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. 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:. 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.
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.
Complex Engineering Problems Complex engineering problems include one or more of the following characteristics: involving wide-ranging or conflicting technical issues, having no obvious solution, addressing problems not encompassed by current standards and codes, involving diverse groups of stakeholders, including many component parts or sub-problems, involving multiple disciplines, or having significant consequences in a range of contexts.
Engineering Design Engineering design is a 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.
Engineering design involves identifying opportunities, developing requirements, performing analysis and synthesis, generating multiple solutions, evaluating solutions against requirements, considering risks, and making trade- offs, for the purpose of obtaining a high-quality solution under the given circumstances. For illustrative purposes only, examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability.
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. Team A team consists of more than one person working toward a common goal and should include individuals of diverse backgrounds, skills, or perspectives.
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. 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. The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained.
Other available information may also be used to assist in the continuous improvement of the program. 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:.
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. 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. Curriculum The program must include curricular content in the following areas:. Faculty The program must demonstrate that faculty members maintain currency in manufacturing engineering practice. 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.
Faculty The faculty expertise for the professional area must encompass the four major elements of the field. 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.
The laboratory experience must prepare graduates to be proficient in geologic concepts, rock mechanics, mine ventilation, and other topics appropriate to the program objectives. Faculty Evidence must be provided that the program faculty understand professional engineering practice and maintain currency in their respective professional areas.
Program faculty must have responsibility and authority to define, revise, implement, and achieve program objectives. The curriculum must include applications of probability and statistics, fluid mechanics, dynamics, and engineering design at the system level.
Faculty The program must demonstrate that faculty members have maintained currency in their specialty area. Curriculum The program must include the following curricular topics in sufficient depth for engineering practice:. Faculty The program must demonstrate that faculty members primarily committed to the program have current knowledge of nuclear or radiological engineering by education or experience.
The curriculum must include theoretical instruction and laboratory experience in geometrical optics, physical optics, optical materials, optical devices and systems, and photonic devices and systems. The curriculum must include chemical science, calculus-based physics, multivariable calculus, differential equations, linear algebra, complex variables, probability, statistics and their application in solving engineering problems. Faculty Faculty members who teach courses with significant design content must be qualified by virtue of design experience as well as subject matter knowledge.
Curriculum The curriculum must provide both breadth and depth across the range of engineering topics implied by the title and objectives of the program. Curriculum The curriculum must provide both breadth and depth across the range of engineering and computer science topics implied by the title and objectives of the program. The curriculum must include computing fundamentals, software design and construction, requirements analysis, security, verification, and validation; software engineering processes and tools appropriate for the development of complex software systems; and discrete mathematics, probability, and statistics, with applications appropriate to software engineering.
Faculty The program must demonstrate that faculty members teaching core software engineering topics have an understanding of professional practice in software engineering and maintain currency in their areas of professional or scholarly specialization. Faculty Programs must demonstrate that faculty members teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure or by educational and design experience.
The following sections presents proposed changes to these criteria as approved by the ABET Engineering Area Delegation on November 2, for a one year review and comment period.
Comments will be considered until June 15, The adopted criteria will then become effective following the ABET Engineering Area Delegation meeting in the fall of and would first be applied by the EAC for accreditation reviews during the accreditation review cycle. Curriculum The curriculum must prepare graduates to provide both breadth and depth across the range of engineering and computer science and engineering design , develop, implement, and improve integrated systems that include people, materials, information, equipment and energy.
The curriculum must include the topical areas of productivity analysis, operations research, probability, statistics, engineering economy, and human factors. Faculty Evidence The program must be provided demonstrate that the program faculty understand members who teach core industrial engineering courses have an understanding of professional practice and maintain currency in their respective professional areas.
Comments relative to the proposed criteria should be submitted by the link for comments available here and on the Accreditation Changes section of the ABET website. Curriculum The curriculum must prepare graduates include:.
Criteria for Accrediting Engineering Programs, — What is Involved? Download the criteria. This document contains three sections: The first section includes important definitions.
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 after graduation. This, however, is not the case with engineering.
There are over 20 recognized specialties within the field of engineering, some of which offer engineering online degree programs. Your four years of learning in a bachelor degree program will prove both exciting and informative.
