ABET Update
Proposed Revisions to EAC
General Criteria 3 and 5
John Orr, PhD
Chair, EAC
Worcester Polytechnic Institute
Patricia Brackin, PhD, PE
Chair, EAC Criteria Committee
Rose-Hulman Institute of Technology
PROPOSED C3/C5 REVISIONS
Criteria for Accrediting Engineering Programs
2
This presentation has a specific organization.
1. One of our current proposals is to put all EAC definitions in one place for ease of
reference.
2. We will start with the current structure of the criteria and show where we want
to put the definitions.
3. We will then move to “General Criterion 3. Student Outcomes.”
http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accreditingengineering-programs-2016-2017/#outcomes
4. We will use the same format as we walk through the criteria:
a. We will show the current approved criteria that are being used during this
cycle of evaluation.
b. We will show the intermediate criteria that we just received comments on,
We are showing the intermediate criteria because we want to let you know
the comments that we received and our reasoning behind making changes.
c. We will show the new proposal.
5. We will then move to “General Criterion 5. Curriculum” and follow the same
process http://www.abet.org/accreditation/accreditation-criteria/criteria-foraccrediting-engineering-programs-2016-2017/#curriculum
3
We are using a color code to try make the presentation
easier to follow.
We will discuss three elements:
a. The current 2016-17 Criteria that are published on the ABET website.
http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accreditingengineering-programs-2016-2017/
These criteria will be shown in black italicized text.
a. The intermediate text from 2015-16. These will be identified as Intermediate
2015-16 and will be in dark gray.
b. The newest proposal for your consideration. These will be called Newest and will
be in standard blue.
c. The reference from the International Engineering Alliance, Graduate Attributes
and Professional Competencies (Version 3: 21 June 2013 http://www.ieagreements.org) International Engineering Alliance will be
abbreviated as IEA. The IEA information will be in standard green. The
Washington Accord refers to the engineering track of the IEA described attributes
and professional competencies. Washington Accord will be abbreviated as WA.
The graduate attribute profiles are numbered WA1, WA2, …WA12. There are
also reference to knowledge profiles as WK1 to WK8. Refer to the document for
more details.
4
We believe the following mapping between Student
Outcomes (a) – (k) and 1-7 exist.
(a) – (k)
1-7
WA
1-7
(a) – (k)
WA
a
1
WA1
1
a, e, k
WA1, 2, 5
b
3
WA4
2
c, h, k
WA3, 5, 7, 11
c
2
WA3
3
b
WA4
d
7
WA9
4
g
WA10
e
1
WA2
5
f, h
WA6, 8
f
5
WA8
6
i
WA12
g
4
WA10
7
d
WA9, 11
h
5
WA6
i
6
WA12
j
?
WA5 or 6?
k
1 + C5
WA5
We received 230 comments via the
ABET portal.
We received 24 comments via email.
5
Layout of the Current EAC 2016-17 Criteria
The current EAC Criteria begin with definitions that are common to ALL
commissions.
Definitions
Program Educational Objectives
Student Outcomes
Assessment
Evaluation
6
Layout of the Current EAC 2016-17 Criteria
Definitions
Program Educational Objectives
Student Outcomes
Assessment
Evaluation
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
Current introduction before start of I. GENERAL
CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS
7
Intermediate 2015-16 Cycle
These criteria are intended to provide a framework of education that prepares graduates
to enter the professional practice of engineering who are
(i) able to participate in diverse multicultural workplaces;
(ii) knowledgeable in topics relevant to their discipline, such as usability,
constructability, manufacturability and sustainability; and
(iii) cognizant of the global dimensions, risks, uncertainties, and other implications of
their engineering solutions.
Further, these criteria are intended to assure quality 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.
8
Current Introduction before I. GENERAL CRITERIA FOR
BACCALAUREATE LEVEL PROGRAMS in EAC 2016-17
Criteria, repeated for ability to read on same slide with
newest.
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.
Newest:
These criteria apply to all accredited engineering programs. Furthermore, these criteria
are intended to foster the systematic pursuit of improvement in the quality of
engineering education that satisfies the needs of its 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.
9
IEA, Graduate Attributes and Professional Competencies
(Version 3: 21 June 2013 http://www.ieagreements.org)
The International Engineering Alliance produced a paper that presents the “graduate attributes
and professional competency profiles” for three professional tracks. The Washington Accord
(WA) allows mutual recognition of the engineering track.
Selected concepts from the above document:
The graduate attributes are exemplars of the attributes expected of graduate from an
accredited programme.
