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A Guide to the Criteria Harmonization

for Engineering Accreditation

To promote clear, consistent, and compatible communications among its many constituents and commissions, ABET is

advocating the adoption of common definitions for criteria. The following definitions will be included in ABETs Policies and

Procedures Manual in Section 11.D.1.

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

STUDENT

OUTCOMES

ASSESSMENT EVALUATION

Program educational objectives

are broad statements that

describe what graduates areexpected to attain within a few

years after graduation.

Program educational objectivesare based on the needs of the

programs constituencies.

Student outcomes describe

what students are expected to

know and be able to do by thetime of graduation.

These relate to the knowledge,

skills, and behaviors thatstudents acquire as they

progress through the program.

Assessment is one or more

processes that identify, collect,

and prepare data to evaluate theattainment of student outcomes

and program educational

objectives.

Effective assessment uses

relevant direct, indirect,

quantitative and qualitative

measures, as appropriate to theobjective or outcome being

measured.

Appropriate sampling methods

may be used as part of an

assessment process.

Evaluation is one or more

processes for interpreting the

data and evidenceaccumulated through

assessment processes.

Evaluation determines theextent to which student

outcomes and program

educational objectives are

being attained.Evaluation results in decisions

and actions regarding programimprovement.


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A Guide to the Criteria Harmonization for Engineering Accreditation, Page 2

CRITERIA HARMONIZATION COMMENTARY CURRENT CRITERIA (08-09)

PREAMBLE

These criteria are intended to assure quality

and to foster the systematic pursuit ofimprovement in the quality of engineeringeducation that satisfies the needs of

constituencies in a dynamic and competitive

environment. It is the responsibility of theinstitution seeking accreditation of an

engineering program to demonstrate clearly

that the program meets the following criteria.

Not included in the 2008-2009 Criteria; No difference in content to the preamblethat was included in the 2007-2008

Criteria;

Location moved to before the definitions,compared to the 2007-2008 Criteria.

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 forcourses taken at other institutions, and

awarding appropriate academic credit for

work in lieu of courses taken at the

institution. The program must have andenforce procedures to assure that studentswho graduate meet all graduation

requirements.

The primary points of the current Criterion 1

are maintained in the harmonized version.

The order of presentation is somewhatdifferent. The following point is new:

The program must now have and enforcepolicies for awarding appropriate

academic credit for work in lieu ofcourses taken at the institution (e.g., work

experience, co-op, etc.).

The program must evaluate student

performance, advise students regarding

curricular and career matters, and monitorstudents 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 creditelsewhere. The program must also have and

enforce procedures to assure that all students

meet all program requirements.


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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 solveengineering problems;

(f) an understanding of professional andethical responsibility;

(g)an ability to communicate effectively;(h)the broad education necessary to

understand the impact of engineeringsolutions in a global, economic,

environmental, and societal context;

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

(j) a knowledge of contemporary issues; and(k)an ability to use the techniques, skills, and

modern engineering tools necessary for

engineering practice.

(d)an ability to function on multidisciplinaryteams;

(e)an ability to identify, formulate, and solveengineering problems;

(f) an understanding of professional andethical responsibility;

(g)an ability to communicate effectively;(h)the broad education necessary to

understand the impact of engineeringsolutions 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; and(k)an ability to use the techniques, skills, and

modern engineering tools necessary for

engineering practice.

Program outcomes are outcomes (a) through(k) plus any additional outcomes that may be

articulated by the program. Program

outcomes must foster attainment of programeducational objectives.

There must be an assessment and evaluation

process that periodically documents anddemonstrates the degree to which the

program outcomes are attained.


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CRITERION 8: INSTITUTIONAL SUPPORT

Institutional support and leadership must be

adequate to ensure the quality and continuityof the program. Resources available to theprogram must be sufficient to attract, retain,

and provide for the continued professional

development of a qualified faculty.

Resources available to the program must besufficient to provide, operate, and maintain

infrastructures, facilities and equipment

appropriate for attainment of studentoutcomes.

The harmonized version of Criterion 8 has

been reworded to provide clarity. Therequirements are the same.

Institutional support, financial resources, and

constructive leadership must be adequate toassure the quality and continuity of theprogram. Resources must be sufficient to

attract, retain, and provide for the continued

professional development of a well-qualified

faculty. Resources also must be sufficient toacquire, maintain, and operate facilities and

equipment appropriate for the program. In

addition, support personnel and institutionalservices must be adequate to meet program

needs.

PROGRAM CRITERIA PREAMBLE

Each program must satisfy applicable

Program Criteria (if any). Program Criteria

provide the specificity needed for

interpretation of the baccalaureate levelcriteria as applicable to a given discipline.

Requirements stipulated in the Program

Criteria are limited to the areas of curriculartopics and faculty qualifications. If a

program, by virtue of its title, becomes

subject to two or more sets of ProgramCriteria, then that program must satisfy each

set of Program Criteria; however, overlapping

requirements need to be satisfied only once.

No change. Each program must satisfy applicable

Program Criteria (if any). Program Criteria

provide the specificity needed for

interpretation of the baccalaureate levelcriteria as applicable to a given discipline.

Requirements stipulated in the Program

Criteria are limited to the areas of curriculartopics and faculty qualifications. If a

program, by virtue of its title, becomes

subject to two or more sets of ProgramCriteria, then that program must satisfy each

set of Program Criteria; however, overlapping

requirements need to be satisfied only once.

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