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.
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. 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:. Program Educational Objectives Program educational objectives are broad statements that describe what graduates are expected to attain within a few years after graduation.
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 knowledge, skills, and behaviors that students acquire as they progress through the program. 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. 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.
The results of these evaluations must be systematically utilized as input for the continuous improvement of the program. 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. 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.
Program Criteria provide the specificity needed for interpretation of the General Criteria as applicable to a given discipline.
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. Graduates of Construction Management programs will have the knowledge, as well as the technical, administrative and communication skills, necessary to succeed in the construction industry.
Students must demonstrate the knowledge and skills to deliver construction projects with respect to scope, schedule, budget, quality, safety, and the environment. The professional component must include these topics:. Construction Management programs are expected to provide breadth across the range of topics.
Other topic areas may be added as dictated by the Mission and Program Educational Objectives. A full-time faculty member must be identified as administratively in charge of the program and preferably be full-time with the program.
Admitted students must hold an earned baccalaureate degree that prepares them to apply the basic principles of college-level mathematics, or business and legal principles. Exceptions may be admitted with an individually documented plan of study to compensate for any deficiencies.
A full-time faculty member must be identified as being administratively in charge of the program. These program criteria apply to applied science programs having environmental, health, and safety in their program titles. Each program evaluated under these Program Criteria must designate which society is to serve as Lead Society for that program. Program Criteria presented herein provide the specificity needed to interpret the General Criteria with respect to the discipline of Environmental, Health, and Safety and furnish a framework upon which a given program must develop the more general Outcomes and Assessment requirements of Criteria 3, 1 through 6.
In all cases, the program must demonstrate that graduates possess the knowledge, skills, and attitudes necessary to competently and ethically practice the applicable scientific, technical, and regulatory aspects of this discipline. The basic level criteria as applied to the field of Environmental, Health, and Safety will be interpreted with respect to the following curricular content areas:.
Note: In this context, the terms hazard and hazardous incorporate issues related to the broad context of occupational environmental, health, and safety.
Environmental, Health, and Safety programs are expected to provide breadth across the range of topics implied by the title. Thus, these curricular content areas are considered to be minimum requirements. Other areas may be added as dictated by the Mission and Program Educational Objectives of the specific program. Depending on the program, a given area may be addressed in a devoted course, a portion of a course, or in an appropriate extracurricular experience.
Based upon this content, program faculty are free to develop unique outcomes at appropriate functional levels that embrace Criterion 3 a through k of the General Criteria. The majority of core Environmental, Health, and Safety and other supporting faculty must hold an earned doctorate. The majority of core faculty should hold certifications issued by nationally accredited credentialing bodies such as Certified Industrial Hygienist or Certified Safety Professional.
Admitted students must hold an earned baccalaureate that prepares them to apply the basic principles of college-level mathematics, chemistry, physics, and biology. The program must prepare graduates to apply knowledge of chemistry, physics, biology, earth sciences, calculus, and statistics to understand the natural world and evaluate human impacts on the environment. Program graduates must understand the basic principles of sustainability, environmental ethics, economics, and the application of environmental science in policy formulation and environmental resources management.
A full-time faculty member must be identified as being administratively in charge of the program, and preferably be full-time with the program. Faculty are expected to have facility management experience. A full-time faculty member must be identified as being administratively in charge of the program, and preferably be fulltime with the program. Admitted student must hold an earned baccalaureate degree that prepares to apply the basic principles of college-level mathematics, or business and legal principles.
A minimum of one year of study beyond the baccalaureate level facility management programs or facilities management related programs. Faculty are expected to have facility management industry experience.
The curriculum must provide graduates with the necessary knowledge of geology and include the following curricular areas:. The program must demonstrate that graduates possess the necessary knowledge, skills, and attitudes to competently and ethically implement and practice applicable scientific, technical, and regulatory aspects of Health Physics.
More specifically, graduates must produce a culminating senior project and demonstrate competency in the following curricular areas:. The faculty must have sufficient qualifications and must ensure proper guidance of the program and its evaluation and development. The faculty primarily committed to the program must demonstrate current knowledge of health physics through education and experience.
The overall competence of the faculty may be judged by such factors as education, teaching experience, diversity of backgrounds, professional experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and certification by the American Board of Health Physics.
Admitted students must hold an earned baccalaureate that prepares them to apply the basic principles of college-level mathematics, physics and biology. The curriculum must provide graduates with the necessary knowledge of Industrial Hygiene and include the following curricular areas:. The majority of core Industrial Hygiene faculty should be Certified Industrial Hygienists; however, a minimum of one core Industrial Hygiene faculty member must be a Certified Industrial Hygienist.
Core Industrial Hygiene faculty pertains to those who are teaching industrial hygiene courses. Admitted students must hold an earned baccalaureate that prepares them to apply the basic principles of college-level mathematics, [general] and organic chemistry, physics, and biology.
Programs must comply with graduate admission requirements of the institution. Admitted students must hold an earned baccalaureate degree that included basic principles of college-level mathematics and basic science appropriate to the discipline. Exceptions maybe considered with an individually documented plan of study to address remedial course work.
Faculty competence is evidenced by participation in professional societies, applicable certifications issued by nationally accredited credentialing bodies, and or extensive experience in the safety health field. Associate degrees in occupational safety and health can either prepare graduates for entry-level technical positions or become gateways in the safety profession or related professions by matriculating to a four-year degree program.
In this way, associate degree curriculum areas of OSH must include the following:. The curriculum must contain the following curricular areas:. The following sections present proposed changes to these criteria as approved by the ABET Applied Science and Natural Science Area Delegation on October 30, for a day review and comment period.
Comments will be considered until June 15th, 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 ANSAC for accreditation reviews during the accreditation review cycle. These program criteria apply to Baccalaureate level Construction Management Level construction management programs and similarly named applied science programs.
Graduates of Construction Management programs will have the knowledge and , as well as the technical, administrative, and communication skills necessary to succeed in the construction industry. To successfully complete the program, students must be able to Students must demonstrate the knowledge and skills to deliver construction projects with respect to scope, schedule, budget, quality, safety, and sustainability.
Construction project management from pre-design through commissioning. The undergraduate program in Mechanical Engineering at U. Berkeley seeks to provide students with a broad education emphasizing an excellent foundation in scientific and engineering fundamentals. The program prepares undergraduate students for employment or advanced studies with four primary constituencies: industry, the national laboratories, state and federal agencies, and academia graduate research programs.
The objectives of the Mechanical Engineering undergraduate program are to produce graduates who:. These are that our graduates have:. The academic year saw new freshmen and 55 new junior transfers join the department.
Menu Skip to right header navigation Skip to primary navigation Skip to secondary navigation Skip to main content Skip to primary sidebar. Mission The undergraduate program in Mechanical Engineering at U.
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