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ABET: Accreditation Board For Engineering and Technology
Preparing Self-Study for a Successful ABET visit
3/15/2017 1
ATPACMethi Wecharatana, Rattikorn Hewett, Nisai Wanakule,
Vira Chankong
Why ABET Accreditation?
“ABET accreditation is proof that a collegiate program has met
standards essential to produce graduates ready to enter the
critical fields of applied science, computing, engineering, and
engineering technology. Graduates from an ABET-accredited program
have a solid educational foundation and are capable of leading the
way in innovation, emerging technologies, and in anticipating the
welfare and safety needs of the public”
Source: ABET
3/15/2017 2
Accreditation is a Value Credential to • Students• Programs and
Institutions,• Industry, the Nation and the World
เอกสารหมายเลข 3
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Why US Institutions want to have ABET Accreditation?
• Recruiting tools:Non-ABET accredited schools cannot compete in
recruiting top-class students
• International standards of Quality Assurance: • Graduates are
well-qualified to enter the global
workforce or graduate schools anywhere in the world
• Schools are global (rather than just local) and are
competitive in global recruiting
• Eligibility for Federal grants: Non-ABET accredited schools do
not qualify for key federal grants
3/15/2017 3
What are your reasons?Potential Benefits of having ABET
accreditation and Disadvantages for not having one:
• Must be Clear and Convincing• Desire to do it should come from
within (self-
imposed) rather than based solely on externally imposed
• Must be easily explainable to obtain complete “BUY-IN” at all
levels including the participating faculty members
3/15/2017 4
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Key Features of ABET system• Outcome-based (goal-driven not
input-driven)
• Emphasis on the establishment, maintenance and documentation
of well-defined processes (including procedures, steps, and timing)
to
• Develop PEOs and SOs• Periodically Review and Update PEOs •
Assess and Evaluate SOs• Use SOs evaluation results (and
periodic
review of PEOs) to do CQI
3/15/2017 5
Best Practice to Prepare for ABET
3/15/2017 6
Two overriding phases to prepare for ABET:
1. Developing the processes for • establishing, reviewing and
updating
Program Educational Objectives (PEOs)• establishing, assessing
and evaluating
Student Outcomes (SOs)• Using evaluation results of SOs to
perform CQI2. Writing the self-study report (SSR) in
anticipation of the site visit.
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The Underlying Premise
3/15/2017 7
MU MissionInstitutional Mission
Program AProgram Educational Objectives
Student Outcomes
Curriculum A• Courses
Faculty
Students
Facilities Institutional Support
CQ
I
Research
SSR
Fac of Engr. Mission
Eight main sections in the SSR represent eight boxes in this
diagram
Program Educational Objectives PEOs
3/15/2017 8
According to ABET, PEOs :• Are broad statements that describe
what graduates are
expected to attain within a few years of graduation• Serve the
needs of the program’s constituencies
(Students, Parents, Faculty, Alumni, Employers, EE (or CPE)
professional societies, EE advisory board, and Graduate
programs)
Establishing PEOs: PEOs should be • Consistent with the mission
statements, vision statements, and core values
of the institution• Consistent with Student outcomes (discussed
in Criterion 3 later)• Developed, reviewed and vetted by the
faculty and key constituencies
such as alumni, industry advisory board to properly incorporate
their inputs• Written to clearly state what the graduates will
actually do after graduation• Displayed prominently to be readily
available for the public view
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CWRU ExampleMission:Case Western Reserve University improves and
enriches people's lives through research that capitalizes on the
power of collaboration, and education that dramatically engages our
students.
We realize this goal through:• Scholarship and creative endeavor
that draws on all forms of inquiry.• Learning that is active,
creative and continuous.• Promotion of an inclusive culture of
global citizenship.
Vision:We aim to be recognized internationally as an institution
that imagines and influences the future.Toward that end we
will:
• Support advancement of thriving disciplines as well as new
areas of interdisciplinary excellence.
• Provide students with the knowledge, skills and experiences
necessary to become leaders in a world characterized by rapid
change and increasing interdependence.
• Nurture a community of exceptional scholars who are
cooperative and collegial, functioning in an atmosphere
distinguished by support, mentoring and inclusion.
• Pursue distinctive opportunities to build on our special
features, including our relationships with world-class health care,
cultural, educational, and scientific institutions in University
Circle and across greater Cleveland.
3/15/2017 9To Premise
CWRU Example
Core Values:• Academic Excellence and Impact
• Eminence in teaching and research• Scholarship that changes
lives and deepens understanding• Creativity and innovation as
hallmarks of our efforts
• Inclusiveness and Diversity• Civility and free exchange of
ideas• Civic and international engagement• Appreciation for the
distinct perspectives and talents of each individual
• Integrity and Transparency• Academic freedom and
responsibility• Ethical behavior• Shared governance
• Effective Stewardship• Strong, ongoing financial planning•
Emphasis on sustainability• Systems that support attainment of our
mission
3/15/2017 10
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Another Example
3/15/2017 11
Poorly written PEOs Well written PEOsGraduates are prepared to
work in the fields of electrical, electronic, computer and
telecommunication engineering
Graduates practice in the fields of electrical, electronic,
computer, signal and systems , control and telecommunication
engineering
Graduates have the educational background to go to graduate
school and do research
Graduates pursue advanced education, research, and development
in the fields of electrical, electronic, computer, signal and
systems , control and telecommunication engineering
Graduate have leadership and teamwork skills Graduates
participate as leaders on team projects
Graduates are aware of ethics and professional responsibility in
the workplace
Graduates conduct themselves in a professional and ethical
manner in the workplace
Mapping PEOs to Institutional Mission (Core Values)
ExampleEssentially most institutional mission and vision
statements require that an engineering program produce graduates
with Technical Competency, Professional Development, and
Citizenship in Global Community
PEOs for an EE program may be written as:Technical Competence•
Graduates apply their technical skills in mathematics, science, and
engineering to the solution of
complex problems encountered in modern electrical engineering
practice.• Graduates model, analyze, design, and experimentally
evaluate components or systems that
achieve desired technical specifications subject to the reality
of economic constraints.
Professional Development• Graduates compete effectively in a
world of rapid technological change and assume leadership
roles within industrial, entrepreneurial, academic, or
governmental environments in the broad context of electrical
engineering.
• Some graduates who choose to redirect their careers are
employed in diverse fields such as healthcare, business, law,
computer science, multimedia, and music through graduate level
studies and the process of lifelong learning.
Citizenship in the Global Community• Graduates use their
communication skills to function effectively both as individuals
and as
members of multidisciplinary and multicultural teams in a
diverse global economy.• Graduates engage in highly ethical and
professional practices that account for the global,
environmental, and societal impact of engineering
decisions.3/15/2017 12
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Reviewing and Improving PEOs
3/15/2017 15
Must establish well-defined processes and schedules to•
Periodically review PEOs using inputs from the faculty
and key constituencies such as alumni, industrial advisory
board, employers, EE graduate schools to assess and evaluate
achievement of PEOs
• Use evaluation results to take action to improvements in
achievement of PEOs
• Use evaluation results to take action to revise PEOs to
accommodate changing needs of constituencies
Student Outcomes SOs
3/15/2017 16
According to ABET, SOs :• Are narrow statements that describe
what students are expected to
know and be able to do by the time of graduation• Relate to the
skills, knowledge, and behaviors that students acquire in
their matriculation through the program
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EE Student Outcomes SOs: 2015-2016
3/15/2017 17
a) An ability to apply knowledge of mathematics, science, and
engineering.b) An ability to design and conduct experiments, as
well as to analyze and
interpret data.c) An ability to design a system, component, or
process to meet desired needs.d) An ability to function on
multi-disciplinary teams.e) An ability to identify, formulate, and
solve engineering problems.f) An understanding of professional and
ethical responsibility.g) An ability to communicate effectively.h)
The broad education necessary to understand the impact of
engineering
solutions in a global and societal context.i) A recognition of
the need for, and an ability to engage in life-long learning.j) A
knowledge of contemporary issues.k) An ability to use the
techniques, skills, and modern engineering tools
necessary for engineering practice.Additional outcomes as deemed
fit by the program faculty
Program Criteria (for Computer Engineering, an example)
3/15/2017 18
• The structure of the curriculum must provide both breadth and
depth across the range of engineering topics implied by the title
of the program.
• The curriculum must include probability and statistics,
including applications appropriate to the program name; mathematics
through differential and integral calculus; sciences (defined as
biological, chemical, or physical science); and engineering topics
(including computing science) necessary to analyze and design
complex electrical and electronic devices, software, and systems
containing hardware and software components.
• Must include discrete mathematics.
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EE Student Outcomes SOs: 2016-2017
3/15/2017 19
1. An ability to identify, formulate, and solve engineering
problems by applying principles of engineering, science, and
mathematics.
2. An ability to apply both analysis and synthesis in the
engineering design process, resulting in designs that meet desired
needs.
