Appendix H
ABET Criteria for Accrediting Engineering Programs, General Criteria for Basic Level Programs

12/19/05


Effective for Evaluations During the 2006 - 2007 Accreditation Cycle

Incorporates all changes approved by the ABET Board of Directors as of October 29, 2005.


Engineering Accreditation Commission

ABET, Inc.

111 Market Place, Suite 1050

Baltimore, MD 21202

Telephone: 410-347-7700

Fax: 410-625-2238

E-mail: accreditation@abet.org

Website: www.abet.org

2006 - 2007 Criteria for Accrediting Engineering Programs

Criteria for Accrediting Engineering Programs

Effective for Evaluations during the 2006 - 2007 Accreditation Cycle

These criteria are intended to ensure 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.

I. GENERAL CRITERIA FOR BASIC LEVEL PROGRAMS

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 student performance, advise students regarding curricular and career matters, and monitor student’s progress to foster their success in achieving program outcomes, thereby enabling them as graduates to attain 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 ensure that all students meet all program requirements.

Criterion 2. Program Educational Objectives

Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.



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Engineering Studies at Tribal Colleges and Universities Appendix H ABET Criteria for Accrediting Engineering Programs, General Criteria for Basic Level Programs 12/19/05 Effective for Evaluations During the 2006 - 2007 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 29, 2005. Engineering Accreditation Commission ABET, Inc. 111 Market Place, Suite 1050 Baltimore, MD 21202 Telephone: 410-347-7700 Fax: 410-625-2238 E-mail: accreditation@abet.org Website: www.abet.org 2006 - 2007 Criteria for Accrediting Engineering Programs Criteria for Accrediting Engineering Programs Effective for Evaluations during the 2006 - 2007 Accreditation Cycle These criteria are intended to ensure 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. I. GENERAL CRITERIA FOR BASIC LEVEL PROGRAMS 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 student performance, advise students regarding curricular and career matters, and monitor student’s progress to foster their success in achieving program outcomes, thereby enabling them as graduates to attain 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 ensure that all students meet all program requirements. Criterion 2. Program Educational Objectives Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.

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Engineering Studies at Tribal Colleges and Universities Each engineering program for which an institution seeks accreditation or reaccreditation must have in place: detailed published educational objectives that are consistent with the mission of the institution and these criteria a process based on the needs of the program’s various constituencies in which the objectives are determined and periodically evaluated an educational program, including a curriculum that prepares students to attain program outcomes and that fosters accomplishments of graduates that are consistent with these objectives a process of ongoing evaluation of the extent to which these objectives are attained, the result of which shall be used to develop and improve the program outcomes so that graduates are better prepared to attain the objectives Criterion 3. Program Outcomes and Assessment Although institutions may use different terminology, for purposes of Criterion 3, program outcomes are statements that 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 student acquire in their matriculation through the program. 2006 - 2007 Criteria for Accrediting Engineering Programs 2 Each program must formulate program outcomes that foster attainment of the program objectives articulated in satisfaction of Criterion 2 of these criteria. There must be processes to produce these outcomes and an assessment process, with documented results, that demonstrates that these program outcomes are being measured and indicates the degree to which the outcomes are achieved. There must be evidence that the results of this assessment process are applied to the further development of the program. Engineering programs must demonstrate that their students attain: an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments, as well as to analyze and interpret data 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 an ability to function on multidisciplinary teams an ability to identify, formulate, and solve engineering problems an understanding of professional and ethical responsibility an ability to communicate effectively the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context a recognition of the need for, and an ability to engage in life-long learning a knowledge of contemporary issues an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice In addition, an engineering program must demonstrate that its students attain any additional outcomes articulated by the program to foster achievement of its education objectives. Criterion 4. Professional Component

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Engineering Studies at Tribal Colleges and Universities The professional component 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: one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline 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 a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives 2006 - 2007 Criteria for Accrediting Engineering Programs 3 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 appropriate engineering standards and multiple realistic constraints. 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 program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure 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 program and institution.

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Engineering Studies at Tribal Colleges and Universities Criterion 7. Institutional Support and Financial Resources Institutional support, financial resources, and constructive leadership must be adequate to ensure 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.