CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS, 2016 – 2017

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• PDF VERSION
• DEFINITIONS
• General Criterion 1. Students
• General Criterion 2. Program Educational Objectives
• General Criterion 3: Student Outcomes
• General Criterion 4: Continuous Improvement
• General Criterion 5: Curriculum
• General Criterion 6: Faculty
• General Criterion 7: Facilities
• General Criterion 8: Institutional Support
• II. PROGRAM CRITERIA
• III. PROPOSED CHANGES

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:

Program Educational Objectives
Program educational objectives are broad statements that describe what graduates are expected to attain within a few years after graduation. Program educational objectives are based on the needs of the program’s constituencies.

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 criteria for accreditation are in two sections.

1.       General Criteria apply to all programs accredited by an ABET commission. Each program accredited by an ABET commission must satisfy every Criterion that is in the General Criteria for that commission.

2.      Program Criteria provide discipline specific accreditation criteria. Programs must show that they satisfy all of the specific Program Criteria implied by the program title. Any overlapping requirements need be satisfied only once.

It is the responsibility of the program seeking accreditation to demonstrate clearly that the program meets the following criteria.

GENERAL CRITERION 1. STUDENTS

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.

GENERAL CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

The program must have published program educational objectives that are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria. There must be a documented, systematically utilized, and effective process, involving program constituencies, for the periodic review of these program educational objectives that ensures they remain consistent with the institutional mission, the program’s constituents’ needs, and these criteria.

GENERAL CRITERION 3: STUDENT OUTCOMES

The program must have documented student outcomes that prepare graduates to attain the program educational objectives. There must be a documented and effective process for the periodic review and revision of these student outcomes.

For purposes of this section, broadly defined activities are those that involve a variety of resources; that involve the use of new processes, materials, or techniques in innovative ways; and that require a knowledge of standard operating procedures. Narrowly defined activities are those that involve limited resources, that involve the use of conventional processes and materials in new ways, and that require a knowledge of basic operating processes.

A. For associate degree programs, these student outcomes must include, but are not limited to, the following learned capabilities:

a. an ability to apply the knowledge, techniques, skills, and modern tools of the discipline to narrowly defined engineering technology activities;

b. an ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge;

c. an ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments;

d. an ability to function effectively as a member of a technical team;

e. an ability to identify, analyze, and solve narrowly defined engineering technology problems;

f. an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;

g. an understanding of the need for and an ability to engage in self-directed continuing professional development;

h. an understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity; and

i. a commitment to quality, timeliness, and continuous improvement.

B. For baccalaureate degree programs, these student outcomes must include, but are not limited to, the following learned capabilities:

a. an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;

b. an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;

c. an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;

d. an ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives;

e. an ability to function effectively as a member or leader on a technical team;

f. an ability to identify, analyze, and solve broadly-defined engineering technology problems;

g. an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;

h. an understanding of the need for and an ability to engage in self-directed continuing professional development;

i. an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;

j. a knowledge of the impact of engineering technology solutions in a societal and global context; and

k. a commitment to quality, timeliness, and continuous improvement.

GENERAL CRITERION 4: CONTINUOUS IMPROVEMENT

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.

GENERAL CRITERION 5: CURRICULUM

The curriculum must effectively develop the following subject areas in support of student outcomes and program educational objectives.

Mathematics

The program must develop the ability of students to apply mathematics to the solution of technical problems.

a. Associate degree programs will, at a minimum, include algebra and trigonometry at a level appropriate to the student outcomes and program educational objectives.

b. Baccalaureate degree programs will include the application of integral and differential calculus or other mathematics above the level of algebra and trigonometry appropriate to the student outcomes and program educational objectives.

Technical Content

The technical content of the program must focus on the applied aspects of science and engineering and must:

a. Represent at least 1/3 of the total credit hours for the program but no more than 2/3 of the total credit hours for the program.

b. Include a technical core that prepares students for the increasingly complex technical specialties they will experience later in the curriculum.

c. Develop student competency in the use of equipment and tools common to the discipline.

Physical and Natural Science
The basic science content of the program must include physical or natural science with laboratory experiences as appropriate to the discipline.

The Integration of Content
Baccalaureate degree programs must provide a capstone or integrating experience that develops student competencies in applying both technical and non-technical skills in solving problems.

Cooperative Education
When used to satisfy prescribed elements of these criteria, credits based upon cooperative/internships or similar experiences must include an appropriate academic component evaluated by the program faculty.

Advisory Committee
An advisory committee with representation from organizations being served by the program graduates must be utilized to periodically review the program’s curriculum and advise the program on the establishment, review, and revision of its program educational objectives. The advisory committee must provide advisement on current and future aspects of the technical fields for which the graduates are being prepared.

