the visit.

Complete Appendix IA, Table 4, Faculty Analysis, which summarizes information about each faculty member.

In Appendix IC, provide current summary curriculum vitae for all faculty members with the rank of instructor and above who have primary responsibilities for course work associated with the program. Include part-time and adjunct faculty members. The format should be consistent for each curriculum vita, must not exceed two pages per person, and, at a minimum, contain the information listed below:

Name and Academic Rank
Degrees with fields, institution, and date
Number of years service on this faculty, including date of original appointment and dates of advancement in rank
Other related experience--teaching, industrial, etc.
Consulting, patents, etc.
State(s) in which registered
Principal publications of last five years
Scientific and professional societies of which a member
Honors and awards
Institutional and professional service in the last five years
Professional development activities in the last five years

6. Facilities

Describe classrooms, laboratory facilities, equipment, and infrastructure and discuss the adequacy of these facilities to accomplish program objectives, as required by Criterion 6.

As a minimum:

Provide information concerning facilities such as classrooms, laboratories, computing and information infrastructures that engineering students and faculty are expected to use in meeting the requirements of the program.

Identify the opportunities students have to learn the use of modern engineering tools.

Institutional Support and Financial Resources

Describe the level and adequacy of institutional support, financial resources, and constructive leadership to achieve program objectives and assure continuity of the program, as required by Criterion 7.

As a minimum:

Describe the processes used to determine the budget for the program.

Discuss the adequacy of institutional support, financial resources and constructive leadership necessary to achieve program objectives.

Describe the adequacy of faculty professional development and how it is planned and funded.

Describe a plan and sufficiency of resources to acquire, maintain, and operate facilities and equipment required to achieve program objectives.

Discuss the adequacy of support personnel and institutional services necessary to achieve program objectives.

The information contained in Appendix I presents supporting documentation and will be useful to the evaluation process.

Complete Appendix IA, Table 5, Support Expenditures of Engineering Unit or Program. Report the expenditures for support functions of the engineering program being evaluated. The information is to be supplied for each of the three most recent fiscal years.

8. Program Criteria

Describe how the requirements of the applicable program criteria are met in the areas of curricular topics and faculty qualifications, as required by Criterion 8.

9. Cooperative Education Criteria

If a separate accreditation action is desired for a cooperative work element as part of the professional component, provide a description of component and how it complements the requirements of the other criteria, as required by Criterion III.

10. General Advanced-Level Program

If accreditation of an advanced-level program is being sought, advanced-level accreditation requires that all graduates also satisfy basic-level criteria. Therefore, describe the procedure used to ensure that all graduates satisfy both basic-level and advanced-level criteria, as required by Criterion IV. Use Appendix IA, Table 1, Basic-Level Curriculum, to list the course requirements of the advanced-level curriculum.

Appendix I - Additional Program Information

Tabular Data for Program

Table 1. Basic level Curriculum

Table 2. Course and Section Size Summary

Table 3. Faculty Workload Summary

Table 4. Faculty Analysis

Table 5. Support Expenditures

Course Syllabi

Faculty Curriculum Vitae

It is suggested that the information be provided in the given formats in Appendix I and attached to the Program Self-Study Report using tables with the same number and order presented in this appendix.

Table 1. Basic-Level Curriculum

(Name of Program)

Year; Semester or	Course (Department, Number, Title)	Category (Credit Hours)
Quarter		^{Math & Basic Sciences}	^{Engineering Topics}	^{General Education.}	^Other
			^{Check if Contains Design} (ü )
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(continued on next page)

Table 1. Basic-Level Curriculum (continued)

(Name of Program)

Year; Semester or	Course (Department, Number, Title)	Category (Credit Hours)
Quarter		^{Math & Basic Science}	^{Engineering Topics}	^{General Education}	^Other
			^{Check if Contains Design} (ü )
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^{TOTALS-ABET BASIC-LEVEL REQUIREMENTS}			( )
^{OVERALL TOTAL FOR DEGREE}			( )
^{PERCENT OF TOTAL}			( )
^{Totals must}	^{Minimum semester credit hours}	32 hrs	48 hrs
^{satisfy one set}	^{Minimum percentage}	25%	37.5 %

Note that instructional material and student work verifying course compliance with ABET criteria for the categories indicated above will be required during the campus visit.