3. An ability to develop and conduct appropriate
experimentation, analyze and interpret data, and use engineering
judgment to draw conclusions.
4. An ability to communicate effectively with a range of
audiences.5. An ability to recognize ethical and professional
responsibilities in engineering
situations and make informed judgments, which must consider the
impact of engineering solutions in global, economic, environmental,
and societal contexts.
6. An ability to recognize the ongoing need for additional
knowledge and locate, evaluate, integrate, and apply this knowledge
appropriately.
7. An ability to function effectively on teams that establish
goals, plan tasks, meet deadlines, and analyze risk and
uncertainty.
Additional outcomes as deemed fit by the program faculty
Mapping of PEOs to SOs (2015-2016)Example 1
3/15/2017 20
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Choosing Instruments to assess each outcome
3/15/2017 22
1.At least 3 instruments for each outcome.2.Mix of direct +
indirect instruments (2+1 or 1+2 etc.)3.Optimize your efforts and
resources: No need to do more
than you need to do (e.g. use three instruments as long as they
have the right mix). But do what you have to do very well (see how
to write a successful SSR later)
Possible Instruments for Measuring SOs
3/15/2017 23
Instruments Used by CWRU EEInstrument/Method Direct Indirect
Standardized scores of HW/Test problems embedded questions
Senior project presentation evaluated by faculty
Co-op employers surveys
Senior exit surveys
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Mapping of SOs to Core Courses
3/15/2017
Program Outcomes ENGR 131 ENGR 145 ENGR 200 ENGR 210 ENGR
225NGL/ENGR 3EECS 246 EECS 281 ECS 304/30 EECS 313 EECS 324 EECS
342
(a) Ability to apply knowledge of math, engineering, and science
F/S F/S F/S F/S F/S F F S S F F
(b) Ability to design and conduct experiments, as well as to
analyze and interpret data F/S F/S F/S F S S F F
(c) Ability to design system, component or process to meet needs
F/S F/S F/S F/S F/S F F S F F
(d) Ability to function on multi-disciplinary teams F/S F/S S F
F
(e) Ability to identify, formulate, and solve engineering
problem F/S F/S F/S F/S F/S F F S S F F
(f) Understanding of professional and ethical responsibility S
F
(g) Ability to communicate effectively F/S F S F F
(h) Broad education F/S F/S S F
(i) Recognition of need an ability to engage in life-long
learning S F F
(j) Knowledge of contemporary issues F/S F/S F/S F S F F
(k) Ability to use techniques, skills, and tools in engineering
practice F/S F/S F/S F/S F F S S F F
Systems and Control Program Required ENGR and EECS
Courses(20xx-20yy) Assessment Cycle, F=Fall, S=Spring)
StudentWork Course OutcomeExam problem adressing Laplace
Transform properties EECS 304 aExam problem on the aplication of
Kuhn-Tucker conditions EECS 346 aLiquid Level Modeling Laboratory
report EECS 305 bFIR filter Design Lab EECS 313 cSystem Design
Component in the Final Report EECS 398 cPID Analog Controller
Design Lab EECS 305 cTeaming Component in the Final Report EECS 398
dTechnical Component in a Logistic Network Optimization Case
StuEECS 346 eWritten Ethics Assignment Report EECS 398 fWriting
Component and the Oral Presentation Component in a CaEECS 346
gWriting Component and the Oral Presentation Component in the FEECS
398 gFinal Report EECS 398 hFinal Report EECS 398 iFinal Report
EECS 398 jFinal Report EECS 398 kOptimization Case Study EECS 346
k
Measurement of Student Outcomes
Student Outcomes Embedded test questions, homework, lab
assignments
Senior project presentation evaluation by program faculty
CO-OP Employer Survey
Student Exit Survey(a) an ability to apply knowledge of
mathematics, science, and engineering EECS 246 EECS 321 ✓ ✓(b) an
ability to design and conduct experiments, as well as to analyze
and interpret data EECS 281EECS 245 ✓ ✓ ✓(c) an ability to design a
system, component, or process to meet desired needs within
realistic constraints ✓ ✓ ✓…Multiple constraints and engineering
standards ✓(d) an ability to function on multi-disciplinary teams
ENGL 398 ✓ ✓ ✓(e) an ability to identify, formulate, and solve
engineering problems EECS 246 ✓ ✓ ✓(f) an understanding of
professional and ethical responsibility ENGR 398 ✓ ✓ ✓(g) an
ability to communicate effectively ENGL 398 ✓ ✓ ✓(h) the broad
education necessary to understand the impact of engineering
solutions in a global and societal context ENGR 398 ✓ ✓ ✓(i) a
recognition of the need for, and an ability to engage in life-long
learning ENGL 398 ✓ ✓(j) a knowledge of contemporary issues ENGR
398 ✓ ✓(k) an ability to use the techniques, skills, and modern
engineering tools EECS 309EECS 321 ✓ ✓ ✓
3/15/2017 25
Metrics for SO Measurements EE Program
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3/15/2017 26
Frequency of SO MeasurementsMeasurements FrequencyStudent Exit
Survey Every springCO-OP Supervisor Survey Roughly every
JanuarySenior project presentations (EECS 398) Every semesterEECS
246 Every fall semesterEECS 309 Every spring semesterEECS 321 Every
spring semesterEECS 245 Every spring semesterEECS 281 Every
semester
Frequency of SO Measurements
EE Core Courses 1• ENGR 131. Elementary Computer Programming. 3
Units. Students will learn the fundamentals of
computer programming and algorithmic problem solving. Concepts
are illustrated using a wide range of examples from engineering,
science, and other disciplines. Students learn how to create,
debug, and test computer programs, and how to develop algorithmic
solution to problems and write programs that implement those
solutions. Matlab is the primary programming language used in this
course, but other languages may be introduced or used
throughout.
• ENGR 210. Introduction to Circuits and Instrumentation. 4
Units. Modeling and circuit analysis of analog and digital
circuits. Fundamental concepts in circuit analysis: voltage and
current sources, Kirchhoff's Laws, Thevenin, and Norton equivalent
circuits, inductors capacitors, and transformers. Modeling sensors
and amplifiers and measuring DC device characteristics.
Characterization and measurement of time dependent waveforms.
Transient behavior of circuits. Frequency dependent behavior of
devices and amplifiers, frequency measurements. AC power and power
measurements. Electronic devices as switches. Prereq: MATH 122.
Prereq or Coreq: PHYS 122.
• EECS 313. Signal Processing. 3 Units. Fourier series and
transforms. Analog and digital filters. Fast-Fourier transforms,
sampling, and modulation for discrete time signals and systems.
Consideration of stochastic signals and linear processing of
stochastic signals using correlation functions and spectral
analysis.The course will incorporate the use of Grand Challenges in
the areas of Energy Systems, Control Systems, and Data Analytics in
order to provide a framework for problems to study in the
development and application of the concepts and tools studied in
the course. Various aspects of important engineering skills
relating to leadership, teaming, emotional intelligence, and
effective communication are integrated into the course. Prereq:
EECS 246.
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EE Core Courses 2• EECS 245. Electronic Circuits. 4 Units.
Analysis of time-dependent electrical circuits. Dynamic waveforms
and
elements: inductors, capacitors, and transformers. First- and
second-order circuits, passive and active. Analysis of sinusoidal
steady state response using phasors. Laplace transforms and
pole-zero diagrams. S-domain circuit analysis. Two-port networks,
impulse response, and transfer functions. Introduction to nonlinear
semiconductor devices: diodes, BJTs, and FETs. Gain-bandwidth
product, slew-rate and other limitations of real devices. SPICE
simulation and laboratory exercises reinforce course materials.
Prereq: ENGR 210. Prereq. or Coreq: MATH 224
• EECS 246. Signals and Systems. 4 Units. Mathematical
representation, characterization, and analysis of continuous-time
signals and systems. Development of elementary mathematical models
of continuous-time dynamic systems. Time domain and frequency
domain analysis of linear time-invariant systems. Fourier series,
Fourier transforms, and Laplace transforms. Sampling theorem.
Filter design. Introduction to feedback control systems and
feedback controller design. Prereq: ENGR 210. Prereq or Coreq: MATH
224
• EECS 281 Logic Design and Computer Organization. 4 Units.
Fundamentals of digital systems in terms of both computer
organization and logic level design. Organization of digital
computers; information representation; boolean algebra; analysis
and synthesis of combinational and sequential circuits; datapaths
and register transfers; instruction sets and assembly language;
input/output and communication; memory. Prereq: ENGR 131 or EECS
132.
