Changes in ABET Criteria Over the Past Several Years
It can be a daunting task to keep track of changes in ABET criteria that occur over the years to ensure that an engineering program remains in compliance. There seems to be no historical record to help programs to trace changes over time. To make this task easier I did a google search on the phrases
"CRITERIA FOR ACCREDITING ENGINEERING" "Effective for Evaluations" "2004-2005"
to find copies of the past criteria on the web. (I changed the years used in the search as necessary.) I then copied the pertinent sections from PDF files (I copied some as images to preserve formatting), and pasted them below. Links to the original files are at the top of each section. Note that these are the proposed changes to ABET criteria - I could find no place where ABET actually documents the changes that it makes to these criteria so that programs can find them, nor could I find any historical record of such changes. However, the passages I have included below should be helpful in finding places where the current criteria are different than past criteria with which you may have worked.
Please let me know if you find this page to be helpful.
-Erik Cheever
Changes
Big changes this year, Criterion 3 changes (substantially so for 3c), as does Criterion 4..
Changes 2005-2006
(this was from ABET web page - the file seems to be deleted from year
to year, so it may no longer be accessible)
Changes 2006-2007
(this was from ABET web page - the file seems to be deleted from year
to year, so it may no longer be accessible)
Big changes proposed this year, a new criterion (4) was created (subsequent criteria were then renumbered and/or renamed ("professional component" (old criterion 4) becomes "curriculum" (new criterion 5))).
PROPOSED
Definitions
(From Section II.D.1. of the ABET
Accreditation Policy and Procedure Manual)While ABET recognizes and supports the prerogative of institutions to use and adopt 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 the career and professional accomplishments that the program is preparing graduates to achieve.
Program Outcomes – Program outcomes are narrower 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 students acquire in their matriculation through the program.
Assessment – Assessment is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes and program educational objectives.
Evaluation – Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes or program educational objectives are being achieved, and results in decisions and actions to improve the program.
-----------------------------
It is the responsibility of the program seeking accreditation to demonstrate clearly that the program meets the following criteria.
I. GENERAL CRITERIA FOR BASIC LEVEL PROGRAMS
Criterion 1. Students
The program must evaluate student performance, advise students regarding curricular and career matters, and monitor student’s progress to foster their success in achieving program outcomes, thereby enabling them as graduates to attain program objectives.
The program must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The program must also have and enforce procedures to assure that all students meet all program requirements.
Criterion 2. Program Educational Objectives
Each program 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
Criterion 3. Program Outcomes
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.
Each program must demonstrate that its students attain:
(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 within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary 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, economic, environmental, 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.
In addition, each program must demonstrate that its students attain any additional outcomes articulated by the program to foster achievement of its education objectives.
Criterion 4. Assessment and Evaluation
The program uses a documented process incorporating relevant data to regularly assess its program educational objectives and program outcomes, and to evaluate the extent to which they are being met. The results of the evaluations are used to effect continuous improvement of the program through a documented plan.
Criterion 5. Curriculum
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include:
Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.
Criterion 6. Faculty
The faculty must be of sufficient number and must 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, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers.
Criterion 7. Facilities
Classrooms, laboratories, and associated equipment must be adequate to accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for students to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the program and institution.
Criterion 8. Support
Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the program. Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the program. In addition, support personnel and institutional services must be adequate to meet program needs.
Criterion 9. Program Criteria
Each program must satisfy applicable Program Criteria (if any). Program Criteria provide the specificity needed for interpretation of the basic level criteria as applicable to a given discipline. Requirements stipulated in the Program Criteria are limited to the areas of curricular topics and faculty qualifications. 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.
PROPOSED REVISION
TO THE
GENERAL CRITERIA FOR ADVANCED LEVEL PROGRAMS
II. GENERAL CRITERIA FOR ADVANCED LEVEL PROGRAMS
Criteria for advanced level programs are completion of a program of study satisfying the general criteria for basic level engineering programs, one academic year of study beyond the basic 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.
Advanced level programs must develop, publish, and periodically review educational objectives and program outcomes. The program must demonstrate that graduates attain through their educational and professional experiences, knowledge and skills consistent with fulfillment of the basic level general criteria and program criteria appropriate to the program’s educational objectives. Advanced level programs must consist of at least one academic year of study beyond the basic level. Advanced level students must have a culminating engineering experience demonstrating advanced level program knowledge.
