These criteria are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education that satisf ies 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.
The quality and performance of the students and graduates are im portant considerations in the evaluation of an engineering program. The institution must evaluate, advise, and monitor students to determine its success in meeting program objectives.
The institution must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements.
Although institutions may use different term inology, for purposes of Criterion 2, program educational objectives are intended to be statements that describe the exp ected accomplishments of graduates during the first several years following graduation from the program.
Each engineering program for which an institution seeks accreditation or reaccreditation must have in place:
(a) detailed published educational objectives that are consistent with the mission of the institution and these criteria
(b) a process based on the needs of the program's various constituencies in which the objectives are determined and periodically evaluated
(c) a curriculum and processes that prepare students for the achievement of these objectives
(d) a system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the program.
Although institutions may use different terminology, for purposes of Criterion 3, program outcomes are intended to be statements that describe what st udents are expected to know or be able to do by the time of graduation from the program.
Engineering programs must demonstrate that their graduates have:
(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.
Each program must have an assessment process with documented results. Evidence must be given that the results are applied to the further de velopment and improvement of the program. The assessment process must demonstrate that the outcomes of the program, including those listed above, are being measured.
The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution. Students must be pr epared for engineering practice th rough the curriculum culminating in a major design experience based on the knowledge and skills acquired in ea rlier course work and incorporating engineering standard s and realistic constraints that include most of the following considerations: economic; enviro nmental; sustainability; manufact urability; ethical; health and safety; social; and political. The professional component must include:
(a) one year of a combination of college leve l mathematics and basic sciences (some with experimental experience) appropriate to the discipline
(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 desi red 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 comple ments the technical content of the curriculum and is consistent with the program and institution objectives.
The faculty is the heart of any educational program. The faculty must be of sufficient number; and must 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, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective progr ams, level of scholarship, participation in professional societies, and licensure as Professional Engineers.
Classrooms, laboratories, and a ssociated equipment must be ad equate to accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a clim ate that encourages professional development and professional activi ties. Programs must provide oppo rtunities for students to learn the use of modern engineering tools. Computing and information infr astructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the program and institution.
Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the engineering program. Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and opera te facilities and equipment appropriate for the engineering program. In addition, support personnel and institutional services must be adequate to meet program needs.
Each program must satisfy applicable Program Criteria (if any) . Program Criteria provide the specificity needed for interpretation of the basic level 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.
Lead Society: Institute of Electrical and Electronics Engineers
Cooperating Society for Computer Engineering Programs: CSAB
These program criteria apply to engi neering programs that include electrical, electronic, computer, or similar modifiers in their titles.
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 program must demonstrate that graduates have: knowledge of prob ability and statistics, including applications appropriate to the program name and objectives; and knowledge of mathematics through differential and integral calculus, basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components, as appropriate to program objectives. Programs containing the modifier "elec trical" in the title must also de monstrate that graduates have a knowledge of advanced mathematics, typically including differential equations, linear algebra, complex variables, and discrete mathematics.
Programs containing the modifier "computer" in the title must also demonstrate that graduates have a knowledge of discrete mathematics.
These proposals were approved by the Engineering Accreditation Commission (EAC) and were brought before the ABET Board of Directors on November 1, 2003 for preliminary approval. Before being approved for final implementation in the accreditation process, these proposals are published here for circulation among the institutions with accredited programs and other interested parties for review and comment. Comments will be considered until June 15, 2004.
The ABET Board of Directors will determine, based on the comments received and on the advice of the EAC, the content of the adopted criteria. The adopted criteria will then become effective following the ABET Annual Meeting in the fall of 2004 and will first be applied by the EAC for accreditation actions during the 2005-2006 academic year and the following years.
Comments relative to the proposed general and
program criteria changes should be addressed to:
Accreditation Director, ABET, Inc., 111 Market Place, Suite 1050, Baltimore, MD
21202-4012.
Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are intended to be statements that describe the expected accomplishments of graduates during the first several years following graduation from the program. Each engineering program for which an institution seeks accreditation or reaccreditation must have in place:
(a) detailed published educational objectives that are consistent with the mission of the institution and these criteria
(b) a process based on the needs of the program's various constituencies in which the objectives are determined and periodically evaluated
(c) an educational program, including a curriculum, and processes that prepares students to attain program outcomes and that foster s accomplishments of graduates for the achievement ofthat are consistent with these objectives
(d) a system process of ongoing evaluation that demonstrates achievement of the extent to which these objectives are attained, and uses the results of which shall be used to develop and improve the effectiveness of the program outcomes so that graduates are better prepared to attain the objectives. 2004-2005 Criteria for Accrediting Engineering Programs - Proposed Changes 19 Criterion 3. Program Outcomes and Assessment Although institutions may use different terminol ogy, for purposes of Criterion 3, program outcomes are intended to be statements that describe what st udents are expected to know or be able to do by the time of graduation from the program. Each program must formulate prog ram outcomes that foster attain ment of the program objectives articulated in satisfaction of Criterion 2 of these criteria. Th ere must be processes to produce these outcomes and an assessment process, with documente d results, that demonstrates that these program outcomes are being measured and indicates the de gree to which the outcomes are achieved. There must be evidence that the results of this assessment process are applied to the further development of the program. Engineering programs must demonstrate that their graduates havestudents attain: (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, comp onent, 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 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 , 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. In addition, an engineering program must demons trate that its students attain any additional outcomes articulated by the program to foster achievement of its educational objectives. Each program must have an assessment process with docu mented results. Evidence must be given that the results are applied to the further deve lopment and improvement of the program. The assessment process must demonstrate that the outcomes of the program, including thos e listed above, are being measured. 2004-2005 Criteria for Accrediting Engineering Programs - Proposed Changes 20 Criterion 4. Professional Component The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assureensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. Students must be prepared fo r engineering practice through the curriculum culminating in a major design experi ence based on the knowledge and skills acquired in earlier course work and incorporati ng engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainabi lity; manufacturability; ethical; health and safety; social; and political. The professional component must include: (a) one year of a combination of college leve l mathematics and basic sciences (some with experimental experience) appropriate to the discipline (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 provi de a bridge between mathema tics and basic sciences on the one hand and engineeri ng practice on the other. Engineer ing 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 basi c 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 technica l content of the curriculum and is consistent with the program and institution objectives. Students must be prepared for engineering practi ce through the curriculum culminating in a major design experience based on the knowledge and sk ills acquired in earlie r course work and incorporating appropriate engineering standards and multiple realistic constraints. Criterion 5. Faculty The faculty is the heart of any e ducational program. The faculty must be of sufficient number; and must 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, st udent advising and counseling, university service activities, prof essional development, and interactions with industrial and professional practitioners, as well as employers of students. The program faculty must have a ppropriate qualifications and must have and exercise sufficient authority to ensure the proper gui dance of the program and to develop and implement processes for the evaluation, assessment, and continuing improveme nt of the program, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective progr ams, level of scholarship, participation in professional societies, and licensure as Professional Engineers. 2004-2005 Criteria for Accrediting Engineering Programs - Proposed Changes 21 Criterion 6. Facilities Classrooms, laboratories, and a ssociated equipment must be ad equate to accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for student s to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty a nd the educational objectives of the program and institution. Criterion 7. Institutional Support and Financial Resources Institutional support, financial resources, and constructive leadership mu st be adequate to assure the quality and continuity of the engineering program. Resources must be sufficient to attract, retain, and provide for the continued profession al development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the engineering program. In addition, support personnel an d institutional services must be adequate to meet program needs. Criterion 8. Program Criteria Each program must satisfy applicable Program Criteria (if any). Program Criteria provide the specificity needed for interpretation of the basic le vel 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 satisf y each set of Program Criteria; however, overlapping requirements need to be satisfied only once. II. GENERAL CRITERIA FOR ADVANCED LEVEL PROGRAMS Criteria for advanced level programs are completi on of a program of study satisfying the general criteria for basic level engineering programs, one academic year of study beyond the basic level, and an engineering project or research activity resulti ng in a report that demonstrates both mastery of the subject matter and a high level of communication skills. 2004-2005 Criteria for Accrediting Engineering Programs - Proposed Changes 22 PROPOSED GENERAL CRITERIA FOR ADVANCED LEVEL PROGRAMS II. GENERAL CRITERIA FOR ADVANCED LEVEL PROGRAMS Criteria for advanced level programs are completion of a program of study satisfying the general criteria for basic level engineering programs, one academ ic year of study beyond th e basic level, and an engineering project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of communication skills. Programs must formulate and publish program educatio nal objectives and must demonstrate that their graduates have: a) a knowledge of issues associated with topic areas across the bread th of the discipline, including design practices appropriate to the discipline; b) an ability to apply advanced pr inciples and practices relevant to the program objectives in at least one focus area; c) an ability to apply advanced level knowledge in at least one fundamental complementary area (e.g., mathematics, science, business) that is relevant to the discipline; and d) an understanding of professional practices and res ponsibilities (e.g., leadership skills, ethics, legal issues) at a level beyond that expected in a basic level program. 2004-2005 Criteria for Accrediting Engineering Programs - Proposed Changes 23 PROPOSED 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" and similar modifiers in their titles. 1. Curriculum The program must demonstrat e that graduates have: 1) the ability to apply mathematics throughincluding differential equations, probability and statistics, calculus-based physics, generaland chemistry, and probability and statistics through applications to solve geological engineering applicationsproblems; 2) proficiency in geological science topics that emphasize understanding of geologic principles and processes, and the identification of minerals and rocks ,; 3) elements of geophysics, field geology, and the ability to visualize and solve geological engineering problems of a three-dimensional nature in three and four dimensions ; 4) proficiency in the e ngineering sciences including statics, properties/strength of materials, and geo-mechanics; 5) the ability to apply the principles of geology , elements of geophysics, geological a nd 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 theearth materials, of the earth's crust including surface water, ground water ( hydrogeology), and fluid hydrocarbons; the effects of thesurface and near-s urface natural processes that form the earth's crust ; and the impacts of construction projects ,; the impacts of exploration, development, and extraction for and exploitation 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 th eir respective professional areas. The Pprogram's faculty must have responsibility and authority to define, revise, implement, and achieve program objectives.