• EECS 309. Electromagnetic Fields I. 3 Units. Maxwell's
integral and differential equations, boundary conditions,
constitutive relations, energy conservation and Pointing vector,
wave equation, plane waves, propagating waves and transmission
lines, characteristic impedance, reflection coefficient and
standing wave ratio, in-depth analysis of coaxial and strip lines,
electro- and magneto-quasistatics, simple boundary value problems,
correspondence between fields and circuit concepts, energy and
forces. Prereq: PHYS 122. Prereq. or Coreq: MATH 224
• EECS 321. Semiconductor Electronic Devices. 4 Units. Energy
bands and charge carriers in semiconductors and their experimental
verifications. Excess carriers in semiconductors. Principles of
operation of semiconductor devices that rely on the electrical
properties of semiconductor surfaces and junctions. Development of
equivalent circuit models and performance limitations of these
devices. Devices covered include: junctions, bipolar transistors,
Schottky junctions, MOS capacitors, junction gate and MOS field
effect transistors, optical devices such as photodetectors,
light-emitting diodes, solar cells and lasers. Prereq: PHYS 122.
Prereq. or Coreq: MATH 224
• ENGL 398. Professional Communications for Engineers. 2 Units.
A writing course for Engineering students only, covering academic
and professional genres of written and oral communication. Taken in
conjunction with Engineering 398, English 398 constitutes an
approved SAGES Departmental Seminar. Prereq: 100 level first year
seminar in USFS, FSCC, FSNA, FSSO, FSSY, FSTS, or FSCS. Coreq: ENGR
398..
• ENGR 398. Professional Communications for Engineers. 1 Unit.
Students will attend lectures on global, economic, environmental,
and societal issues in engineering, which will be the basis for
class discussions, written assignments and oral presentations in
ENGL 398. Recommended preparation: ENGL 150 or FSCC 100 or
equivalent and concurrent enrollment in ENGL 398 (ENGL 398 and ENGR
398 together form an approved SAGES departmental seminar).
• EECS 398. Engineering Projects I. 4 Units. Capstone course for
electrical, computer and systems and control engineering seniors.
Material from previous and concurrent courses used to solve
engineering design problems. Professional engineering topics such
as project management, engineering design, communications, and
professional ethics. Requirements include periodic reporting of
progress, plus a final oral presentation and written report.
Scheduled formal project presentations during last week of classes.
Prereq: Senior Standing. Prereq or Coreq: ENGR 398 and ENGL
398.
• EECS 399. Engineering Projects II. 3 Units. Continuation of
EECS 398. Material from previous and concurrent courses applied to
engineering design and research. Requirements include periodic
reporting of progress, plus a final oral presentation and written
report. Prereq: Senior Standing.
EE Core Courses 3
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Examples Embedded Questions for Measuring SOs
3/15/2017
Outcome a: Ability to apply mathematics, science and engineering
principles
From EECS324:1) There were questions in the mid-term, the final
and the case studies on modeling
of stochastic systems and dynamic systems using principles from
engineering, science and mathematics. For example:
• Modeling of snow plow/salt trucks operations (stochastic) in
the mid-term• Modeling of “cat-and-mouse”, “foxes-and-rabbits”, and
“water-in-the-
gutter” (all dynamic systems) using engineering principles in
the final.• Modeling of a Surge Tank in a hydro-electricity
generation system (dynamic
system) using science and engineering principles in the second
case study 2. In questions on simulation of stochastic systems in
the mid-term, abilities to use
probability and statistics to generate random variates, model
random input, and analyze random output were tested
3. In questions on simulation of dynamic systems in the final
and the second case study, ability to select and use numerical
integration was tested.
Examples Embedded Questions for Measuring SOs
3/15/2017
Outcome b: Ability to design and conduct experiments, analyze
and interpret data:
From EECS324:1. In the final exam, there was a specific question
on Design of Experiments (DoE)—particularly
orthogonal design--to extract maximum information with minimum
simulation experimental efforts and resources. This includes ANOVA
analysis of experimental data obtained as well.
2. In conducting stochastic simulation, random inputs have to be
properly modeled, and random outputs have to be properly analyzed.
There were questions on these in the mid-term and the first case
study.
3. In the second case study, students had to properly analyze
and interpret output data from simulating the dynamic surge tank
problem.
From EECS352:1. In both case studies, students analyzed economic
and engineering data of various engineering
project options to develop cash flows models to economically
evaluate and select the best option.
2. In the second case study, students performed risk simulation
experiments to analyze risk-return trade-offs of various
engineering investment options
3. In the final exam, there was a question on evaluation of the
value of (experimental) information on decision making.
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ExamplesStudent Outcomes Assessment using
Direct and Indirect Instruments (EE Program)
3/15/2017 32
(a) An ability to apply knowledge of mathematics, science and
engineering
EECS 246 Question #4 from final examThe following differential
equation defines a causal continuous-time system
Calculate the impulse response of this system.• Fall 2015
11.7/15 n=28, five students with a score of 15• Fall 2014 9.4/15
n=23, one student with a score of 15• Fall 2013 10.8/15 n=19, three
students with a score of 15• Fall 2012 9.8/15 n=29, five students
with a score of 15• Fall 2011 12.0/15 n=25, nine students with a
score of 15
EECS 321 homework problem.An electron is described by a
plane-wave wave function ψ(x,t)=Aej10x+3y-4t. Calculate the
expectation value of a function defined as {4px2+2pz3+7E⁄m}, where
m is the mass of the electron, px and pz are the x and z components
of momentum, and E is energy. Please give values in terms of the
Planck constant. • Spring 2013 37.7/40 n=43, 24 students with a
score of 40
d2y t dt 2
2dy t dt
5y t f t
WE NEED SPRING 2014, SPRING 2015, SPRING 2016 DATA3/15/2017
33
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CO-OP Employer Survey.• Fall 2014 4.00/5, n=6 • Fall 2013 No
surveys returned.• Fall 2012 4.17/5, n=6 with data taken in spring
2013• 2011 4.67/5• 2010 4.50/5• 2009 4.43/5
Senior Survey.• 2015 (S) 2.67/5, n=2• 2014 2.75/5, n=17• 2013
3.2/5, n=5• 2012 4.20/5 n=5• 2011 4.00/5, n=8• 2010 4.45/5, n=11•
2009 4.20/5, n=9
(a) An ability to apply knowledge of mathematics, science and
engineering
3/15/2017 34
EECS 245 Lab #5: BJT transistor and amplifier
characteristics.Students must measure the DC characteristics of a
BJT and then design and characterize the DC and AC characteristics
of a single transistor amplifier using this BJT . Students measure
IC vs. IB, VCE vs. IB for the transistor and DC and AC gain for the
amplifier. The measured performance is compared to the calculated
performance. • Spring 2015 44.5/50 (n=24, individual program
assessment)• Spring 2014 42.5/50 (n=18, individual program
assessment)• Spring 2013 41.7/50 (n=26, individual program
assessment)• Spring 2007 43.0/50 (n=37, individual program
assessment)
(b) An ability to design and conduct experiments, as well as
analyze and interpret data
3/15/2017 35
-
EECS 398 Evaluated during final presentation using rubric (a).•
Fall 2015 4.29/5 (n=28, individual program assessment• Fall 2014
3.93/5 (n=18, individual program assessment)• Spring 2014 4.78/5
(n=7, individual program assessment)• Fall 2013 4.08/5 (n=28,
individual program assessment)• Spring 2013 4.33/5 (n=4, individual
program assessment)• Fall 2012 3.64/5 (new individual program
assessment)• 2011 4.67/5• 2010 (was not evaluated in 2010)• 2009
4.40/5
EECS 281 homework problem.Design a state machine to implement
the guessing game [See Section 7.7.1 of Wakerly, Digital Design,
4th Edition]. • Spring 2015 60.8/100 n=21, five students with a
score of 100• Fall 2014 56.9/100 n=8, no students with perfect
score• Spring 2014 60.8/100 n=7, two students with a score of 100•
Fall 2013 88/100 n=5, four students with a score of 100• Spring
2013 79.3/100 n=3, no students with perfect score• Spring 2012
88/100 n=9, three students with a score of 100
(b) An ability to design and conduct experiments, as well as
analyze and interpret data
3/15/2017 36
CO-OP Employer Survey.• Fall 2014 3.667/5, n=6• Fall 2013 No
surveys returned.• Fall 2012 4.33/5, n=6• 2011 4.33/5• 2010 4.67/5•
2009 4.57/5
Senior Survey.• 2015 (S) 3.00/5, n=2• 2014 3.00/5, n=17• 2013
3.40/5, n=5• 2012 4.40/5, n=5• 2011 3.43/5• 2010 3.45/5• 2009
3.78/5
(b) An ability to design and conduct experiments, as well as
analyze and interpret data
3/15/2017 37
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Example Rubrics for Evaluating SOs (combing scores of individual
instruments into a single final measure of the respective SO)
3/15/2017
a. An ability to apply knowledge of mathematics, science, and
engineeringLevel 5 Level 3 Level 1Combines mathematical and/or
scientific principles to formulate models of chemical, physical
and/or biological processes and systems
Chooses a mathematical model or scientific principle that
applies to an engineering problem, but has trouble in model
development
Does not understand the connection between mathematical models
and chemical, physical, and/or biological processes and systems
Applies concepts of integral and differential calculus and/or
linear algebra to solve systems and control engineering
problems
Shows nearly complete understanding of applications of calculus
and/or linear algebra in problem-solving
Does not understand the application of calculus and linear
algebra in solving systems and control engineering problems
Shows appropriate engineering interpretation of mathematical and
scientific terms
Most mathematical terms are interpreted correctly
Mathematical terms are interpreted incorrectly or not at all
Translates academic theory into engineering applications and
accepts limitations of mathematical models of physical reality
Some gaps in understanding the application of theory to the
problem and expects theory to predict reality
Does not appear to grasp the connection between theory and the
problem
f. An understanding of professional and ethical responsibility
Level 5 Level 3 Level 1Student understands and abides by the IEEE
Code of Ethics and the EECS Statement of Academic Integrity
Student is aware of the existence of the IEEE Code of Ethics and
other bases for ethical behavior
Student is not aware of any codes for ethical behavior
Evaluates and judges a situation in practice or as a case study,
using facts and a professional code of ethics
Evaluates and judges a situation in practice or as a case study
using personal understanding of the situation, possibly applying a
personal value system
Evaluates and judges a situation in practice or as a case study
using a biased perspective without objectivity
Evaluates and judges a situation in practice or as a case study,
using facts and a professional code of ethics
Evaluates and judges a situation in practice or as a case study
using personal understanding of the situation, possibly applying a
personal value system
Evaluates and judges a situation in practice or as a case study
using a biased perspective without objectivity
Participates in class discussions and exercises on ethics and
professionalism
Does not take the discussion of ethics seriously but is willing
to accept its existence
Does not participate in or contribute to discussions of ethics;
does not accept the need for professional ethics
Is punctual, professional, and collegial; attends classes
regularly
Sometimes exhibits unprofessional behavior; is sometimes absent
from class without reason
Is frequently absent from class and is generally not collegial
to fellow students, staff, and faculty
Continuous Quality Improvement (CQI)
3/15/2017 39
CQI involves:• Developing and using appropriate documented
processes for assessing and evaluating the extent to which the
SOs are being attained
• Systematically utilizing SOs evaluation results as input for
the continuous improvement of the program
• Use other relevant information available to assist in
continuous improvement
-
Program Improvement Example 1 University of Florida (73, ECE),
June 2012 ABET Self-Study Report
5. MATLAB lab component added to EEL 3135. In Spring 2010, the
ECE Department decided to add a software (MATLAB) lab component to
EEL 3135 Intro. Signals and Systems, making it EEL 3135C with 4
credit hours. The rationale is: • Many students struggle with the
abstract and mathematical material in
EEL 3135, and consequently become frustrated about the class.
