I. GENERAL CRITERIA FOR BASIC LEVEL PROGRAMS It is the responsibility of the institution seeking accreditation of an engineering program to demonstrate clearly that the program meets the following criteria. Criterion 1. Students The quality and performance of the students and graduates are important 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. Criterion 2. Program Educational Objectives 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 ensure 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. Criterion 3. Program Outcomes and Assessment 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 development and improvement of the program. The assessment process must demonstrate that the outcomes important to the mission of the institution and the objectives of the program, including those listed above, are being measured. Evidence that may be used includes, but is not limited to the following: student portfolios, including design projects; nationally-normed subject content examinations; alumni surveys that document professional accomplishments and career development activities; employer surveys; and placement data of graduates. Criterion 4. Professional Component 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 prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political. 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 (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study (c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives. Criterion 5. Faculty 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 faculty must have sufficient qualifications and must ensure the proper guidance of the program and its evaluation and development. 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 programs, level of scholarship, participation in professional societies, and registration as Professional Engineers. Criterion 6. Facilities Classrooms, laboratories, and associated equipment must be adequate 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 students 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 and the educational objectives of the institution. Criterion 7. Institutional Support and Financial Resources 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 operate facilities and equipment appropriate for the engineering program. In addition, support personnel and 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 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. Program Criteria for Electrical, Computer, and similarly named Engineering Programs: 1. Curriculum The structure of the curriculum must provide both breath and depth across the range of engineering topics implied by the title of the program. The program must demonstrate that graduates have: knowledge of probability and statistics, including applications appropriate to the program name and objectives; knowledge of mathematics through differential and integral calculus, basic sciences, 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 "electrical" in the title must also demonstrate 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 have a knowledge of discrete mathematics. CSAB Criteria: I. Objectives and Assessments Intent: The program has documented objectives, including expected outcomes for graduates. The program regularly assesses its progress against its objectives and uses the results of the assessments to identify program improvements and to modify the program's objectives. Standards I-1 The program must have documented, measurable objectives. I-2 The program's objectives must include expected outcomes for graduating students. I-3 Data relative to the objectives must be routinely collected and documented. I-4 The extent to which each program objective is being met must be periodically assessed. I-5 The results of the program's assessment must be used to help identify opportunities for program improvement. I-6 The results of the program's assessment and the actions taken based on the results must be documented. II. Students Intent: Students can complete the program in a reasonable amount of time. Students have ample opportunity to interact with their instructors. Students are offered timely guidance and advice about the program's requirements and their career alternatives. Students who graduate the program meet all program requirements. Standards II-1 Courses must be offered with sufficient frequency for students to complete the program in a timely manner. II-2 Computer science courses must be structured to ensure effective interaction between faculty/teaching assistants and students in lower division courses and between faculty and students in upper division courses. II-3 Guidance on how to complete the program must be available to all students. II-4 Students must have access to qualified advising when they need to make course decisions and career choices. II-5 There must be established standards and procedures to ensure that graduates meet the requirements of the program. III. Faculty Intent: Faculty members are current and active in the discipline and have the necessary technical breadth and depth to support a modern computer science program. There are enough faculty members to cover the curriculum reasonably and to allow an appropriate mix of teaching and scholarly activity. Standards III-1 There must be enough full-time faculty members with primary commitment to the program to provide continuity and stability. III-2 Full-time faculty members must oversee all course work. III-3 Full-time faculty members must cover most of the total classroom instruction. III-4 The interests and qualifications of the faculty members must be sufficient to teach the courses and to plan and modify the courses and curriculum. III-5 All faculty members must remain current in the discipline. III-6 All faculty members must have a level of competence that would normally be obtained through graduate work in computer science. III-7 Some full-time faculty members must have a Ph.D. in computer science. III-8 All full-time faculty members must have sufficient time for scholarly activities and professional development. III-9 Advising duties must be a recognized part of faculty members' workloads. IV. Curriculum Intent: The