GENERAL CRITERION 6: FACULTY

Each faculty member teaching in the program must have expertise and educational background consistent with the contributions to the program expected from the faculty member. The competence of faculty members must be demonstrated by such factors as education, professional credentials and certifications, professional experience, ongoing professional development, contributions to the discipline, teaching effectiveness, and communication skills. Collectively, the faculty must have the breadth and depth to cover all curricular areas of the program.

The faculty serving in the program must be of sufficient number to maintain continuity, stability, oversight, student interaction, and advising. The faculty must have sufficient responsibility and authority to improve the program through definition and revision of program educational objectives and student outcomes as well as through the implementation of a program of study that fosters the attainment of student outcomes.

GENERAL CRITERION 7: FACILITIES

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.

GENERAL CRITERION 8: INSTITUTIONAL SUPPORT

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.

II. PROGRAM CRITERIA

Each program seeking accreditation from the Engineering Technology Accreditation Commission of ABET must demonstrate that it satisfies all Program Criteria implied by the program title.

Automotive Engineering Technology

Lead Society: SAE, International

Applicability
These program criteria apply to engineering technology programs that include automotive or similar modifiers in their title. The term “automotive” refers to land, sea, air, or space mobility.

Objective
An accreditable program will prepare graduates with technical and managerial skills necessary to enter careers in design, manufacturing, marketing, operation, and maintenance in the field of automotive engineering technology. Graduates of associate degree programs are expected to have strengths in their knowledge of operations, maintenance, and manufacturing, while baccalaureate degree graduates are expected to be prepared for design and management in the automotive field.

Outcomes
The nature and level of proficiency demonstrated by graduates in the outcomes prescribed below must be appropriate to the program objectives.

The field of automotive engineering technology is dependent on the application of computers in analysis, design, manufacturing, and operation of facilities. The program must demonstrate that graduates are competent in the application of computer technologies commonly used in industry, governmental service, and private practice associated with land, sea, air, and space mobility.

Graduates must demonstrate proficiency in the application of probability and statistics to the solution of problems related to land, sea, air, and space mobility.

In the field of automotive engineering technology, management and technology are often inextricably intertwined. The program must demonstrate that graduates have acquired the ability to apply modern and effective management skills in identification and investigation of problems, analysis of data, synthesis and implementation of solutions, and operations of facilities related to land, sea, air, and space mobility.

The program must demonstrate that graduates have a working knowledge of the design, manufacture, and maintenance of major subsystems and technologies associated with land, sea, air, and space mobility.

Drafting / Design Engineering Technology (Mechanical)

Lead Society: American Society of Mechanical Engineers
Cooperating Society: Society of Manufacturing Engineers

Applicability
These program criteria apply to engineering technology programs with an emphasis on mechanical components and systems, that include drafting/design or similar modifiers in their titles.

Objective
An accreditable program in Drafting/Design Engineering Technology will prepare graduates with knowledge, problem solving ability, and hands on skills to enter careers in drafting and basic design of mechanical components and systems. Graduates of associate degree programs shall have competency in drafting, including at least one commercial CAD software package appropriate to the program objectives. Baccalaureate degree graduates are prepared with the knowledge, skills, and abilities to enter careers in applied mechanical design.

Outcomes
Graduates of associate degree programs must demonstrate knowledge and technical competency appropriate to the objectives of the program in:

a. engineering materials, applied mechanics, and manufacturing methods.

b. applied drafting practice emphasizing mechanical components and systems, as well as fundamentals of descriptive geometry, orthographic projection, sectioning, tolerancing and dimensioning, and basic computer aided drafting and design with technical depth in at least one of these areas.

c. the application of physics and engineering materials having an emphasis in applied mechanics, or in-depth application of physics having emphasis in mechanical components and design.

Graduates of baccalaureate degree programs, in addition to outcomes required of associate degree graduates, must demonstrate competency in the application of manuals, handbooks, material and/or equipment specifications, and related software in advanced drafting/design. Competency in the application of current codes and standards must be demonstrated with open-ended design experiences that integrate materials, manufacturing, design analysis, or graphics. Understanding of concepts relating to the environmental and economic impacts of design must also be demonstrated. Graduates must also demonstrate competency in:

d. design of machine elements, advanced drafting including current three dimensional computer representations as related to mechanical design, and manufacturing methods. Advanced proficiency must be demonstrated in at least three drafting / design related areas, consistent with the technical orientation of the program.

e. the in-depth application of physics and engineering materials having emphasis in drafting, manufacturing, and design of mechanical components.