Since EEL 3135 is the beginning class that introduces basic ECE
concepts, such as frequency domain analysis and feedback, this
frustration ripples through the remainder of our curriculum.
• Software labs provide hand-on and practical experiences to
students by allowing them to "see, hear, and feel" the applications
of the abstract material taught in class. This can motivate
students to better understand and learn the material.
• The proposed labs are mainly MATLAB programming exercises with
applications to Signals & Systems. They constitute a more
formal avenue to train students about programming in MATLAB.
• Past EEL 3112 instructors do not think they need 4 credit
hours to cover the material listed in the syllabus.
Program Improvement Example 2University of Southern California
(62), July 2009 ABET Self-Study Report
Outcomes AffectedArea Improvement Date Motivation Assessment
Strong Medium Weak
EE Dropped Non-EE Engineering Elective
2007 Allow students to take other free electives, increased
depth in EE
Informal student feedback
l h
EE Reduced Entry-Level Elective Requirement to 2 Areas (from
3)
2007 Allow students to pursue greater depth in one area of
EE
Informal student feedback
l h
EE EE 364 / EE 464 2007 Better prepare students who wish to
pursue graduate degrees (EE 464 upgrade, per ABET)
m
Area 1 EE 101 Lab Component 2008 Faculty and industry desire to
incorporate modern CAD tools. Direct feedback from EE 101 students
expressing desire for hands-on component
Xilinx Survey b,c,e,k,n,l i
Area 1 EE 201L Inclusion of Verilog
2008 Faculty and industry desire to expose students to modern IC
and FPGA design with HDL's
Verilog Survey b,c,e,k,n,o,l
Area 1 EE 357 HW Lab 2007 Faculty recognition of lack of
embedded programming coverage
b,c,e,k,n,l i,d
Area 1 EE 454 Lab Upgrade -"486" Testbeds
2006 Previous hardware and support out of date b,c,k,n,o d
Area 1 EE 459Lx taught in conjunction with MKT 446
2008 Industry and literature recognition of need to increase
multidisciplinary teams and understanding of economic and global
impacts
Design Team Survey a,c,e,i,d,f,g,h j
Area 2 Creation of EE 200L 2007 Increase student interest in
systems as well as provide a stronger base for other courses
a,b,e,k,l
Area 3 EE 448L Lab 2005 Desire for lab component b,c,e,n,oArea 4
Creation of EE 238L 2008 Increase student interest in
solid-state
technologyj
Area 4 Creation of EE 480 2008 Increase student interest in
nanotechnology j
-
Writing a Successful SSR
3/15/2017 42
Optimize your efforts and resources: • No need to do more than
you need to do• But do what you have to do very well
• Understand what the PEV will be looking for to make assessment
and to report before, during and after the ABET visit (see the PEV
Worksheet—Form E341)
• PEV uses this form to check off whether there are any
shortcomings in the program, based on the expectations of each of
the eight ABET criteria plus Program Criteria:A shortcoming can be
either Deficiency (D), Weakness (W), or Concern (C),
Deficiency: Program does NOT satisfy criterion, policy, or
procedure.Weakness: Program lacks strength of compliance with a
criterion, policy, or
procedure to ensure that the quality of the program will not be
compromised. Therefore , remedial action is required to strengthen
compliance prior to the next evaluation
Concern: Program satisfies the criterion, policy, or procedure;
however, the potential exists for the situation to change such that
the criterion, policy, or procedure may not be satisfied. Concern
is not a milder form of Weakness!
• The Goal is to receive no shortcoming (C, W, or D) at the exit
interview. This will result in an NGR (Next General Review)
grade--Re-accreditation for 6 more years. The PEV begins making
this “first impression” assessment after reading the SSR before the
site visit, which could bias the final impression, at the exit
interview. Thus, preparing the best possible SSR is a prudent
strategy.
3/15/2017 43
Writing a Successful SSR
-
Sections in Self-Study Report (SSR)
3/15/2017 44
Background Information
General CriteriaCriterion 1: STUDENTSCriterion 2: PROGRAM
EDUCATIONAL OBJECTIVESCriterion 3: STUDENT OUTCOMESCriterion 4:
CONTINUOUS (QUALITY) IMPROVEMENTCriterion 5: CURRICULUMCriterion 6:
FACULTYCriterion 7: FACILITIESCriterion 8: INSTITUTIONAL
SUPPORT
Program Criteria (if any)Established by individual professional
societies (IEEE, ASME, ACM, etc.)Appendix A-Course SyllabiAppendix
B-Faculty VitaeAppendix C-EquipmentAppendix D-Institutional
Summary
Timeline
3/15/2017 45
A Three-Year Timetable for ABET Preparation.Activity Frequency
of
ReviewSem1*
Sem 2
Sem 3
Sem 4
Sem 5
Sem 6
Sem7
Establish/Review PEO's Every Three YearsEstablish/Review SO's
Every Three YearsInteract With Program EAC Every Three Years S
Student Outcomes Survey Each Semester I
Senior Exit Oral Interviews Each Semester T
Direct Measures of Student Work Each Semester E
Review of Student Portfolios AnnuallyResults of FE Exam Annually
V
Senior Exit/Achievement Data Annually I
Alumni Survey Biennially S
Review Past Site Visit Report Once Per Visit Cycle I
Prepare Course Notebooks Once Per Visit Cycle T
Prepare Outcome Notebooks Once Per Visit CycleWrite Self-Study
Once Per Visit CycleMock Site Visit Once Per Visit Cycle
* 1st semester of the first year of preparation for the ABET
visit three years whence
-
OVERVIEW OF ACCREDITATION PROCESS 1The entire process takes
typically 20 months.
Year 1:January: The institution requests to ABET accreditation
for its programs.June: The team of PEVs is assigned to the
institutionJuly: SSRs are sent to the PEV teamFall: The site visit
is conducted sometime between September and
December. Each program will receive a statement of preliminary
findings written by the respective PEV at the exit meeting. Each
program will have two weeks to make any corrections of fact that
may have been missed or misinterpreted by the PEV.
December: The team chair develops a Draft Statement by editing
and combining the material written by the PEVs and adding material
that applies to the institution as a whole. The Draft Statement is
reviewed by two editors from the EAC and by ABET headquarters staff
for adherence to standards and consistency with other Draft
Statements.