curriculum is consistent with program's documented objectives. It combines technical requirements with general education requirements and electives to prepare students for a professional career in the computer field, for further study in computer science, and for functioning in modern society. The technical requirements include up-to-date coverage of basic and advanced topics in computer science as well as an emphasis on science and mathematics Standards Curriculum standards are specified in terms of semester-hours of study. Thirty semester-hours generally constitutes one year of full-time study and is equivalent to 45 quarter-hours. A course or a specific part of a course can only be applied toward one standard. General IV-1 The curriculum must include at least 40 semester-hours of study in computer science topics. IV-2 The curriculum must contain at least 30 semester-hours of study in mathematics and science as specified below under Mathematics and Science. IV-3 The curriculum must include at least 30 semester-hours of study in humanities, social sciences, arts and other disciplines that serve to broaden the background of the student. IV-4 The curriculum must be consistent with the documented objectives of the program. Computer Science IV-5 All students must take a broad-based core of fundamental computer science material consisting of at least 16 semester hours. IV-6 The core materials must provide basic coverage of algorithms, data structures, software design, concepts of programming languages, and computer organization and architecture. IV-7 Theoretical foundations, analysis, and design must be stressed within the program's core materials. IV-8 Students must be exposed to a variety of programming languages and systems and must become proficient in at least one higher-level language. IV-9 All students must take at least 16 semester hours of advanced course work in computer science that provides breadth and builds on the core to provide depth. Mathematics and Science IV-10 The curriculum must include at least 15 semester-hours of mathematics. IV-11 Course work in mathematics must include discrete mathematics, differential and integral calculus, and probability and statistics. IV-12 The curriculum must include at least 12 semester-hours of science. IV-13 Course work in science must include the equivalent of a two-semester sequence in a laboratory science for science or engineering majors. IV-14 Science course work additional to that specified in Standard IV-13 must be in science courses or courses that enhance the student's ability to apply the scientific method. Additional Areas of Study IV-15 The oral communications skills of the student must be developed and applied in the program. IV-16 The written communications skills of the student must be developed and applied in the program. IV-17 There must be sufficient coverage of social and ethical implications of computing to give students an understanding of a broad range of issues in this area. V. Laboratories and Computing Facilities Intent: Laboratories and computing facilities are available, accessible, and adequately supported to enable students to complete their course work and to support faculty teaching needs and scholarly activities. Standards V-1 Each student must have adequate and reasonable access to the systems needed for each course. V-2 Documentation for hardware and software must be readily accessible to faculty and students. V-3 All faculty members must have access to adequate computing facilities for class preparation and for scholarly activities. V-4 There must be adequate support personnel to install and maintain the laboratories and computing facilities. V-5 Instructional assistance must be provided for the laboratories and computing facilities. VI. Institutional Support and Financial Resources Intent: The institution?s support for the program and the financial resources available to the program are sufficient to provide an environment in which the program can achieve its objectives. Support and resources are sufficient to provide assurance that the program will retain its strength throughout the period of accreditation. Standards VI-1 Support for faculty must be sufficient to enable the program to attract and retain high-quality faculty capable of supporting the program's objectives. VI-2 There must be sufficient support and financial resources to allow faculty members to attend national technical meetings with sufficient frequency to maintain competence as teachers and scholars. VI-3 There must be support and recognition of scholarly activities. VI-4 There must be office support consistent with the type of program, level of scholarly activity, and needs of the faculty members. VI-5 Adequate time must be assigned for the administration of the program. VI-6 Upper levels of administration must provide the program with the resources and atmosphere to function effectively with the rest of the institution. VI-7 Resources must be provided to acquire and maintain laboratory facilities that meet the needs of the program. VI-8 Resources must be provided to support library and related information retrieval facilities that meet the needs of the program. VI-9 There must be evidence that the institutional support and financial resources will remain in place throughout the period of accreditation.. VII. Institutional Facilities Intent: Institutional facilities including the library, other electronic information retrieval systems, computer networks, classrooms, and offices are adequate to support the objectives of the program. Standards VII-1 The library that serves the computer science program must be adequately staffed with professional librarians and support personnel. VII-2 The library's technical collection must include up-to-date textbooks, reference works, and publications of professional and research organizations such as the IEEE Computer Society and the ACM. VII-3 Systems for locating and obtaining electronic information must be available. VII-4 Classrooms must be adequately equipped for the courses taught in them. VII-5 Faculty offices must be adequate to enable faculty members to meet their responsibilities to students and for their professional needs.