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 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. 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. 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. Programs must have published program educational objectives and student outcomes. In addition, these programs must meet all of the following criteria. 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.
Student performance and progress toward completion of their programs of study must be monitored and evaluated. 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 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.
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.
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. 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.
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.
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.
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. 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.
Curriculum The program must demonstrate that graduates can apply mathematics through differential equations, calculus-based physics, and chemistry. 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, 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.
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. 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.
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.
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.
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.
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.
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. 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 provide both breadth and depth across the range of engineering and computing topics necessary for the application of computer security principles and practices to the design, implementation and operation of the physical, software, and human components of a system, as appropriate to the program.
Faculty The program must demonstrate that faculty members teaching core engineering topics understand methods of engineering design, engineering problem solving, and engineering practice with specific relevance to security. 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.
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. 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.
Faculty The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area. 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.
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. 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. Programs must have published program educational objectives and student outcomes.
In addition, these programs must meet all of the following criteria. 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. Student performance and progress toward completion of their programs of study must be monitored and evaluated. 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 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.
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.
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. 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.
Curriculum Aeronautical engineering or similarly named engineering programs must include the following curricular topics in sufficient depth for engineering practice: aerodynamics, aerospace materials, structures, propulsion, flight mechanics, and stability and control.
Astronautical engineering or similarly named engineering programs must include the following curricular topics in sufficient depth for engineering practice: orbital mechanics, space environment, attitude determination and control, telecommunications, space structures, and rocket propulsion.
Aerospace engineering programs or similarly named engineering programs, which combine aeronautical engineering and astronautical engineering topics, must include all curricular topics in sufficient depth for engineering practice in one of the areas—aeronautical engineering or astronautical engineering as described above—and, in addition, similar depth in at least two topics from the other area. Faculty The program must demonstrate that faculty members teaching upper-division courses have an understanding of current professional practice in the aerospace industry.
Curriculum The curriculum must include mathematics through differential equations, biological and engineering sciences consistent with the program educational objectives and applications in agriculture, aquaculture, forestry, human, or natural resources.
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. Curriculum The program must demonstrate that graduates can apply mathematics through differential equations, calculus-based physics, and chemistry. 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.
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.
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. Curriculum The curriculum must include mathematics through differential equations, college-level chemistry and biology, advanced biological sciences, and applications of engineering to biological systems.
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.
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. 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.
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.
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 provide both breadth and depth across the range of engineering and computing topics necessary for the application of computer security principles and practices to the design, implementation and operation of the physical, software, and human components of a system, as appropriate to the program.
Faculty The program must demonstrate that faculty members teaching core engineering topics understand methods of engineering design, engineering problem solving, and engineering practice with specific relevance to security.
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.
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. 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.
Faculty The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area. Faculty The program must demonstrate that a majority of those faculty members 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.
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 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.
Faculty The program must demonstrate that faculty members maintain currency in fire protection engineering practice. 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. 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.
An agreement among the bodies responsible for accrediting specific degree programs in each of the signatory countries. Accords recognize the substantial equivalency of programs accredited by each of these bodies and recommends that graduates of accredited programs in any of the signatory countries be recognized by the other countries as having met the academic requirements for entry-level practice.
Accords are intended to improve technical education worldwide and foster the mobility of students and graduates. An assurance that a program or institution meets established quality standards. In the United States, it is a non-governmental, voluntary peer-review process. A council is composed of the chair, who leads the council, chair-elect, and past chair of each of the ABET accreditation commissions. The Accreditation Council formulates and recommends to the ABET Board of Directors policies and procedures regarding ABET accreditation processes, with particular emphasis on process improvement and process uniformity across the commissions.
A document that spells out the policies and procedures that govern the ABET accreditation process, almost always used with the accreditation criteria. The commission that accredits programs leading to professional practice utilizing science, mathematics and engineering concepts as a foundation for discipline-specific practice, including the recognition, prevention, and solution of problems critical to society.
Examples of these fields include geomatics, health physics, industrial hygiene, mapping and surveying, and safety. One or more processes that identify, collect and prepare data to evaluate the attainment of program educational objectives and student outcomes. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to the objective or outcome being measured.
Appropriate sampling methods may be used as part of an assessment process. An undergraduate degree that is conferred upon completion of a three- to five-year program of study; may be earned at technical schools, colleges, or universities. A committee consisting of the commission officers, members-at-large, public commissioner, and the Board Liaison.
A review team examines all aspects of a program to judge compliance with criteria and policies and to help the program in recognizing its strong and weak points. The team interviews faculty, students, administrators, and staff; examines materials and facilities; presents orally its factual findings to the institution leadership, and provides to the dean a copy of the Program Audit Form PAF for each program reviewed.
The commission that accredits programs leading to professional practice across the broad spectrum of computing, computational, information, and informatics disciplines. A statement that a program currently satisfies a criterion, policy, or procedure, but the potential exists for the situation to change such that the criterion, policy, or procedure may not be satisfied.
An approach based on evaluating a product or a process and on understanding the needs and expectations of those who use or benefit from a product or a process. A statement that a criterion, policy, or procedure is not satisfied. The program is not in compliance with the criterion, policy, or procedure. Textbooks, course syllabi; sample student work including assignment and exams, ranging in quality from excellent through poor, and assessment materials.
After ABET provides the institution with a draft statement, it has 30 days to correct errors of fact in the statement and report progress in addressing shortcomings.
The commission that accredits programs leading to the professional practice of engineering. One or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program educational objectives and student outcomes are being attained. Evaluation results in decisions and actions regarding program improvement.
A faculty member, dean, department head, or another administrator who represents an educational program. This action indicates that the program has one or more weaknesses. The weaknesses are such that a progress report to evaluate the remedial actions that the institution has taken will be required.
This action has a typical duration of two years. The weaknesses are such that an on-site review to evaluate the remedial actions that the institution has taken will be required. A representative from a non-U. A post-graduate degree that is conferred upon completion of a one to three years course that demonstrates a mastery or high-order overview of a specific field of study or area of professional practice; may be earned at colleges or universities.
An agreement between ABET and a peer accrediting agency. An MOU provides a structure that guides collaboration of organizations with ABET to facilitate implementation of quality assurance organizations in other countries during their developmental period.
Typical activities conducted under these agreements are sharing of best practices, assisting organizations in their development of accreditation processes, and providing training workshops for staff and volunteers. MOUs do not extend to the recognition of programs or graduates. One of more than two-dozen professional and technical societies that comprise the federation known as ABET. An agreement among organizations that accredit academic degree programs.
This action indicates that the program has no deficiencies or weaknesses.
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