The graduate attributes are intended to assist Signatories and Provisional Members to
develop outcomes-based accreditation criteria for use by their respective jurisdictions.
…programmes are not expected to have identical outcomes and content but rather
produce graduates who could enter employment and be fit to undertake a programme of
training and experiential learning leading to professional competence and registration…
…The attributes are chosen to be universally applicable and reflect acceptable minimum
standards
10
The current criteria does not contain this paragraph. It is
to introduce the definitions that apply only to the EAC.
Intermediate 2015-16
The Engineering Accreditation Commission of ABET recognizes that its constituents
may consider certain terms to have certain meanings; however, it is necessary for the
Engineering Accreditation Commission to have consistent terminology. Thus, the
Engineering Accreditation Commission will use the following definitions:
Newest
The Engineering Accreditation Commission of ABET recognizes that its constituents
may consider certain terms to have certain meanings; however, it is necessary for the
Engineering Accreditation Commission to have consistent terminology. Thus, the
Engineering Accreditation Commission will use the following definitions in applying
the criteria:
11
The current basic science definition (2016-17) is
contained in General Criterion 5. Curriculum
Basic sciences are defined as biological, chemical, and physical sciences.
Intermediate 2015-2016
Basic Science – Basic sciences consist of chemistry and physics, and other biological,
chemical, and physical sciences, including astronomy, biology, climatology, ecology,
geology, meteorology, and oceanography.
Newest
Basic Science – Basic sciences are disciplines focused on knowledge or understanding of
the fundamental aspects of natural phenomena. Basic sciences consist of chemistry
and physics and other natural sciences including life, earth, and space sciences.
IEA Appendix A: Definitions of terms
Natural sciences: Provide, as applicable in each engineering discipline or practice area, an
understanding the physical world including physics, mechanics, chemistry, earth sciences
and the biological sciences
12
The current criteria do not contain a definition of collegelevel mathematics.
Intermediate 2015-2016
College-level Mathematics – College-level mathematics consists of mathematics above
pre-calculus level.
Newest
College-Level Mathematics – College-level mathematics consists of mathematics that
requires a degree of mathematical sophistication at least equivalent to that of
introductory calculus. For illustrative purposes, some examples of college-level
mathematics include calculus, differential equations, probability, statistics, linear
algebra, and discrete mathematics.
IEA Appendix A: Definitions of terms
Mathematical sciences: mathematics, numerical analysis, statistics and aspects of
computer science cast in an appropriate mathematical formalism.
13
The current engineering sciences definition (2016-17) is
contained in General Criterion 5. Curriculum
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.
Intermediate 2015-2016
Engineering Science – Engineering sciences are based on mathematics and basic
sciences but carry knowledge further toward creative application needed to solve
engineering problems.
Newest
Engineering Science – Engineering sciences are based on mathematics and basic sciences
but carry knowledge further toward creative application needed to solve engineering
problems. These studies provide a bridge between mathematics and basic sciences on
the one hand and engineering practice on the other.
14
IEA Appendix A: Definition of terms
Engineering sciences: include engineering fundamentals that have roots in the
mathematical and physical sciences, and where applicable, in other natural sciences,
but extend knowledge and develop models and methods in order to lead to
applications and solve problems, providing the knowledge base for engineering
specializations.
15
The current engineering design definition (2016-17) is
contained in General Criterion 5. Curriculum
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.
Intermediate 2015-2016
Engineering Design – Engineering design is the process of devising a system,
component, or process to meet desired needs, specifications,
codes, and standards within constraints such as health and safety, cost, ethics, policy,
sustainability, constructability, and manufacturability. It is an iterative, creative,
decision-making process in which the basic sciences, mathematics, and the engineering
sciences are applied to convert resources optimally into solutions.
16
Newest
Engineering Design – Engineering design is the process of devising a system,
component, or process to meet desired needs and specifications within constraints. It
is an iterative, creative, decision-making process in which the basic sciences,
mathematics, and engineering sciences are applied to convert resources into solutions.
The process involves identifying opportunities, performing analysis and synthesis,
generating multiple solutions, evaluating those solutions against requirements,
considering risks, and making trade-offs to identify a high quality solution under the
given circumstances. For illustrative purposes only, examples of possible constraints
include accessibility, aesthetics, constructability, cost, ergonomics, functionality,
interoperability, legal considerations, maintainability, manufacturability, policy,
regulations, schedule, sustainability, or usability.
