http://www.abet.org/downloads/2000-01_Engineering_Criteria.pdf
ENGINEERING CRITERIA 2000
Criteria for Accrediting Engineering Programs
Effective for Evaluations during the 2000-2001 Accreditation Cycle
I. GENERAL CRITERIA FOR BASIC LEVEL PROGRAMS
It is the responsibility of the institution seeking accreditation of an engineering program to demonstrate clearly that the program meets the following criteria.
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, advise, and monitor students to determine its success in meeting program objectives.
The institution must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements.
Criterion 2. Program Educational Objectives
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) a curriculum and processes that ensure the achievement of these objectives
(d) a system of ongoing evaluation that demonstrates achievement of these objectives and uses the results to improve the effectiveness of the program.
Criterion 3. Program Outcomes and Assessment
Engineering programs must demonstrate that their graduates have:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs
(d) an ability to function on multi-disciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Each program must have an assessment process with documented results. Evidence must be given that the results are applied to the further development and improvement of the program. The assessment process must demonstrate that the outcomes important to the mission of the institution and the objectives of the program, including those listed above, are being measured. Evidence that may be used includes, but is not limited to the following: student portfolios, including design projects; nationally-normed subject content examinations; alumni surveys that document professional accomplishments and career development activities; employer surveys; and placement data of graduates.
Criterion 4. Professional Component
The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution. Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political. The professional component must include
(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study
(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.