Table 2. Course and Section Size Summary

(Name of Program)

_{Course No.}	_Title	_{No. of Sections}	_{Avg. Section Enrollment}	^{Type of Class (1)}
		^{offered in Current Year}		^Lecture	^Laboratory	^Recitation	^Other

Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% recitation).

Table 3. Faculty Workload Summary

(Name of Program)

Faculty Member (Name)	FT or PT	Classes Taught (Course No./Credit Hrs.) Term and Year¹	Total Activity Distribution²
	pt
			Teaching	Research	Other3

Indicate Term and Year for which data apply.

Activity distribution should be in percent of effort. Members' activities should total 100%.

Indicate sabbatical leave, etc., under "Other."

Table 4. Faculty Analysis

(Name of Program)

_Name

Age

_Rank

FT or PT

Highest Degree

_{Institution from which Highest Degree Earned &}

YY Year

Years of Experience

_{Professional Registration}

(in(Indicate State)

Level of Activity (high, med, low, none) in:

Year

Govt./Industry Practice

Total Faculty

This Insti-tution

(Indicate State)

Professional Society (Indicate Society)

Research

^{Consulting/Summer}

Work in Industry

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the current year (year prior to visit) plus the two previous years.

Table 5. Support Expenditures

(Name of Program)

	1	2	3	4
Fiscal Year	(prior to previous year)	(previous year)	(current year)	(year of visit)
Expenditure Category
Operations (1) (not including staff)
Travel (2)
Equipment (3)
(a) Institutional Funds
(b) Grants and Gifts (4)
Graduate Teaching Assistants
Part-time Assistance (5) (other than teaching)

Instructions:

Report data for the engineering unit(s) and for each engineering program being evaluated. Updated tables are to be provided at the time of the visit.

Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year.

Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year.

Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

Notes:

Categories of general operating expenses to be included here.
Institutionally sponsored, excluding special program grants.
Major equipment, excluding equipment primarily used for research. Note that the expenditures (a) and (b) under "Equipment" should total the expenditures for Equipment. If they don’t, please explain.
Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.
Do not include graduate teaching and research assistant or permanent part-time personnel.

Appendix I

(continued)

Course Syllabi

INSERT TEXT HERE

See Instructions under Item B-4, page 5

Faculty Resumes’

INSERT TEXT HERE

See Instructions under Item B-5, page 6

Appendix II - Institutional Profile

{Program evaluators will require some information about the institution and the engineering unit. Therefore, information about the institution and the engineering unit should be supplied as Appendix II which may be attached to each Program Self-Study Report or supplied as a separate document.

The institution may employ any means it chooses to represent itself to ABET and the visiting team. Consequently, the references to specific tables in the following are for guidance only. The information may be presented in any manner the institution chooses.}

I. Background Information Relative to the Institution
A. General Information

Give the name and address of the institution.

Give the name and title of the chief executive officer of the institution and, if different, of the campus president, chancellor, etc.

Give the name and official position of the person submitting the completed questionnaire.

B. Type of Control

Describe the type of managerial control of the institution (e.g., private-non-profit, private-other, denominational, state, federal, public-other, etc.).

C. Regional or Institutional Accreditation

Name the organizations by which the institution is now accredited, and give dates of initial and most recent accreditation actions.

D. Faculty and Students

For the entire institution, provide faculty and student counts for the fall term immediately preceding the visit. (see Table II-1)

E. Mission

Provide a copy of the institution’s mission statement and goals or objectives.

F. Institutional Support Units

Provide information about institutional support units, such as the library and computing center, that are requisite to achieving the objectives of the program.

II. Background Information Relative to the Engineering Unit
A. Engineering Educational Unit

Provide an organizational chart showing the position of the engineering unit with in the institution, listing each official by title (e.g., academic vice president, dean of college of engineering, etc.) and label as Table II-2, Organizational Chart.

Describe the engineering educational unit , listing those departments, divisions, programs, etc., which teach engineering subjects, conduct engineering research, or perform other engineering educational activities.