OVERVIEW OF ACCREDITATION PROCESS 2Year 2:January: The edited
Draft Statement is sent to the institution,
which has 30 days to respond.February: Response to the Draft
Statement is sent to the chair of
the PEV teamMarch-June: The team chair uses the response from
the
institution, with assistance from the PEV as needed, to prepare
the Final Statement, which again is edited and then provided to the
full Commission for action.
July: Final accreditation decisions are made at the Summer
Commission Meeting in July of the second year.
August: ABET notifies the institution of the final
accreditation
The steps listed above describe only the actual program review
process. The entire accreditation process (Overview of
Accreditation Process) involves Continuous Quality Improvement
(CQI) processes by the program, as well as significant efforts to
prepare a self study and collect course and assessment
materials
-
Case School of Engr. Timeline for 2018 ABET VisitFeb 10: Summary
report of assessment activities
i) PEOs review (3-year cycle)ii) SOs review (3-year cycle)iii)
SOs assessment process (annual cycle)
Preparation of Limited SSR (to be completed by the end of
semester)Feb 24: ABET Course Syllabi (all undergraduate courses)Mar
10: Criterion 5--CurriculumMar 24: Criterion 3--Student OutcomesApr
07: Criterion 4--Continuous ImprovementApr 21: Draft of Limited
Self-Study Report (SSR)May 05: Final version of Limited SSR
Preparation for “End of Semester Faculty Meeting” (or Retreat)a)
Review of all required UG coursesb) Information related to ABET
(e.g. SOs)
Fall 2017: Peer Review of Limited SSR (by ABET representative
group)i) Suggestions for Improvementii) Learn from each otheriii)
Implement the use of LiveText
3/15/2017 48
-
E001 10/29/2016
CRITERIA FOR ACCREDITING ENGINEERING
PROGRAMS
Effective for Reviews During the 2017-2018 Accreditation
Cycle
Incorporates all changes approved by the
ABET Board of Delegates
Engineering Area Delegation as of
October 29, 2016
Engineering Accreditation Commission
ABET 415 N. Charles Street
Baltimore, MD 21201
Telephone: 410-347-7700 Fax: 443-552-3644
E-mail: [email protected] Website: www.abet.org
-
2017-2018 Criteria for Accrediting Engineering Programs
ii
Copyright © 2016 ABET Printed in the United States of America.
All rights reserved. No part of these criteria may be reproduced in
any form or by any means without written permission from the
publisher. Published by: ABET 415 N. Charles Street Baltimore, MD
21201 Requests for further information about ABET, its
accreditation process, or other activities may be addressed to the
Director, Accreditation Operations, ABET, 415 N. Charles Street,
Baltimore, MD 21201 or to [email protected].
-
2017-2018 Criteria for Accrediting Engineering Programs
1
TABLE OF CONTENTS
GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS 3 Students
3
Program Educational Objectives 3 Student Outcomes 3 Continuous
Improvement 4 Curriculum 4 Faculty 4 Facilities 5 Institutional
Support 5 GENERAL CRITERIA FOR MASTER’S LEVEL PROGRAMS 5 PROGRAM
CRITERIA 8 Aerospace Engineering 8 Agricultural Engineering 9
Architectural Engineering 9 Bioengineering and Biomedical
Engineering 9 Biological Engineering 10 Chemical, Biochemical,
Biomolecular Engineering 11 Civil Engineering 12 Construction
Engineering 12 Electrical, Computer, Communication(s), and
Telecommunication(s) Engineering 13 Engineering, General
Engineering, Engineering Physics, and Engineering Science 13
Engineering Management 14 Engineering Mechanics 14 Environmental
Engineering 15 Fire Protection Engineering 15 Geological
Engineering 16
Industrial Engineering 17 Manufacturing Engineering 17
Materials, Metallurgical, and Ceramics Engineering 18 Mechanical
Engineering 18 Mining Engineering 19 Naval Architecture and Marine
Engineering 19 Nuclear and Radiological Engineering 20 Ocean
Engineering 20 Optics and Photonic 21 Petroleum Engineering 21
Software Engineering 22 Surveying Engineering 22 Systems
Engineering 23 PROPOSED CHANGES TO THE CRITERIA 24
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2017-2018 Criteria for Accrediting Engineering Programs
2
Criteria for Accrediting Engineering Programs
Effective for Reviews during the 2017-2018 Accreditation
Cycle
Definitions
While ABET recognizes and supports the prerogative of
institutions to adopt and use the terminology of their choice, it
is necessary for ABET volunteers and staff to have a consistent
understanding of terminology. With that purpose in mind, the
Commissions will use the following basic definitions:
Program Educational Objectives – Program educational objectives
are broad statements that describe what graduates are expected to
attain within a few years of graduation. Program educational
objectives are based on the needs of the program’s
constituencies.
Student Outcomes – Student outcomes describe what students are
expected to know and be able to do by the time of graduation. These
relate to the skills, knowledge, and behaviors that students
acquire as they progress through the program.
Assessment – Assessment is one or more processes that identify,
collect, and prepare data to evaluate the attainment of student
outcomes. Effective assessment uses relevant direct, indirect,
quantitative and qualitative measures as appropriate to the outcome
being measured. Appropriate sampling methods may be used as part of
an assessment process.
Evaluation – Evaluation is one or more processes for
interpreting the data and evidence accumulated through assessment
processes. Evaluation determines the extent to which student
outcomes are being attained. Evaluation results in decisions and
actions regarding program improvement.
This document contains three sections:
The first section includes important definitions used by all
ABET commissions.
The second section contains the General Criteria for
Baccalaureate Level Programs that must be satisfied by all programs
accredited by the Engineering Accreditation Commission of ABET and
the General Criteria for Masters Level Programs that must be
satisfied by those programs seeking advanced level
accreditation.
The third section contains the Program Criteria that must be
satisfied by certain programs. The applicable Program Criteria are
determined by the technical specialties indicated by the title of
the program. Overlapping requirements need to be satisfied only
once.
-----------------------------
These criteria are intended to assure quality and to foster the
systematic pursuit of improvement in the quality of engineering
education that satisfies the needs of constituencies in a dynamic
and competitive environment. It is the responsibility of the
institution seeking accreditation of an engineering program to
demonstrate clearly that the program meets the following
criteria.
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2017-2018 Criteria for Accrediting Engineering Programs
3
I. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS All
programs seeking accreditation from the Engineering Accreditation
Commission of ABET must demonstrate that they satisfy all of the
following General Criteria for Baccalaureate Level Programs.
Criterion 1. Students Student performance must be evaluated.
Student progress must be monitored to foster success in attaining
student outcomes, thereby enabling graduates to attain program
educational objectives. Students must be advised regarding
curriculum and career matters.
The program must have and enforce policies for accepting both
new and transfer students, awarding appropriate academic credit for
courses taken at other institutions, and awarding appropriate
academic credit for work in lieu of courses taken at the
institution. The program must have and enforce procedures to ensure
and document that students who graduate meet all graduation
requirements. Criterion 2. Program Educational Objectives
The program must have published program educational objectives
that are consistent with the mission of the institution, the needs
of the program’s various constituencies, and these criteria. There
must be a documented, systematically utilized, and effective
process, involving program constituencies, for the periodic review
of these program educational objectives that ensures they remain
consistent with the institutional mission, the program’s
constituents’ needs, and these criteria. Criterion 3. Student
Outcomes The program must have documented student outcomes that
prepare graduates to attain the program educational objectives.
Student outcomes are outcomes (a) through (k) plus any additional
outcomes that may be articulated by the program.
(a) an ability to apply knowledge of mathematics, science, and
engineering (b) an ability to design and conduct experiments, as
well as to analyze and interpret data (c) an ability to design a
system, component, or process to meet desired needs within
realistic
constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and
sustainability
(d) an ability to function on multidisciplinary teams (e) an
ability to identify, formulate, and solve engineering problems (f)
an understanding of professional and ethical responsibility (g) an
ability to communicate effectively (h) the broad education
necessary to understand the impact of engineering solutions in a
global,
economic, environmental, and societal context (i) a recognition
of the need for, and an ability to engage in life-long learning
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2017-2018 Criteria for Accrediting Engineering Programs
4
(j) a knowledge of contemporary issues (k) an ability to use the
techniques, skills, and modern engineering tools necessary for
engineering practice. Criterion 4. Continuous Improvement The
program must regularly use appropriate, documented processes for
assessing and evaluating the extent to which the student outcomes
are being attained. The results of these evaluations must be
systematically utilized as input for the continuous improvement of
the program. Other available information may also be used to assist
in the continuous improvement of the program.
Criterion 5. Curriculum The curriculum requirements specify
subject areas appropriate to engineering but do not prescribe
specific courses. The faculty must ensure that the program
curriculum devotes adequate attention and time to each component,
consistent with the outcomes and objectives of the program and
institution. The professional component must include:
(a) one year of a combination of college level mathematics and
basic sciences (some with experimental experience) appropriate to
the discipline. Basic sciences are defined as biological, chemical,
and physical sciences.