IEA Appendix A: Definition of terms
Engineering design knowledge: Knowledge that supports engineering design in a
practice area, including codes, standards, processes, empirical information, and
knowledge reused from past designs.
17
The current criteria do not contain a definition of teams.
Intermediate 2015-2016
Teams – A team consists of more than one person working toward a common goal and
may include individuals of diverse backgrounds, skills, and perspectives.
Newest
Team – A team consists of more than one person working toward a common goal and
should include individuals of diverse backgrounds, skills, or perspectives consistent
with ABET’s policies and positions on diversity and inclusion.
Graduate Attributes and Professional Competencies:
Did not find a definition of team.
18
The current definition of one year (2016-17) is
contained in General Criterion 5. Curriculum
One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total
credits required for graduation.
Intermediate 2015-2016
One Academic Year – One academic year is the lesser of 32 semester credits (or
equivalent) or one-fourth of the total credits required for graduation with a
baccalaureate degree.
Newest
The definition of one Academic Year was deleted. The requirement is addressed by
using the designation of a semester credit hour.
Graduate Attributes and Professional Competencies:
Did not find a definition of one year.
19
Current Introduction to General Criterion 3: Student
Outcomes, 2016-17
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.
Intermediate 2015-2016
The program must have documented student outcomes. Attainment of these outcomes
prepares graduates to enter the professional practice of engineering. Student outcomes are
outcomes (1) through (7) plus any additional outcomes that may be articulated by the
program.
Current Proposal 2016-2017
The program must have documented student outcomes that support the program
educational objectives. Attainment of these outcomes prepares graduates to enter the
professional practice of engineering. Student outcomes are outcomes (1) through (7), plus
any additional outcomes that may be articulated by the program.
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Current Student Outcomes 2016-17
(a) an ability to apply knowledge of mathematics, science, and engineering
(e) an ability to identify, formulate, and solve engineering problems
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Intermediate 2015-2016
1. An ability to identify, formulate, and solve engineering problems by applying
principles of engineering, science, and mathematics.
Newest
(1) An ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics.
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Current Student Outcomes 2016-17
(a) an ability to apply knowledge of mathematics, science, and engineering
(e) an ability to identify, formulate, and solve engineering problems
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Newest Repeated for Readability
(1) An ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics.
Graduate Attributes and Professional Competencies:
WA1: Apply knowledge of mathematics, natural science, engineering fundamentals and
an engineering specialization as specified in WK1 to WK4 respectively to the solution of
complex engineering problems.
WA2: Identify, formulate, research literature and analyse complex engineering problems
reaching substantiated conclusions using first principles of mathematics, natural sciences
and engineering sciences.
WA5: Create, select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modelling, to complex engineering
problems, with an understanding of the limitations.
22
Current Student Outcomes 2016-17
(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
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
(h) the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context
Intermediate 2015-2016
2. An ability to apply both analysis and synthesis in the engineering design process,
resulting in designs that meet desired needs.
Newest
(2) An ability to apply the engineering design process to produce solutions that meet
specified needs with consideration for public health and safety, and global, cultural,
social, environmental, economic, and other factors as appropriate to the discipline.
23
Newest Repeated for Readability
(2) An ability to apply the engineering design process to produce solutions that meet
specified needs with consideration for public health and safety, and global, cultural,
social, environmental, economic, and other factors as appropriate to the discipline.
Graduate Attributes and Professional Competencies:
WA3: Design solutions for complex engineering problems and design systems,
components or processes that meet specified needs with appropriate consideration for
public health and safety, cultural, societal, and environmental considerations.
WA5: Create, select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modelling, to complex engineering
problems, with an understanding of the limitations.
WA7: Understand and evaluate the sustainability and impact of professional engineering
work in the solution of complex engineering problems in societal and environmental
contexts.
WA11: Demonstrate knowledge and understanding of engineering management
principles and economic decision-making and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary
environments.
24
Current Student Outcomes 2016-17
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
Intermediate 2015-2016
3. An ability to develop and conduct appropriate experimentation, analyze and interpret
data, and use engineering judgment to draw conclusions.
Newest
No Changes were made to 2015-16 wording.
Graduate Attributes and Professional Competencies:
WA4: Conduct investigations of complex problems using research-based knowledge
(WK8) and research methods including design of experiments, analysis and
interpretation of data, and synthesis of information to provide
valid conclusions.
