The following section presents proposed changes to these criteria as approved by the ABET Board of Directors on November 1, 2014, for a one-year first reading review and comment period. Comments will be considered until June 15, 2015. The ABET Board of Directors will determine, based on the comments received and on the advice of the EAC, the content of the adopted criteria. The adopted criteria will then become effective following the ABET Board of Directors Meeting in the fall of 2015 and will first be applied by the EAC for accreditation reviews during the 2016-17 academic year.
Comments relative to any of the following the proposed criteria changes should be addressed to: Senior Director for Accreditation Operations, ABET, 415 N. Charles Street, Baltimore, MD 21201 or to email@example.com.
PROPOSED REVISIONS TO THE GENERAL CRITERIA FOR MASTER’S LEVEL PROGRAMS
II. GENERAL CRITERIA FOR MASTER’S LEVEL AND INTEGRATED BACCALAUREATE-MASTER’S LEVEL ENGINEERING PROGRAMS
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.
Criteria Applicable to Integrated Baccalaureate-Master’s Level Engineering Programs
Engineering programs that offer integrated baccalaureate-master’s programs must meet all of the General Criteria for Baccalaureate Level Programs and the Program Criteria applicable to the program name, regardless of whether students in these programs receive both baccalaureate and master’s degrees or only master’s degrees during their programs of study. In addition, these programs must meet all of the following criteria. If any students are admitted into the master’s portion of the combined program without having completed the integrated baccalaureate portion, they must meet the criteria given below.
Criteria Applicable to all Engineering Programs Awarding Degrees at the Master’s Level
Students and Curriculum
The master’s program must have and enforce procedures for verifying that each student has completed a set of post-secondary educational and professional experiences that:
a) Supports the attainment of student outcomes of criterion 3 of the general criteria for baccalaureate level engineering programs, and
b) Includes at least one year of math and basic science (basic science includes the biological, chemical, and physical sciences), as well as at least one-and-one-half years of engineering topics and a major design experience that meets the requirements of criterion 5 of the general criteria for baccalaureate level engineering programs.
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.
The master’s level engineering program must have and enforce policies and procedures ensuring that a program of study with specific educational goals is developed for each student. Student performance and progress toward completion of their programs of study must be monitored and evaluated. The program must have and enforce procedures to ensure and document that students who graduate meet all graduation requirements.
The master’s level engineering program must require each student to demonstrate a mastery of a specific field of study or area of professional practice consistent with the master’s program name and at a level beyond the minimum requirements of baccalaureate level programs.
The master’s level engineering program of study must require the completion of one academic year of full-time study (equivalent to at least 30 semester hours) beyond the baccalaureate program.
Each student’s overall program of post-secondary study must satisfy the curricular components of the baccalaureate level program criteria relevant to the master’s level program name.
The master’s level engineering program must have a documented and operational process for assessing, maintaining and enhancing the quality of the program.
The master’s level engineering program must demonstrate that the faculty members are of sufficient number and that they have the competencies to cover all of the curricular areas of the program. 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.
The master’s level engineering program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance 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, level of scholarship, participation in professional societies, and licensure.
Means of communication with students, and student access to laboratory and other facilities, must be adequate to support student success in the program, and to provide an atmosphere conducive to learning. These resources and facilities must be representative of current professional practice in the discipline. Students must have access to appropriate training regarding the use of the resources available to them.
The library and information services, computing and laboratory infrastructure, and equipment and supplies must be available and adequate to support the education of the students and the scholarly and professional activities of the faculty.
Remote or virtual access to laboratories and other resources may be employed in place of physical access when such access enables accomplishment of the program’s educational activities.
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 infrastructure, facilities, and equipment appropriate for the program, and to provide an environment in which student learning outcomes can be attained.
PROPOSED REVISIONS TO THE PROGRAM CRITERIA FOR CIVIL AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Society of Civil Engineers
These program criteria apply to engineering programs that include “civil” or similar modifiers in their titles.
program must prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science , consistent with the program educational objectives; apply probability and statistics to address uncertainty; apply knowledge of analyze and solve problems in at least four technical areas appropriate to civil engineering; conduct civil engineering experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data; design a system, component, or process in at least two more than one civil engineering contexts; include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.
The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.
PROPOSED REVISIONS TO THE PROGRAM CRITERIA FOR SOFTWARE AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: CSAB
Cooperating Society: Institute of Electrical and Electronics Engineers
These program criteria apply to engineering programs that include “software” or similar modifiers in their titles.
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
prepare graduates to analyze, design, verify, validate, implement, apply, and maintain software systems; to appropriately apply discrete mathematics, probability and statistics, and relevant topics in computer science and supporting disciplines to complex software systems; to work in one or more significant application domains; and to manage the development of software systems 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.
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.