As with all things, there are many roads to achievement. Helpful across all areas of engineering, this course examines topics in linear algebra and the basics of MATLAB, a computing language for solving linear algebra problems.
Specific topics are likely to include systems of linear equations, linear independence, linear transformations, matrix inverses, vector spaces, and least-square problems. Helpful across all areas of engineering, this course will cover the fundamentals of engineering — such as orthographic, isometric, and auxiliary projections — and provide an introduction to the techniques for creating solid models of engineering design.
Three-dimensional modeling, orthographic sketching, and computer-generated design documentation are also likely to be examined. This course will prepare you for your future in mechanical engineering. Here, you will examine structural analysis, mechanism design, fluid flows, and thermal systems. Students will learn to interpret blueprints and drawings, identify engineering materials, and operate machine tools such as welding equipment. This course will prepare you for your future in software engineering.
As an introduction to fundamental principles of language design, semantics, and implementation, you will study concepts related to problem solving using object-oriented programming language, algorithm design, structured programming, and fundamental algorithms and techniques. This course will prepare you for your future in electrical engineering.
Here, basic circuit and system concepts will be examined. You will develop fundamental tools for linear circuit analysis and learn the alphabet of circuits such as wires, resistors, capacitors, inductors, and operational amplifiers.
Since you are embarking upon a supremely technical field of study, as you increase your level of education, you will also increase your knowledge base, your salary, and your career opportunities.
This degree in mechanical, electrical, or industrial engineering can qualify you to be hired as an industrial engineering technician. This is the most common of the engineering degrees. This type of degree usually emphasizes research and requires a thesis for completion, making it the optimum degree for graduates who wish to pursue a doctorate of philosophy PhD in engineering.
This program is aimed toward equipping students with technical preparation for fieldwork practice. With this degree you might find opportunities to work in academia or industry. This is especially true for researchers that study profitable, commercial products.
It is also said that a PhD in engineering will give you a chance to do things that engineers without a PhD have to fight harder to do, as certain career tracks right out of college may create a limited perception of the scope of your abilities.
You may find yourself conceptualizing a product from scratch, or perhaps refining an already-existent product. Both your technical skills and communication skills will need to be highly refined for success. This is a method of predicting how a product will react to real-world forces by subdividing it into smaller parts, or finite elements.
Students concentrate on the physics and mathematics needed to understand key concepts that include material strength, structural integrity, and physical load balancing. Courses may include lessons on the computer modeling software used in design. Many alumni of civil engineering degree programs land job opportunities with some variation of "civil engineer" in the title. There is also a very low 1. Below, we've listed some career opportunities that a bachelor's in civil engineering might qualify candidates for, as long as the program is accredited.
In addition to an undergraduate degree, some students may choose to pursue online master's in civil engineering programs in order to make themselves more marketable in their fields, but graduates can access the following without pursuing a master's program. Construction managemtent is an available concentration in some degree programs, so it's perhaps not surprising that civil engineers find work managing construction projects. These professionals can work for private firms or government agencies at the municipal, state, or federal level.
Environmental engineers solve problems relating to human communities' interactions with nature. They work in all sectors of the workforce on issues such as animal and plant conservation, water and air quality and treatment, and hazardous material removal.
Civil engineering education requires extensive familiarity with materials science, stresses, and loads. It may be possible to transfer this knowledge into work as a materials engineer , who is tasked with testing and designing materials and structures in labs.
These professional engineers generally don't need licenses at the entry level. Civil engineers who develop a taste for municipal design may want to become urban planners , though this will require a master's degree and licensure. These professionals help communities plot their growth, improvement, and renewal, working for government departments or the private sector. Leadership, research, and teaching positions are typically only available to those who hold graduate degrees. If these career paths interest you, it may be worth pursuing a graduate program such as a Master of Science in Civil Engineering.
This provides some evidence that a master's degree can lead to a bump in pay. However, note that this survey's sample size is relatively small for civil engineering 22 for bachelor's and six for master's , and a graduate program is a further commitment of money and time — you'll need to weigh your personal circumstances when deciding whether it's the right path.
Interested applicants generally need to meet prerequisites, furnish undergraduate transcripts showing a minimum 3. Earnings data is sourced from the U.
Department of Education's College Scorecard. Electrical engineering Systems engineering. OnlineU has over partner colleges that advertise on our site. Search results include only our partner colleges, which are marked with the word "Ad.
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