(b) one and one-half years of engineering topics, consisting of
engineering sciences and
engineering design appropriate to the student's field of study.
The engineering sciences have their roots in mathematics and basic
sciences but carry knowledge further toward creative application.
These studies provide a bridge between mathematics and basic
sciences on the one hand and engineering practice on the other.
Engineering design is the process of devising a system, component,
or process to meet desired needs. It is a decision-making process
(often iterative), in which the basic sciences, mathematics, and
the engineering sciences are applied to convert resources optimally
to meet these stated needs.
(c) a general education component that complements the technical
content of the curriculum
and is consistent with the program and institution objectives.
Students must be prepared for engineering practice through a
curriculum culminating in a major design experience based on the
knowledge and skills acquired in earlier course work and
incorporating appropriate engineering standards and multiple
realistic constraints. One year is the lesser of 32 semester hours
(or equivalent) or one-fourth of the total credits required for
graduation. Criterion 6. Faculty The program must demonstrate that
the faculty members are of sufficient number and they have the
competencies to cover all of the curricular areas of the program.
There must be sufficient faculty to accommodate adequate levels of
student-faculty interaction, student advising and
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2017-2018 Criteria for Accrediting Engineering Programs
5
counseling, university service activities, professional
development, and interactions with industrial and professional
practitioners, as well as employers of students. The program
faculty must have appropriate qualifications and must have and
demonstrate sufficient authority to ensure the proper guidance of
the program and to develop and implement processes for the
evaluation, assessment, and continuing improvement of the program.
The overall competence of the faculty may be judged by such factors
as education, diversity of backgrounds, engineering experience,
teaching effectiveness and experience, ability to communicate,
enthusiasm for developing more effective programs, level of
scholarship, participation in professional societies, and licensure
as Professional Engineers. Criterion 7. Facilities Classrooms,
offices, laboratories, and associated equipment must be adequate to
support attainment of the student outcomes and to provide an
atmosphere conducive to learning. Modern tools, equipment,
computing resources, and laboratories appropriate to the program
must be available, accessible, and systematically maintained and
upgraded to enable students to attain the student outcomes and to
support program needs. Students must be provided appropriate
guidance regarding the use of the tools, equipment, computing
resources, and laboratories available to the program.
The library services and the computing and information
infrastructure must be adequate to support the scholarly and
professional activities of the students and faculty. Criterion 8.
Institutional Support Institutional support and leadership must be
adequate to ensure the quality and continuity of the program.
Resources including institutional services, financial support, and
staff (both administrative and technical) provided to the program
must be adequate to meet program needs. The resources available to
the program must be sufficient to attract, retain, and provide for
the continued professional development of a qualified faculty. The
resources available to the program must be sufficient to acquire,
maintain, and operate infrastructures, facilities, and equipment
appropriate for the program, and to provide an environment in which
student outcomes can be attained.
II. GENERAL CRITERIA FOR MASTER’S LEVEL AND INTEGRATED
BACCALAUREATE-MASTER’S LEVEL ENGINEERING PROGRAMS
Programs seeking accreditation at the master’s level from the
Engineering Accreditation Commission of ABET must demonstrate that
they satisfy the following criteria, including all of the aspects
relevant to integrated baccalaureate-master’s programs or
stand-alone master’s programs, as appropriate. Programs must have
published program educational objectives and student outcomes.
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2017-2018 Criteria for Accrediting Engineering Programs
6
Criteria Applicable to Integrated Baccalaureate-Master’s Level
Engineering Programs
Engineering programs that offer integrated
baccalaureate-master’s programs must meet all of the General
Criteria for Baccalaureate Level Programs and the Program Criteria
applicable to the program name, regardless of whether students in
these programs receive both baccalaureate and master’s degrees or
only master’s degrees during their programs of study. In addition,
these programs must meet all of the following criteria. If any
students are admitted into the master’s portion of the combined
program without having completed the integrated baccalaureate
portion, they must meet the criteria given below.
Criteria Applicable to all Engineering Programs Awarding Degrees
at the Master’s Level
Students and Curriculum
The master’s program must have and enforce procedures for
verifying that each student has completed a set of post-secondary
educational and professional experiences that:
a) Supports the attainment of student outcomes of Criterion 3 of
the general criteria for baccalaureate level engineering programs,
and
b) Includes at least one year of math and basic science (basic
science includes the biological, chemical, and physical sciences),
as well as at least one-and-one-half years of engineering topics
and a major design experience that meets the requirements of
Criterion 5 of the general criteria for baccalaureate level
engineering programs.
If the student has graduated from an EAC of ABET accredited
baccalaureate program, the presumption is that items (a) and (b)
above have been satisfied.
The master’s level engineering program must have and enforce
policies and procedures ensuring that a program of study with
specific educational goals is developed for each student. Student
performance and progress toward completion of their programs of
study must be monitored and evaluated. The program must have and
enforce procedures to ensure and document that students who
graduate meet all graduation requirements.
The master’s level engineering program must require each student
to demonstrate a mastery of a specific field of study or area of
professional practice consistent with the master’s program name and
at a level beyond the minimum requirements of baccalaureate level
programs.
The master’s level engineering program of study must require the
completion of at least 30 semester hours (or equivalent) beyond the
baccalaureate program.
Each student’s overall program of post-secondary study must
satisfy the curricular components of the baccalaureate level
program criteria relevant to the master’s level program name.
Program Quality
The master’s level engineering program must have a documented
and operational process for assessing, maintaining and enhancing
the quality of the program.
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2017-2018 Criteria for Accrediting Engineering Programs
7
Faculty
The master’s level engineering program must demonstrate that the
faculty members are of sufficient number and that they have the
competencies to cover all of the curricular areas of the program.
Faculty teaching graduate level courses must have appropriate
educational qualifications by education or experience. The program
must have sufficient faculty to accommodate adequate levels of
student-faculty interaction, student advising and counseling,
university service activities, professional development, and
interactions with industrial and professional practitioners, as
well as employers of students.
The master’s level engineering program faculty must have
appropriate qualifications and must have and demonstrate sufficient
authority to ensure the proper guidance of the program. The overall
competence of the faculty may be judged by such factors as
education, diversity of backgrounds, engineering experience,
teaching effectiveness and experience, ability to communicate,
level of scholarship, participation in professional societies, and
licensure.
Facilities
Means of communication with students, and student access to
laboratory and other facilities, must be adequate to support
student success in the program, and to provide an atmosphere
conducive to learning. These resources and facilities must be
representative of current professional practice in the discipline.
Students must have access to appropriate training regarding the use
of the resources available to them.
The library and information services, computing and laboratory
infrastructure, and equipment and supplies must be available and
adequate to support the education of the students and the scholarly
and professional activities of the faculty.
Remote or virtual access to laboratories and other resources may
be employed in place of physical access when such access enables
accomplishment of the program’s educational activities.
Institutional Support
Institutional support and leadership must be adequate to ensure
the quality and continuity of the program. Resources including
institutional services, financial support, and staff (both
administrative and technical) provided to the program must be
adequate to meet program needs. The resources available to the
program must be sufficient to attract, retain, and provide for the
continued professional development of a qualified faculty. The
resources available to the program must be sufficient to acquire,
maintain, and operate infrastructure, facilities, and equipment
appropriate for the program, and to provide an environment in which
student learning outcomes can be attained.
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2017-2018 Criteria for Accrediting Engineering Programs
8
III. PROGRAM CRITERIA Each program must satisfy applicable
Program Criteria (if any). Program Criteria provide the specificity
needed for interpretation of the general criteria as applicable to
a given discipline. Requirements stipulated in the Program Criteria
are limited to the areas of curricular topics and faculty
qualifications. If a program, by virtue of its title, becomes
subject to two or more sets of Program Criteria, then that program
must satisfy each set of Program Criteria; however, overlapping
requirements need to be satisfied only once.
PROGRAM CRITERIA FOR AEROSPACE
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Institute of Aeronautics and Astronautics
These program criteria apply to engineering programs that
include "aerospace," "aeronautical," "astronautical," or similar
modifiers in their titles. 1. Curriculum Aeronautical engineering
programs must prepare graduates to have a knowledge of
aerodynamics, aerospace materials, structures, propulsion, flight
mechanics, and stability and control. Astronautical engineering
programs must prepare graduates to have a knowledge of orbital
mechanics, space environment, attitude determination and control,
telecommunications, space structures, and rocket propulsion.
Aerospace engineering programs or other engineering programs
combining aeronautical engineering and astronautical engineering,
must prepare graduates to have knowledge covering one of the areas
-- aeronautical engineering or astronautical engineering as
described above -- and, in addition, knowledge of some topics from
the area not emphasized. Programs must also prepare graduates to
have design competence that includes integration of aeronautical or
astronautical topics. 2. Faculty
Program faculty must have responsibility and sufficient
authority to define, revise, implement, and achieve program
objectives. The program must demonstrate that faculty teaching
upper-division courses have an understanding of current
professional practice in the aerospace industry.