PROPOSED REVISION TO THE
PROGRAM CRITERIA FOR
AGRICULTURAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Society of Agricultural and Biological Engineers
These program criteria apply to engineering programs including "agricultural," "forest," and similar modifiers in their titles.
1. Curriculum
Programs must demonstrate that graduates have proficiency in mathematics through differential equations and in biological and engineering sciences consistent with the program educational objectives. Competence must be demonstrated in the application of engineering to agriculture, aquaculture, forestry, human, or natural resources.
2. Faculty
The program shall demonstrate that those faculty members teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of education and experience or professional licensure.
PROPOSED
PROGRAM CRITERIA FOR
BIOLOGICAL AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Society of Agricultural and Biological
Engineers
Cooperating Societies: American Academy of Environmental Engineers,
American Institute of Chemical Engineers, American Society of Civil Engineers,
American Society of Mechanical Engineers, Biomedical Engineering Society,
CSAB, Institute of Electrical and Electronics Engineers,
Institute of Industrial Engineers, Minerals, Metals, and Materials Society,
National Institute of Ceramic Engineers
These program criteria apply to engineering programs including "biological," "biological systems," and similar modifiers in their titles with the exception of bioengineering and biomedical engineering programs.
1. Curriculum
Programs must demonstrate that graduates have proficiency in mathematics through differential equations, a thorough grounding in chemistry and biology and a working knowledge of advanced biological sciences consistent with the program educational objectives. Competence must be demonstrated in the application of engineering to biological systems.
2. Faculty
The program shall demonstrate that those faculty members teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of education and experience or professional licensure.
PROPOSED REVISION TO THE
PROGRAM CRITERIA FOR
CHEMICAL, BIOCHEMICAL, BIOMOLECULAR, AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Institute of Chemical Engineers
These program criteria apply to engineering programs that include "chemical," "biochemical," "biomolecular," and similar modifiers in their titles.
1. Curriculum
The program must demonstrate that graduates have: thorough grounding in the basic sciences including chemistry, physics, and biology appropriate to the objectives of the program; and sufficient knowledge in the application of these basic sciences to enable graduates to design, analyze, and control physical, chemical, and biological processes, consistent with the program educational objectives
PROPOSED
PROGRAM CRITERIA FOR
MECHATRONICS
AND SIMILARLY NAMED ENGINEERING
PROGRAMS
Lead Society: American Society of Mechanical Engineers
Cooperating Societies: Institute of Electrical and Electronics Engineers; CSAB; Minerals, Metals, and Materials Society; and Society of Manufacturing Engineers
These program criteria apply to all engineering programs including "mechatronics" and similar modifiers in their titles.
1. Curriculum
The program must demonstrate that graduates have: knowledge of chemistry and calculus-based physics with depth in at least one; the ability to apply advanced mathematics through multivariate calculus and differential equations; familiarity with statistics and linear algebra; and the ability to work professionally in mechanical, electrical, computing, and material control systems, including the design, realization, and integration of such systems.
2. Faculty
The program must demonstrate that faculty members responsible for the upper-level professional program are maintaining currency in their specialty area.
Changes 2007-2008
(this was from ABET web page - the file seems to be deleted from year
to year with no record kept online, so it may no longer be accessible)
The new criterion 4
(assessment and evaluation) that was proposed for 2006-2007 didn't seem to make
it into the criteria for 2007-2008!
PROPOSED CHANGES TO THE CRITERIA
This section presents proposed changes to the criteria.
The following proposals were approved by the Engineering Accreditation Commission (EAC) and were brought before the ABET Board of Directors on October 28, 2006 for preliminary approval. Before being approved for final implementation in the accreditation process, these proposals are published here for circulation among the institutions with accredited programs and other interested parties for review and comment. The proposals include:
Comments about these revisions will be considered until June 15, 2007. The ABET Board of Directors will determine, based on the comments received and on the advice of the Engineering Accreditation Commission, the content of the adopted criteria. The adopted criteria will then be first applied by the EAC for accreditation actions during the 2008-2009 accreditation cycle.
Comments relative to the proposed criteria changes should be addressed to Accreditation Director at accreditation@abet.org or ABET, Inc., 111 Market Place, Suite 1050, Baltimore, MD 21202-4012.