Give the name and title of the administrative head of the principal education unit and other administrative unit(s).

If all engineering programs do not come under a single administrative head, describe the other administrative unit(s) offering programs leading to a degree in engineering, and provide separate data where applicable. Include other units in Table II-2, Organizational Chart.

Provide a copy of the engineering education unit mission statement.

B. Programs Offered and Degrees Granted

List the full titles of all degrees in engineering--undergraduate, graduate, and professional--granted by the institution. If there are differences in the degrees awarded for completion of co-op programs, these should be clearly indicated. (see Table II-3 (Parts 1 and 2))

C. Information Regarding Administrators

Furnish a current summary curriculum vitae for the administrative head of the engineering educational unit(s) and any associates or assistants who have faculty status or are in responsible charge of a major service unit such as student counseling center, co-op coordination, etc. The summary curriculum vitae may be provided in any format but must be limited to one page.

D. Supporting Academic Departments

Provide information about supporting academic departments for all academic supporting units that provide any required portion of the instruction for engineering students in the programs being evaluated. (see Table II-4)

E. Engineering Finances

Provide information about the support expenditures of the engineering unit, report the expenditures for support functions of the engineering educational unit(s) as a whole. The information is to be supplied for each of the three (3) most current fiscal years. For the fiscal year of the visit, provide the budgeted amounts. If it is not possible to provide final budget figures in the report, they should be provided before or at the time of the visit. (see Table II-5)

F. Engineering Personnel and Policies

Personnel

Provide the number of personnel, both full-time and part-time, for the entire engineering unit and for each program being evaluated. (see Table II-6)

Faculty Salaries, Benefits, and Other Policies

Briefly summarize the promotion and tenure system and the processes used to determine faculty salaries. Faculty salary data may be provided at the option of the institution. (see Table II-7)

Faculty Workload

Describe the faculty workload policy for the engineering unit. Define what constitutes a full-time load.

Supervision of Part-time Faculty

Describe the policy for the supervision and evaluation of part-time faculty personnel.

G. Engineering Enrollment and Degree Data

Provide enrollment and degree statistics for the engineering educational unit as a whole and for each program being evaluated for the current and preceding five (5) academic years. (see Table II-8)

H. Definition of Credit Unit

The EAC assumes that one semester or quarter credit-hour normally represents one class hour or three laboratory hours per week. One academic year normally represents at least 28 weeks of classes, exclusive of final examinations. If other standards are used for this program, the differences should be indicated.

I. Admission and Graduation Requirements, Basic Programs

Note: Data and information presented in this section should apply to all programs listed under "Programs Offered and Degrees Granted" as being part of the engineering educational unit. If there are exceptions for any of the programs being submitted for evaluation, note them here and describe each one specifically in the Program Self-Study under "Program Modes" for the program in question.

1. Admission of Students

a. Describe the general criteria and procedures for admitting students to engineering programs.

b. Provide a history of admission standards for freshmen showing admission standards for students enrolled in engineering programs directly from high school for the current and last five (5) academic years. (see Table II-9)

c. Describe how advanced placement course credits are evaluated from programs not accredited by the EAC either at this institution or elsewhere.

d. Describe special admission requirements for entry into the upper division or professional programs in the engineering educational unit.

e. Describe the policies regarding admission of transfer students to the engineering programs from other institutions and how these policies are enforced. List such special requirements as a minimum grade-point average and course requirements. Describe any general articulation agreements with other institutions. If the transfer of "D" grades is permitted, explain the circumstances in which this occurs.

f. Provide a history of transfer engineering student statistics. (see Table II-10)

2. Requirements for Graduation

a. Describe the process used at the college and/or university levels to certify that graduation requirements complying with ABET criteria have been met by each graduate. Provide a sample of any work sheet or check-off sheet used for this purpose.

b. If modes other than traditional on-campus instruction are employed in any programs, the additional modes of instruction should be listed and described in relation to the applicable programs. The institutional and/or engineering unit policies under which the alternate modes are offered should be summarized.

c. Indicate the grade-point average required for graduation. If there are differences in requirements among the regular and alternative program modes, please explain.

J. Non-academic Support Units

Provide information about units that support only the engineering academic programs.