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2017-2018 Criteria for Accrediting Engineering Programs
9
PROGRAM CRITERIA FOR AGRICULTURAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Agricultural and Biological Engineers
These program criteria apply to engineering programs that
include “agricultural,” “forest,” or similar modifiers in their
titles. 1. Curriculum The curriculum must include mathematics
through differential equations and biological and engineering
sciences consistent with the program educational objectives. The
curriculum must prepare graduates to apply engineering to
agriculture, aquaculture, forestry, human, or natural resources. 2.
Faculty The program shall demonstrate that those faculty members
teaching courses that are primarily design in content are qualified
to teach the subject matter by virtue of education and experience
or professional licensure.
PROGRAM CRITERIA FOR ARCHITECTURAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Civil Engineers
Cooperating Society: American Society of Heating, Refrigerating,
and Air-Conditioning Engineers These program criteria apply to
engineering programs that include "architectural" or similar
modifiers in their titles.
1. Curriculum The program must demonstrate that graduates can
apply mathematics through differential equations, calculus-based
physics, and chemistry. The four basic architectural engineering
curriculum areas are building structures, building mechanical
systems, building electrical systems, and construction/construction
management. Graduates are expected to reach the synthesis (design)
level in one of these areas, the application level in a second
area, and the comprehension level in the remaining two areas. The
engineering topics required by the general criteria shall support
the engineering fundamentals of each of these four areas at the
specified level. Graduates are expected to discuss the basic
concepts of architecture in a context of architectural design and
history. The design level must be in a context that:
a. Considers the systems or processes from other architectural
engineering curricular areas, b. Works within the overall
architectural design,
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2017-2018 Criteria for Accrediting Engineering Programs
10
c. Includes communication and collaboration with other design or
construction team members,
d. Includes computer-based technology and considers applicable
codes and standards, and e. Considers fundamental attributes of
building performance and sustainability.
2. Faculty
The program must demonstrate that faculty teaching courses that
are primarily engineering design in content are qualified to teach
the subject matter by virtue of professional licensure, or by
education and design experience. It must also demonstrate that the
majority of the faculty members teaching architectural design
courses are qualified to teach the subject matter by virtue of
professional licensure, or by education and design experience.
PROGRAM CRITERIA FOR BIOENGINEERING, BIOMEDICAL,
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society:
Biomedical Engineering Society
Cooperating Societies: American Ceramic Society, American
Institute of Chemical Engineers, American Society of Agricultural
and Biological Engineers,
American Society of Mechanical Engineers, and Institute of
Electrical and Electronics Engineers
These program criteria apply to engineering programs that
include “bioengineering,” “biomedical,” or similar modifiers in
their titles. 1. Curriculum The structure of the curriculum must
provide both breadth and depth across the range of engineering and
science topics consistent with the program educational objectives
and student outcomes. The curriculum must prepare graduates with
experience in:
• Applying principles of engineering, biology, human physiology,
chemistry, calculus-based physics, mathematics (through
differential equations) and statistics;
• Solving bio/biomedical engineering problems, including those
associated with the interaction between living and non-living
systems;
• Analyzing, modeling, designing, and realizing bio/biomedical
engineering devices, systems, components, or processes; and
• Making measurements on and interpreting data from living
systems.
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2017-2018 Criteria for Accrediting Engineering Programs
11
PROGRAM CRITERIA FOR BIOLOGICAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Agricultural and Biological Engineers
Cooperating Societies: American Academy of Environmental
Engineers and Scientists, American Ceramic Society,
American Institute of Chemical Engineers, American Society of
Civil Engineers, American Society of Mechanical Engineers,
Biomedical Engineering Society,
CSAB, Institute of Electrical and Electronics Engineers,
Institute of Industrial Engineers, and Minerals, Metals, and
Materials Society
These program criteria apply to engineering programs that
include “biological,” “biological systems,” “food,” or similar
modifiers in their titles with the exception of bioengineering and
biomedical engineering programs. 1. Curriculum The curriculum must
include mathematics through differential equations, a thorough
grounding in chemistry and biology and a working knowledge of
advanced biological sciences consistent with the program
educational objectives. The curriculum must prepare graduates to
apply engineering to biological systems.
2. Faculty The program shall demonstrate that those faculty
members teaching courses that are primarily design in content are
qualified to teach the subject matter by virtue of education and
experience or professional licensure.
PROGRAM CRITERIA FOR CHEMICAL, BIOCHEMICAL, BIOMOLECULAR,
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Institute of Chemical Engineers
These program criteria apply to engineering programs that
include “chemical,” “biochemical,” “biomolecular,” or similar
modifiers in their titles. 1. Curriculum The curriculum must
provide a thorough grounding in the basic sciences including
chemistry, physics, and/or biology, with some content at an
advanced level, as appropriate to the objectives of the program.
The curriculum must include the engineering application of these
basic sciences to the design, analysis, and control of chemical,
physical, and/or biological processes, including the hazards
associated with these processes.
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PROGRAM CRITERIA FOR CIVIL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Civil Engineers
These program criteria apply to engineering programs that
include "civil" or similar modifiers in their titles. 1. Curriculum
The curriculum must prepare graduates to apply knowledge of
mathematics through differential equations, calculus-based physics,
chemistry, and at least one additional area of basic science; apply
probability and statistics to address uncertainty; analyze and
solve problems in at least four technical areas appropriate to
civil engineering; conduct experiments in at least two technical
areas of civil engineering and analyze and interpret the resulting
data; design a system, component, or process in at least two civil
engineering contexts; include principles of sustainability in
design; explain basic concepts in project management, business,
public policy, and leadership; analyze issues in professional
ethics; and explain the importance of professional licensure.
2. Faculty The program must demonstrate that faculty teaching
courses that are primarily design in content are qualified to teach
the subject matter by virtue of professional licensure, or by
education and design experience. The program must demonstrate that
it is not critically dependent on one individual.
PROGRAM CRITERIA FOR CONSTRUCTION
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Civil Engineers
These program criteria apply to engineering programs that
include "construction" or similar modifiers in their titles. 1.
Curriculum The program must prepare graduates to apply knowledge of
mathematics through differential and integral calculus, probability
and statistics, general chemistry, and calculus-based physics; to
analyze and design construction processes and systems in a
construction engineering specialty field, applying knowledge of
methods, materials, equipment, planning, scheduling, safety, and
cost analysis; to explain basic legal and ethical concepts and the
importance of professional engineering licensure in the
construction industry; to explain basic concepts of management
topics such as economics, business, accounting, communications,
leadership, decision and optimization methods, engineering
economics, engineering management, and cost control.
2. Faculty The program must demonstrate that the majority of
faculty teaching courses that are primarily design in content are
qualified to teach the subject matter by virtue of professional
licensure, or by education and design experience. The faculty must
include at least one member who has had full-time experience and
decision-making responsibilities in the construction industry.
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PROGRAM CRITERIA FOR
ELECTRICAL, COMPUTER, COMMUNICATIONS, TELECOMMUNICATION(S) AND
SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Institute of
Electrical and Electronics Engineers
Cooperating Society for Computer Engineering Programs: CSAB
These program criteria apply to engineering programs that include
“electrical,” “electronic(s),” “computer,” “communication(s),”
telecommunication(s), or similar modifiers in their titles. 1.
Curriculum The structure of the curriculum must provide both
breadth and depth across the range of engineering topics implied by
the title of the program. The curriculum must include probability
and statistics, including applications appropriate to the program
name; mathematics through differential and integral calculus;
sciences (defined as biological, chemical, or physical science);
and engineering topics (including computing science) necessary to
analyze and design complex electrical and electronic devices,
software, and systems containing hardware and software components.
The curriculum for programs containing the modifier “electrical,”
“electronic(s),” “communication(s),” or “telecommunication(s)” in
the title must include advanced mathematics, such as differential
equations, linear algebra, complex variables, and discrete
mathematics. The curriculum for programs containing the modifier
“computer” in the title must include discrete mathematics. The
curriculum for programs containing the modifier “communication(s)”
or “telecommunication(s)” in the title must include topics in
communication theory and systems.
The curriculum for programs containing the modifier
“telecommunication(s)” must include design and operation of
telecommunication networks for services such as voice, data, image,
and video transport.
PROGRAM CRITERIA FOR
ENGINEERING, GENERAL ENGINEERING, ENGINEERING PHYSICS,
ENGINEERING SCIENCE,
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society for Engineering Education
These program criteria apply to engineering programs that
include “engineering (without modifiers),” “general engineering,”
“engineering physics,” or “engineering science(s),” in their
titles. There are no program-specific criteria beyond the General
Criteria.