Please note that the ABET Board of Directors also approved a revision of Section II.B.8.a. of the ABET Accreditation Policy and Procedure Manual. This revision replaces the "level designations" of basic or advanced with baccalaureate or masters for programs accredited by the EAC.
IMPORTANT NOTICE
The ABET Board of Directors has mandated that the General Criteria of ABET’s four Accreditation Commissions be restructured so that the various criteria sections occur in the same order. This restructuring will also include some editorial revisions to improve the consistency and clarity of the criteria. Every effort will be made to accomplish these objectives without changing the intent of any of the criteria. It is anticipated that ABET’s Accreditation Council will prepare a draft of these restructured criteria at its meeting of January 13, 2007, and that the ABET Board of Directors will consider this draft at its meeting of March 17, 2007. At that time, it is possible that the ABET Board of Directors may approve these criteria for implementation in the 2008-2009 accreditation cycle. If that is the case, then this section of this document will be revised to include the restructured criteria and posted at www.abet.org by April 15, 2007. Further, in this event, a revised Self-Study Questionnaire for the 2008-2009 accreditation cycle will be posted at www.abet.org by July 1, 2007.
PROPOSED REVISION TO THE
GENERAL CRITERIA FOR BACCAULEATE LEVEL PROGRAMS
Criterion 5. Faculty
The faculty is the heart of any educational program. The faculty must be of sufficient number; and must 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, its educational objectives and outcomes. 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.
Criterion 6. Facilities
Classrooms, laboratories, and associated equipment must be adequate to safely accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for students to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the program and institution.
PROPOSED REVISION TO THE
GENERAL CRITERIA FOR MASTERS LEVEL PROGRAMS
II. GENERAL CRITERIA FOR ADVANCED LEVEL PROGRAMS
Advanced level programs must develop, publish, and
periodically review, educational objectives and program outcomes. The
Ccriteria for advanced level programs are
completion of a program of study satisfying the fulfillment of
the basic level general criteria, fulfillment of program criteria
appropriate to the advanced level specialization area, for basic
level engineering programs, and one academic year of study
beyond the basic 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. The
program must demonstrate that graduates have an ability to apply advanced
level knowledge in a specialized area of engineering related to the program
area.
PROPOSED REVISION TO PROGRAM CRITERIA FOR
CIVIL
AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Society of Civil Engineers
1. Curriculum
The program must demonstrate that graduates have:
proficiency in can apply knowledge of mathematics through
differential equations, probability and statistics,
calculus-based physics, and general chemistry, and at least
one additional area of science, consistent with the program educational
objectives; can apply knowledge proficiency in a minimum
of four (4) recognized technical areas appropriate
to major civil engineering areas; can
conduct civil engineering the ability to conduct laboratory
experiments and to critically analyze and
interpret the resulting data in more than one of the recognized
major civil engineering areas; the ability to perform civil
engineering can design a system, component, or process in
more than one civil engineering context; by means of design
experiences integrated throughout the professional component of the curriculum;
and an understanding of professional practice issues such as:
procurement of work, bidding versus quality-based selection processes, how the
design professionals and the construction professions interact to construct a
project, can explain basic concepts in management, business, public
policy, and leadership; and can explain the importance of professional
licensure and continuing education, and/or other professional practice
issues.
PROPOSED REVISION TO PROGRAM CRITERIA FOR
MECHANICAL
AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: American Society of Mechanical Engineers
1. Curriculum
The program must demonstrate that graduates have the ability to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations) to model, analyze, design, and realize physical systems, components or processes; and have the ability to work professionally in both thermal and mechanical systems areas.
Changes 2008-2009
(this was from ABET web page - the file seems to be deleted from year
to year with no record kept online, so it may no longer be accessible)
Again - there doesn't seem to be any publicly available record of which of the many proposed changes are adopted from year to year. It is up to the individual programs to ascertain where changes in the criterion have actually occurred.
There is a new criterion (it doesn't seem to be in 2007-2008 criteria), old criterion 4 (professional component) is gone..
Criterion 4. Continuous Improvement
Each program must show evidence of actions to improve the program. These actions should be based on available information, such as results from Criteria 2 and 3 processes.
PROPOSED CHANGES TO THE CRITERIA
There are no proposed criteria changes currently under consideration by the ABET Board of Directors.
