Research Competencies in Engineering

Expected by ABET

Excerpts from:

Accreditation Board for Engineering and Technology. Criteria for Accrediting Engineering Programs. Baltimore, MD: ABET Inc., 2006.

I. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS
II. GENERAL CRITERIA FOR MASTERS LEVEL PROGRAMS


I. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS

Criterion 1. Students

The quality and performance of the students and graduates are important considerations in the evaluation of an engineering program. The institution must evaluate student performance, advise students regarding curricular and career matters, and monitor studentís progress to foster their success in achieving program outcomes, thereby enabling them as graduates to attain program objectives.

(1)

Criterion 2. Program Educational Objectives

Although institutions may use different terminology, for purposes of Criterion 2, program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.

Each engineering program for which an institution seeks accreditation or reaccreditation must have in place:

(a)   detailed published educational objectives that are consistent with the mission of the institution and these criteria

(b) a process based on the needs of the program's various constituencies in which the objectives are determined and periodically evaluated

(c) an educational program, including a curriculum that prepares students to attain program outcomes and that fosters accomplishments of graduates that are consistent with these objectives

(d) a process of ongoing evaluation of the extent to which these objectives are attained, the result of which shall be used to develop and improve the program outcomes so that graduates are better prepared to attain the objectives.

(1)

Criterion 3. Program Outcomes and Assessment

Although institutions may use different terminology, for purposes of Criterion 3, program outcomes are statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that student acquire in their matriculation through the program.

Each program must formulate program outcomes that foster attainment of the program objectives articulated in satisfaction of Criterion 2 of these criteria. There must be processes to produce these outcomes and an assessment process, with documented results, that demonstrates that these program outcomes are being measured and indicates the degree to which the outcomes are achieved. There must be evidence that the results of this assessment process are applied to the further development of the program.

Engineering programs must demonstrate that their students attain:

(b)   an ability to design and conduct experiments, as well as to analyze and interpret data

(e)   an ability to identify, formulate, and solve engineering problems

(f)   an understanding of professional and ethical responsibility

(g)   an ability to communicate effectively

(i)   a recognition of the need for, and an ability to engage in life-long learning

(k)   an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

(2)

II. GENERAL CRITERIA FOR MASTERS LEVEL PROGRAMS

Criteria for masters level programs are completion of a program of study satisfying the general criteria for baccaureate level engineering programs, one academic year of study beyond the baccalaureate level, and an engineering project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of communication skills.

(4)

Last modified March 23, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272