25
Current Student Outcomes 2016-17
(g) an ability to communicate effectively
Intermediate 2015-2016
4. An ability to communicate effectively with a range of audiences.
Newest
No Changes were made to 2015-16 wording.
Graduate Attributes and Professional Competencies:
WA10: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as being able to comprehend
and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.
26
Current Student Outcomes 2016-17
(f) an understanding of professional and ethical responsibility
(h) the broad education necessary to understand the impact of engineering solutions in
a global, economic, environmental, and societal context
Intermediate 2015-2016
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.
Newest
No Changes were made to 2015-16 wording.
Graduate Attributes and Professional Competencies:
WA6: Apply reasoning informed by contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to
professional engineering practice and solutions to complex engineering problems.
WA8: Apply ethical principles and commit to professional ethics and responsibilities
and norms of engineering practice.
27
Current Student Outcomes 2016-17
(i) a recognition of the need for, and an ability to engage in life-long learning
Intermediate 2015-2016
6. An ability to recognize the ongoing need for additional knowledge and locate,
evaluate, integrate, and apply this knowledge appropriately.
Newest
(6) An ability to recognize the ongoing need to acquire new knowledge, to choose
appropriate learning strategies, and to apply this knowledge.
Graduate Attributes and Professional Competencies:
WA12: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.
28
Current Student Outcomes 2016-17
(d) an ability to function on multidisciplinary teams
Intermediate 2015-2016
7. An ability to function effectively on teams that establish goals, plan tasks, meet
deadlines, and analyze risk and uncertainty.
Newest
(7) An ability to function effectively as a member or leader of a team that establishes
goals, plans tasks, meets deadlines, and creates a collaborative and inclusive
environment.
Graduate Attributes and Professional Competencies:
WA9: Function effectively as an individual, and as a member or leader in diverse
teams and in multi-disciplinary settings.
WA11: Demonstrate knowledge and understanding of engineering management
principles and economic decision-making and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary
environments.
29
Current Student Outcomes 2016-17
(j) a knowledge of contemporary issues
Intermediate 2015-2016
The words “contemporary issues” are not used.
Newest
The words “contemporary issues” are not used. There is not a direct mapping to this
outcome.
Graduate Attributes and Professional Competencies:
The words “contemporary issues” are not used.
30
CRITERION 5
Curriculum
31
Current General Criterion 5: Curriculum, 2016-17
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:
Intermediate 2015-2016
The curriculum requirements specify subject areas appropriate to engineering but
do not prescribe specific courses. The curriculum must support attainment of the
student outcomes and must include:
Newest
The curriculum requirements specify subject areas appropriate to engineering but do
not prescribe specific courses. The program curriculum must provide adequate
content for each area, consistent with the student outcomes and program
educational objectives, to ensure that students are prepared to enter the practice of
engineering. The curriculum must include:
32
Current General Criterion 5: Curriculum, 2016-17
(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.
Intermediate 2015-2016
(a) one academic year of a combination of college-level mathematics and basic
sciences (some with experimental experience) appropriate to the program.
Newest
(a) a minimum of 30 semester credit hours (or equivalent) of a combination of
college-level mathematics and basic sciences with experimental experience
appropriate to the program.
Remember that the definition of one year was removed.
33
Current General Criterion 5: Curriculum, 2016-17
(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.
Intermediate 2015-2016
(b) one and one-half academic years of engineering topics, consisting of engineering
sciences and engineering design appropriate to the program and utilizing modern
engineering tools.
Newest
(b) a minimum of 45 semester credit hours (or equivalent) of engineering topics
appropriate to the program, consisting of engineering sciences and engineering
design, and utilizing modern engineering tools.
Remember that the definition of one year was removed.
34
Current General Criterion 5: Curriculum, 2016-17
(c) a general education component that complements the technical content of the
curriculum and is consistent with the program and institution objectives.
Intermediate 2015-2016
(c) a broad education component that includes humanities and social sciences,
complements the technical content of the curriculum, and is consistent with the
program educational objectives.
Newest
(c) a broad education component that complements the technical content of the
curriculum and is consistent with the program educational objectives.
35
Current General Criterion 5: Curriculum, 2016-17
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.
Intermediate 2015-2016
Students must be prepared to enter the professional practice of engineering 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 constraints.
Newest
(d) a culminating major engineering design experience based on the knowledge and
skills acquired in earlier course work that incorporates appropriate engineering
standards and multiple constraints.
36
We have also asked to add a sentence to the
Master’s Criteria effective in the 2017-18 Cycle.
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.
37
T H A N K YO U
38