Changes 2009-2010
(this was from ABET web page - the file seems to be deleted from year to year with no record kept online, so it may no longer be accessible)
Again - there doesn't seem to be any publicly available record of which of the many proposed changes are adopted from year to year. It is up to the individual programs to ascertain where changes in the criterion have actually occurred.
A lot of text this year including a new "harmonized" set of general criteria. Sections with formatting (strikethroughs...) were cut and pasted as images because the formatting would not appear if cut and pasted as text.
PROPOSED CHANGES TO THE CRITERIA
The following section presents two sets of proposed changes to these criteria. These proposals were approved by the Engineering Accreditation Commission (EAC) and were brought before the ABET Board of Directors on November 1, 2008 for preliminary approval. Before being approved for final implementation in the accreditation process, these proposals are published here for circulation among the institutions with accredited programs and other interested parties for review and comment.
For the first set of proposed changes, approved for a one-year first reading review and comment period, comments will be considered until June 15, 2009. 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 2009 and will first be applied by the EAC for accreditation actions during the 2010-11 academic year.
For the second set of proposed changes the ABET Board of Directors has approved a two-year first reading review and comment period for the EAC Harmonized Criteria. Comments will be considered until April 1, 2010. The ABET Board of Directors will determine, based on the comments received and on the advice of the EAC, the content of the adopted harmonized criteria in the fall of 2010 and will first be applied by the EAC for accreditation actions during the 2011-2012 academic year.
Comments relative to the proposed criteria changes should be addressed to: Accreditation Director, ABET, Inc., 111 Market Place, Suite 1050, Baltimore, MD 21202-4012 or to accreditation@abet.org.
PROPOSED
EAC Harmonized General Criteria
Introduction
These criteria are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education that satisfies the needs of 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.
This document contains three sections. The first section includes important definitions used by all ABET commissions. These definitions, taken from the ABET Accreditation Policy and Procedure Manual, are included here so that this document is self-contained.
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.
Definitions
(From Section II.D.1. of the ABET Accreditation Policy and Procedure Manual)
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 graduatesare expected to attain within a few years of 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 skills, knowledge, 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 and program educational objectives. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to the outcome or objective 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 and program educational objectives are being attained. Evaluation results in decisions and actions regarding program improvement.
I. GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS
All programs seeking accreditation from the Engineering Accreditation Commission
of ABET must demonstrate that they satisfy all of the following General Criteria
for Baccalaureate Level Programs.
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 assure that students who graduate meet all graduation requirements.
Criterion 2. Program Educational Objectives
The program must have in place 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 and effective process, involving program constituencies, for the periodic review and revision of these program educational objectives.
Criterion 3. Student Outcomes
The program must have documented student outcomes that prepare graduates to attain the program educational objectives.
Student outcomes are outcomes (a) through (k) plus any
additional outcomes that may be articulated
by the program.
(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
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary 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, economic, environmental, 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.
Criterion 4. Continuous Improvement
The program must use assessment data for regular evaluations. The results of these evaluations must be systematically used to effect continuous improvement of the program. Other information may also be used in effecting continuous improvement.
Criterion 5. Curriculum
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. 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. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.
(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. One year is the lesser of 32 semester hours (or equivalent) or one-fourth of the total credits required for graduation.
Criterion 6. Faculty
The faculty must be of sufficient number and must 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, its educational objectives and outcomes. 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.
Criterion 7. Facilities
Classrooms, offices, laboratories, and associated equipment must be safe and 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.
Criterion 8. Institutional Support
Institutional support and leadership must be adequate to ensure the quality and continuity of the program.
Resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. Resources available to the program must be sufficient to provide, operate, and maintain infrastructures, facilities and equipment appropriate for attainment of student outcomes.
II. GENERAL CRITERIA FOR MASTERS LEVEL PROGRAMS
Masters level programs must develop, publish, and periodically review, educational objectives and program outcomes. The criteria for masters level programs are fulfillment of the baccalaureate level general criteria, fulfillment of program criteria appropriate to the masters level specialization area, and one academic year of study beyond the baccalaureate level. The program must demonstrate that graduates have an ability to apply masters level knowledge in a specialized area of engineering related to the program area.
III. PROGRAM CRITERIA
Each program must satisfy applicable Program Criteria (if any). Program Criteria provide the specificity needed for interpretation of the baccalaureate level criteria as applicable to a given discipline. Requirements stipulated in the Program Criteria are limited to the areas of curricular topics and faculty qualifications. 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.