Electrical / Electronic(s) Engineering Technology

Lead Society: Institute of Electrical and Electronics Engineers

Applicability
These program criteria apply to engineering technology programs that include electrical or electronic(s) or similar modifiers in their titles.

Objective

An accreditable program in Electrical/Electronic(s) Engineering Technology will prepare graduates with the skills necessary to enter careers in the design, application, installation, manufacturing, operation and/or maintenance of electrical/electronic(s) systems.  Graduates of associate degree programs typically have strengths in the building, testing, operation, and maintenance of existing electrical systems, whereas baccalaureate degree graduates are well prepared for development and implementation of electrical/electronic(s) systems.

Outcomes

Graduates of associate degree programs must demonstrate knowledge and hands-on competence appropriate to the objectives of the program in:

a. the application of circuit analysis and design, computer programming, associated software, analog and digital electronics, and microcomputers, and engineering standards to the building, testing, operation, and maintenance of electrical/electronic(s) systems; and

b. the application of natural sciences and mathematics at or above the level of algebra and trigonometry to the building, testing, operation, and maintenance of electrical/electronic systems.

Given the breadth of technical expertise involved with electrical systems, and the unique objectives of individual programs, some baccalaureate programs may focus on preparing graduates with in-depth but narrow expertise, while other programs may choose to prepare graduates with expertise in a broad spectrum of the field. Therefore, the depth and breadth of expertise demonstrated by baccalaureate graduates must be appropriate to support the objectives of the program. In addition to the outcomes expected of associate degree graduates, graduates of baccalaureate degree programs must demonstrate:

c. the ability to analyze, design, and implement one or more of the following: control systems, instrumentation systems, communications systems, computer systems, or power systems;

d. the ability to apply project management techniques to electrical/electronic(s) systems; and

e. the ability to utilize differential and integral calculus, as a minimum, to characterize the performance of electrical/electronic systems.

Electromechanical Engineering Technology

Lead Society: Institute of Electrical and Electronics Engineers
Cooperating Society: American Society of Mechanical Engineers
and International Society of Automation

Applicability
These program criteria apply to engineering technology programs that include electromechanical or similar modifiers in their title.

Objective
An accreditable associate degree program in electromechanical engineering technology will typically prepare graduates with the technical skills necessary to enter careers in the building, installation, application, and operation and/or maintenance of electromechanical hardware and software systems. An accreditable baccalaureate degree program in electromechanical engineering technology will typically prepare graduates for applied design, development, and management of electromechanical systems.

Outcomes
The field of electromechanical engineering technology depends heavily on the integration of electrical, mechanical, computer, and network components to the design, application, operation, and maintenance of electromechanical systems.

Accordingly, graduates of associate degree programs must demonstrate knowledge and technical competency, appropriate to the objectives of the program, to:

a. Use computer-aided drafting or design tools to prepare graphical representations of electromechanical systems.

b. Use circuit analysis, analog and digital electronics, basic instrumentation, and computers to aid in the characterization, analysis, and troubleshooting of electromechanical systems; and

c. Use statics, dynamics (or applied mechanics), strength of materials, engineering materials, engineering standards, and manufacturing processes to aid in the characterization, analysis, and troubleshooting of electromechanical systems.

Given the breadth of technical expertise involved with electromechanical systems, and the unique objectives of individual programs, some baccalaureate programs may focus on preparing graduates with in-depth but narrow expertise, while other programs may choose to prepare graduates with expertise in a broad spectrum of the field. Therefore, the depth and breadth of expertise demonstrated by baccalaureate graduates must be appropriate to support the objectives of the program. In addition to the outcomes required of associate degree graduates, graduates of baccalaureate degree programs must demonstrate:

d. Use appropriate computer programming languages for operating electromechanical systems;

e. Use electrical/electronic devices such as amplifiers, motors, relays, power systems, and computer and instrumentation systems for applied design, operation, or troubleshooting electromechanical systems;

f. Use advanced topics in engineering mechanics, engineering materials, and fluid mechanics for applied design, operation, or troubleshooting of electromechanical systems;

g. Use basic knowledge of control systems for the applied design, operation, or troubleshooting of electromechanical systems;

h. Use differential and integral calculus, as a minimum, to characterize the static and dynamic performance of electromechanical systems; and

i. Use appropriate management techniques in the investigation, analysis, and design of electromechanical systems.

Manufacturing Engineering Technology

Lead Society: Society of Manufacturing Engineers

Applicability
These program criteria apply to engineering technology programs that include manufacturing or similar modifiers in their titles.