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PROGRAM CRITERIA FOR
ENGINEERING MANAGEMENT AND SIMILARLY NAMED ENGINEERING
PROGRAMS
Lead Society: Institute of Industrial Engineers Cooperating
Societies: American Institute of Chemical Engineers, American
Society of Civil Engineers, American Society of Mechanical
Engineers, Institute of Electrical and Electronics
Engineers, Society of Manufacturing Engineers, and Society of
Petroleum Engineers
These program criteria apply to engineering programs that
include “management” or similar modifiers in their titles. 1.
Curriculum The curriculum must prepare graduates to understand the
engineering relationships between the management tasks of planning,
organization, leadership, control, and the human element in
production, research, and service organizations; to understand and
deal with the stochastic nature of management systems. The
curriculum must also prepare graduates to integrate management
systems into a series of different technological environments. 2.
Faculty The major professional competence of the faculty must be in
engineering, and the faculty should be experienced in the
management of engineering and/or technical activities.
PROGRAM CRITERIA FOR ENGINEERING MECHANICS
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Mechanical Engineers
These program criteria apply to engineering programs that
include “mechanics” or similar modifiers in their titles. 1.
Curriculum The program curriculum must require students to use
mathematical and computational techniques to analyze, model, and
design physical systems consisting of solid and fluid components
under steady state and transient conditions. 2. Faculty The program
must demonstrate that faculty members responsible for the
upper-level professional program are maintaining currency in their
specialty area.
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PROGRAM CRITERIA FOR ENVIRONMENTAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Academy of Environmental Engineers and Scientists
Cooperating Societies: American Institute of Chemical Engineers,
American Society of Agricultural and Biological Engineers, American
Society of Civil Engineers,
American Society of Heating, Refrigerating and Air-Conditioning
Engineers, American Society of Mechanical Engineers, SAE
International,
and Society for Mining, Metallurgy, and Exploration These
program criteria apply to engineering programs that include
"environmental," "sanitary," or similar modifiers in their titles.
1. Curriculum The curriculum must prepare graduates to apply
knowledge of mathematics through differential equations,
probability and statistics, calculus-based physics, chemistry
(including stoichiometry, equilibrium, and kinetics), an earth
science, a biological science, and fluid mechanics. The curriculum
must prepare graduates to formulate material and energy balances,
and analyze the fate and transport of substances in and between
air, water, and soil phases; conduct laboratory experiments, and
analyze and interpret the resulting data in more than one major
environmental engineering focus area, e.g., air, water, land,
environmental health; design environmental engineering systems that
include considerations of risk, uncertainty, sustainability,
life-cycle principles, and environmental impacts; and apply
advanced principles and practice relevant to the program
objectives. The curriculum must prepare graduates to understand
concepts of professional practice, project management, and the
roles and responsibilities of public institutions and private
organizations pertaining to environmental policy and regulations.
2. Faculty The program must demonstrate that a majority of those
faculty teaching courses that are primarily design in content are
qualified to teach the subject matter by virtue of professional
licensure, board certification in environmental engineering, or by
education and equivalent design experience.
PROGRAM CRITERIA FOR FIRE PROTECTION
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society
for Fire Protection Engineers
These program criteria apply to engineering programs that
include “fire protection” or similar modifiers in their title. 1.
Curriculum The program must prepare graduates to have proficiency
in the application of science and engineering to protect the
health, safety, and welfare of the public from the impacts of fire.
This includes the ability to apply and incorporate an understanding
of the fire dynamics that affect the life safety of occupants and
emergency responders and the protection of property; the
hazards
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2017-2018 Criteria for Accrediting Engineering Programs
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associated with processes and building designs; the design of
fire protection products, systems, and equipment; the human
response and behavior in fire emergencies; and the prevention,
control, and extinguishment of fire. 2. Faculty The program must
demonstrate that faculty members maintain currency in fire
protection engineering practice.
PROGRAM CRITERIA FOR GEOLOGICAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society
for Mining, Metallurgy, and Exploration
These program criteria apply to engineering programs that
include "geological" or similar modifiers in their titles. 1.
Curriculum The program must prepare graduates to have:
(1) the ability to apply mathematics including differential
equations, calculus-based physics, and chemistry, to geological
engineering problems; (2) proficiency in geological science topics
that emphasize geologic processes and the identification of
minerals and rocks; (3) the ability to visualize and solve
geological problems in three and four dimensions; (4) proficiency
in the engineering sciences including statics, properties/strength
of materials, and geomechanics; (5) the ability to apply principles
of geology, elements of geophysics, geological and engineering
field methods; and (6) engineering knowledge to design solutions to
geological engineering problems, which will include one or more of
the following considerations: the distribution of physical and
chemical properties of earth materials, including surface water,
ground water (hydrogeology), and fluid hydrocarbons; the effects of
surface and near-surface natural processes; the impacts of
construction projects; the impacts of exploration, development, and
extraction of natural resources, and consequent remediation;
disposal of wastes; and other activities of society on these
materials and processes, as appropriate to the program
objectives.
2. Faculty Evidence must be provided that the program’s faculty
members understand professional engineering practice and maintain
currency in their respective professional areas. The program’s
faculty must have responsibility and authority to define, revise,
implement, and achieve program objectives.
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PROGRAM CRITERIA FOR INDUSTRIAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Institute
of Industrial Engineers
These program criteria apply to engineering programs that
include “industrial” or similar modifiers in their titles. 1.
Curriculum The curriculum must prepare graduates to design,
develop, implement, and improve integrated systems that include
people, materials, information, equipment and energy. The
curriculum must include in-depth instruction to accomplish the
integration of systems using appropriate analytical, computational,
and experimental practices.
2. Faculty Evidence must be provided that the program faculty
understand professional practice and maintain currency in their
respective professional areas. Program faculty must have
responsibility and sufficient authority to define, revise,
implement, and achieve program objectives.
PROGRAM CRITERIA FOR MANUFACTURING
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society
of Manufacturing Engineers
These program criteria apply to engineering programs that
include "manufacturing" and similar modifiers in their titles. 1.
Curriculum The program must prepare graduates to have proficiency
in (a) materials and manufacturing processes: ability to design
manufacturing processes that result in products that meet specific
material and other requirements; (b) process, assembly and product
engineering: ability to design products and the equipment, tooling,
and environment necessary for their manufacture; (c) manufacturing
competitiveness: ability to create competitive advantage through
manufacturing planning, strategy, quality, and control; (d)
manufacturing systems design: ability to analyze, synthesize, and
control manufacturing operations using statistical methods; and (e)
manufacturing laboratory or facility experience: ability to measure
manufacturing process variables and develop technical inferences
about the process. 2. Faculty The program must demonstrate that
faculty members maintain currency in manufacturing engineering
practice.
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PROGRAM CRITERIA FOR MATERIALS (1), METALLURGICAL (2), CERAMICS
(3)
AND SIMILARLY NAMED ENGINEERING PROGRAMS (1,2) Lead Society for
Materials and Metallurgical Engineering Programs: The Minerals,
Metals & Materials Society (3) Lead Society for Ceramics
Engineering Programs: American Ceramic Society
(1) Cooperating Societies for Materials Engineering Programs:
American Ceramic Society, American Institute of Chemical Engineers,
and American Society of Mechanical Engineers
(2) Cooperating Society for Metallurgical Engineering Programs:
Society for Mining, Metallurgy, and Exploration
(3) Cooperating Society for Ceramics Engineering Programs: The
Minerals, Metals & Materials Society
These program criteria apply to engineering programs including
"materials," "metallurgical," “ceramics,” “glass”, "polymer,"
“biomaterials,” and similar modifiers in their titles. 1.
Curriculum The curriculum must prepare graduates to apply advanced
science (such as chemistry, biology and physics), computational
techniques and engineering principles to materials systems implied
by the program modifier, e.g., ceramics, metals, polymers,
biomaterials, composite materials; to integrate the understanding
of the scientific and engineering principles underlying the four
major elements of the field: structure, properties, processing, and
performance related to material systems appropriate to the field;
to apply and integrate knowledge from each of the above four
elements of the field using experimental, computational and
statistical methods to solve materials problems including selection
and design consistent with the program educational objectives. 2.
Faculty The faculty expertise for the professional area must
encompass the four major elements of the field.
PROGRAM CRITERIA FOR MECHANICAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American
Society of Mechanical Engineers
These program criteria will apply to all engineering programs
that include "mechanical" or similar modifiers in their titles. 1.
Curriculum The curriculum must require students to apply principles
of engineering, basic science, and mathematics (including
multivariate calculus and differential equations); to model,
analyze, design, and realize physical systems, components or
processes; and prepare students to work professionally in either
thermal or mechanical systems while requiring topics in each area.
2. Faculty The program must demonstrate that faculty members
responsible for the upper-level professional program are
maintaining currency in their specialty area.
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PROGRAM CRITERIA FOR MINING
AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society
for Mining, Metallurgy, and Exploration
These program criteria apply to engineering programs that
include "mining" or similar modifiers in their titles. 1.
Curriculum The program must prepare graduates to apply mathematics
through differential equations, calculus-based physics, general
chemistry, and probability and statistics as applied to mining
engineering problem applications; to have fund