ABET

Criteria for Accrediting Engineering Programs

 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:

1- 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.

2- 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.

3- 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.

4- 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.

How ABET Accredits Programs

    A program must request an evaluation from ABE. Once they have undergone a self-evaluation and a visit from an ABET evaluation team, an ABET committee decides to grant or deny accreditation. If granted, the accreditation is good for up to six years. Typical evaluation areas include how well students are taught to analyze information, recognize ethical and professional responsibility, use modern engineering methods and apply the knowledge they have learned. When you attend a program that has achieved ABET accreditation, you're attending a program that has shown success in these and other areas.

Why ABET Accreditation is Important

    As an engineering student, you'll need to know more than just math or science. You'll also need to be ready to enter an engineering position or proceed to graduate-level education. An accreditation from ABET ensures that a program will prepare you to do either of these things. In fact, some graduate programs will require you to have received a bachelor's degree from an ABET-accredited program. Accreditation also shows parents that a program has merit and helps push the administrators and teachers involved in the program to grow and improve. Keep in mind that ABET does not rank programs, nor does the lack of ABET accreditation necessarily mean that a program is substandard.

 The Engineering Accreditation Commission of ABET (www.abet.org) is responsible for the specialized accreditation of educational programs in engineering, engineering technology and engineering-related fields.

Accreditation, and ABET in particular, helps many people make important decisions about education including: 

- Students choosing an educational program

- Parents seeking assurance of a quality education

- Institutions seeking to improve the education provided by their program

- Employers recruiting well-prepared graduates

- State registration, licensure and certification boards screening applicants for entry into professional practice

- Industry seeking to voice educational needs to institutions

- Many state registration and certification boards view ABET-accredited programs as the first step for state licensure or certification.

- ABET accreditation is also a consideration for admission to many graduate programs.

School of Engineering offers accredited concentrations which follow the ABET student outcome criteria below:

- 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 multi-disciplinary teams;

- an ability to identify, formulate and solve engineering problems;

- an understanding of professional and ethical responsibility;

- an ability to communicate effectively;

- a 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.

 The current curricular requirements and guidelines of ABET for accredited Sc.B. concentrations include:

- One year of a combination of college level mathematics and basic sciences (some with experimental experience)

- One and one-half years of engineering topics

- A general education component that complements the technical content

In light of these intended outcomes, the engineering design component of the curriculum includes at least some of the following features:

- Development of student creativity

- Use of open-ended problems

- Development and use of design methodology

- Formulation of design problem statements and specifications

- Consideration of alternative solutions

- Feasibility considerations

- Detailed system descriptions