Objective
An accreditable baccalaureate degree program in manufacturing engineering technology will prepare graduates with technical and leadership skills necessary for manufacturing competitiveness and to enter careers in manufacturing process and systems design, operations, quality, continuous improvement, lean manufacturing, and sustainability. Graduates of associate degree programs typically have careers in manufacturing operations and service functions.

Outcomes
Graduates must demonstrate the ability to apply the following to the solution of manufacturing programs to achieve manufacturing competitiveness: (a) materials and manufacturing processes; (b) product design process, tooling, and assembly; (c) manufacturing systems, automation, and operations; (d) statistics, quality and continuous improvement, and industrial organization and management.

Graduates of baccalaureate degree programs must have a capstone or integrating experience that develops and illustrates student competencies in applying both technical and non-technical skills in successfully solving manufacturing problems.

Mechanical Engineering Technology

Lead Society: American Society of Mechanical Engineers

Applicability
These program criteria apply to engineering technology programs that include mechanical or similar modifiers in their titles.

Objective

An accreditable program in Mechanical Engineering Technology prepares graduates with knowledge, problem solving ability, and hands-on skills to enter careers in the design, installation, manufacturing, testing, technical sales, maintenance, and other endeavors typically associated with mechanical components and systems.  Programs emphasize how things actually work, how they are made, and the realization that most mechanical components and assemblies become parts of complex systems, a consideration realized at the beginning of the design process.

Level and scope of career preparation will depend on the degree level and specific program orientation.  Graduates of associate degree programs have strengths in specifying, installing, building, testing, documenting, operating, selling, or maintaining basic mechanical systems, whereas baccalaureate degree graduates build on the strengths of the associate degree program by gaining proficiency in the analysis, applied design, development, implementation, or oversight of more advanced mechanical components, systems, and processes.

Outcomes

Associate degree programs prepare graduates for entry into industry as engineering technicians or for transfer to a baccalaureate degree program.  Depth in, and selection of, specific technical areas within a degree program may vary based on program intent and should be validated by the programs constituents.  All programs, however, must demonstrate graduates’ knowledge and hands-on competency in these specific topic areas, unless the program’s faculty and primary constituents approve the substitution of other specific, mechanically-related technical subjects.

a. geometric dimensioning and tolerancing; computer aided drafting and design; and a basic knowledge and familiarity with industry codes, specifications, and standards;

b. selection, set-up, and calibration of instrumentation and the preparation of laboratory reports and systems documentation associated with the development, installation, or maintenance of mechanical components and systems;

c. basic engineering mechanics.

An associate degree program must have an integrating or capstone experience which utilizes the skills acquired.

For baccalaureate programs, given the breadth of technical expertise involved with mechanical systems and the unique objectives of individual programs, programs may focus on preparing graduates with in-depth but narrow expertise, while other programs may choose to prepare graduates with expertise in a broad spectrum of the field.  Therefore the depth and breadth of expertise demonstrated by baccalaureate graduates must be appropriate to support the program’s educational objectives.

In addition to the outcomes expected of associate degree program graduates, baccalaureate degree program graduates must demonstrate knowledge and competency in the following topic areas unless the program’s faculty and primary constituents approve the substitution of other specific mechanically-related technical subjects:

d. differential and integral calculus;

e. manufacturing processes; material science and selection; solid mechanics (such as statics, dynamics, strength of materials, etc.) and mechanical system design;

f. thermal sciences, such as thermodynamics, fluid mechanics, heat transfer, etc.;

g. electrical circuits (ac and dc), and electronic controls; and

h. application of industry codes, specifications, and standards; and using technical communications, oral and written, typical of those required to prepare and present proposals, reports, and specifications.

The capstone experience, ideally multidisciplinary in nature, must be project based and include formal design, implementation and test processes.

PROPOSED CHANGES TO THE CRITERIA

The following section presents proposed changes to these criteria as approved by the ABET Board of Delegates and the Engineering Technology Area Delegation on October 16, 2015, for a one-year first reading review and comment period.  Comments will be considered until June 15, 2016.  The ABET Board of Delegates and the Engineering Technology Area Delegation will determine, based on the comments received and on the advice of the ETAC, the content of the adopted criteria.  The adopted criteria will then become effective following the ABET Board of Delegates and the Engineering Technology Area Delegation Meetings in the fall of 2016 and will first be applied by the ETAC for accreditation reviews during the 2017-18 academic year.

Comments relative to the proposed criteria changes should be addressed to:  Director for Accreditation Operations, ABET, 415 N. Charles Street, Baltimore, MD  21201 or to accreditation@abet.org.

There are no proposed criteria changes at first reading for the 2016-17 review cycle.