Appendix II

Tables

{Program evaluators will require some information about the institution and the engineering unit.

The forms which follow are simply a guide and are not required in the Self-Study. All are optional.

The institution is encouraged to employ any means it chooses to represent itself to ABET and the visiting team.}

Table II-1. Faculty and Student Count for Institution
School Year:

	HEAD COUNT		FTE (see Note 2)	TOTAL STUDENT CREDIT HOURS
	FT	PT
Tenure Track Faculty
Other Teaching Faculty (excluding student assistants)
Student Teaching Assistants
Undergraduate Students
Graduate Students
Professional Degree Students

Data should be provided here for the fall term immediately preceding the visit.
For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate and graduate students, 1 FTE equals 15 credit-hours per term of institutional course work, meaning all courses--engineering, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution defines as a full-time load.

Table II-3 (Part 1). Engineering Programs Offered

1 Program Title	2 Modes Offered					3 Nominal Years to Complete	4 Administrative Head	5 Administrative Unit or Units (e.g. Dept.) Exercising Budgetary Control		6 Submitted for Evaluation			Offered, Not Submitted for Evaluation
		Day	Co- op	Off Campus	Alternative Mode				Now Accred.		Not Now Accred.	Now Accred.		Not Now Accred.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
14.
16.
18.
19.

See instructions on following page.

Instructions for Table II-3 (Part 1)

Complete the table for all programs offered by the engineering education unit as follows:

Column 1 Give program title as officially published in catalog.

Column 2 Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line. Describe "Other" by footnote.

Column 3-5 Self-explanatory.

Column 6 Only those programs being submitted at this time for reaccredidation (now accredited) or initial accreditation (not now accredited) should be checked in this column.

Column 7 Programs not submitted for evaluation at this time should be checked in this column.

Table II-3 (Part 2). Degrees Awarded and Transcript Designations

1 Program Title	2 Modes Offered				3 Name of Degree Awarded	4 Designation on Transcript
	Day	Co-op	Off Campus	Alternative Mode

See instructions on following page.

Instructions for Table II-3 (Part 2)

Complete the table for all programs listed in Table II-3 (Part 2), as follows:

Column 1 Give the program title as officially published in catalog.

Column 2 Indicate all modes in which the program is offered. Describe "Alternative Mode " by a footnote.

Column 3 List degree awarded for each mode offered. If different degrees are awarded, list on separate lines.

Column 4 Indicate how the program is listed on transcript for each mode offered. If different designations are used, list on separate lines.

Table II-4. Supporting Academic Departments

For Academic Year: ____________

Department or Unit	1 Full-time Faculty Head Count	2 Part-time Faculty Head Count^*	3 FTE Faculty**	Teaching Assistants
				4 Head Count	5 FTE**
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.

* See instructions on reverse.

** For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For faculty members, 1 FTE equals what your institution defines as a full-time load.

Instructions for Table II-4

Provide data for all academic supporting units (e.g., Mathematics, Physics, Chemistry, English, Computer Science, etc.) that provide any portion of the instruction required by the institution for engineering students.

In column 1, give the number of full-time faculty members (tenure track plus other teaching faculty, as classified in Table I) exclusive of teaching assistants.

In column 2, give the number of part-time, adjunct, or visiting teaching faculty members, exclusive of teaching assistants.

In column 3, give the sum of column 1 plus FTE** of column 2.

In columns 4 and 5, give the number of teaching assistants as head count and FTE**.

Table II-5. Support Expenditures

(Name of Engineering Unit)

	1	2	3	4
Fiscal Year	(prior to previous year)	(previous year)	(current year)	(year) "of visit"
Expenditure Category
Operations (1) (not including staff)
Travel (2)
Equipment (3)
(a) Institutional Funds
(b) Grants and Gifts (4)
Graduate Teaching Assistants
Part-time Assistance (5) (other than teaching)

Instructions: Report data for the engineering unit(s) and for each engineering program being evaluated. Updated tables are to be provided at the time of the visit.

Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year.

Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year.

Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

Notes:

Categories of general operating expenses to be included here.
Institutionally sponsored, excluding special program grants.
Major equipment, excluding equipment primarily used for research. Note that the expenditures (a) and (b) under "Equipment" should total the expenditures for Equipment. If they don’t, please explain.
Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.
Do not include graduate teaching and research assistant or permanent part-time personnel.

Table II-6. Personnel and Students

(Name of Engineering Unit )

Year¹:

	HEAD COUNT		FTE (see Note 2)	RATIO TO FACULTY (3)
	FT	PT
Administrative (4)
Faculty (tenure-track)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists
Office/Clerical Employees
Others (5)

Undergraduate Student enrollment (see Note 6)
Graduate Student enrollment

Instructions: Report data for the engineering unit(s) as defined in Section II. A. 2. and for each engineering program being evaluated. Updated tables for the fall term when the ABET team is visiting are to be prepared and presented to the team when they arrive.

Notes:

Data on this table should be for the fall term immediately preceding the visit.
For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credit-hours) per term of institutional course work, meaning all courses--engineering, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution defines as a full-time load.
Divide FTE in each category by total FTE Faculty. Do not include administrative FTE.
Persons holding joint administrative/faculty positions or other combined assignments should be allocated to each category according to the fraction of the appointment assigned to that category.
Specify any other category considered appropriate, or leave blank.
Specify whether this includes freshman and/or sophomores.

Table II-7. Faculty Salary Data

(Optional Table)

Academic Year _______

1. For the Institution as a Whole

	Professor	Associate Professor	Assistant Professor	Instructor
Number
High
Mean
Low

2. For the Engineering Educational Unit as a Whole

	Professor	Associate Professor	Assistant Professor	Instructor
Number
High
Mean
Low

3. Average Percent Salary Raises Given to Continuing Faculty Members for the Past Six (6) Years.

Unit	Year	Year	Year	Year	Year	Year
Institution as a Whole
Engineering Education Unit as a Whole

Report data for the academic year immediately preceding the visit. Include deans and department heads holding academic rank. These need not be specifically identified. Give number of persons receiving salary on an annual basis, whether working full-time or not. All salaries should be reported on an annual basis before any deductions, and normalized for a nine-month academic year. Give high, low, and mean of actual salaries being received by the individuals making up the number reported; if part-time, report full-time equivalent.

(continued)

TABLE II-7 (Continued)

4. For Each Program Submitted for Evaluation

Program		Professor	Associate Professor	Assistant Professor	Instructor
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low

(continued)

TABLE II-7 (Continued)

Program		Professor	Associate Professor	Assistant Professor	Instructor
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low
	^Number
	^High
	^Mean
	^Low

Table II-8. Engineering Enrollment and Degree Data

Engineering education unit as a whole:

Academic Year

Enrollment Year

Total

Degrees Conferred

Undergrad

Grad

1st

2^nd

3^rd

4th

5th

Bachelor

Master

Doctor

Other

Program:

Academic Year

Enrollment Year

Total

Degrees Conferred

Undergrad

Grad

1st

2nd

3^rd

4th

5th

Bachelor

Master

Doctor

Other

See instructions on next page.

Instructions for Table II-8

Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. Provide data in the first left-hand block of spaces for the entire engineering educational unit and in separate blocks thereafter for each program being submitted for evaluation.

FT--full time

PT--part time

Duplicate sufficient copies to accommodate the number of programs being reported.

Table II-9. History of Admissions Standards for Freshmen

Academic Year	Composite ACT		Composite SAT		Percentile Rank in High School		Number of New Students Enrolled
	MIN.	AVG.	MIN.	AVG.	MIN.	AVG.

Instructions: Give minimum and average test scores and/or high school standing for the last six (6) academic years. Use either ACT or SAT as appropriate. The number of students enrolled should be for all programs in the engineering education unit. If standards differ for some engineering programs, either fill out additional table(s) or explain in the text. If formal admission to engineering programs is not made in the freshman year, give freshman figures for the overall institution and so indicate, and use the format of Table II-10, History of Transfer Engineering Students, to report standards for admission to engineering programs.

Table II-10. History of Transfer Engineering Students

Academic Year		Number of Transfer Students Enrolled

Instructions: Complete table for the last six (6) years.