PROPOSED REVISIONS TO CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS GENERAL CRITERION 3 STUDENT OUTCOMES, GENERAL CRITERION 5 CURRICULUM, GENERAL CRITERION 6 FACULTY, AND PROGRAM CRITERIA PREAMBLE
 
*Underline means new changes. Strikethrough means deleted.

Criterion 3.  Student Outcomes 

The program must have documented student outcomes that prepare graduates to attain the program educational objectives. There must be a documented and effective process for the periodic review and revision of these student outcomes.

For purposes of this section, broadly defined activities are those that involve a variety of resources; that involve the use of new processes, materials, or techniques in innovative ways; and that require a knowledge of standard operating procedures.  Narrowly defined activities are those that involve limited resources, that involve the use of conventional processes and materials in new ways, and that require a knowledge of basic operating processes well-defined activities or problems involve limited resources; use conventional processes and materials in new ways; and require knowledge of standard operating processes.  Broadly-defined activities involve a variety of resources; use new processes, materials, or techniques in innovative ways; and may require extension of standard operating procedures.
A.    For associate degree programs, these student outcomes must include, but are not limited to, the following: learned capabilities:

a.       an ability to apply the knowledge, techniques, skills, and modern tools of the discipline to narrowly defined engineering technology activities;

b.      an ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge;

c.       an ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments;

d.      an ability to function effectively as a member of a technical team; 

e.       an ability to identify, analyze, and solve narrowly defined engineering technology problems;

f.        an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;

g.      an understanding of the need for and an ability to engage in self-directed continuing professional development;

h.      an understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity; and

i.        a commitment to quality, timeliness, and continuous improvement.
(1)  an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve well-defined engineering problems appropriate to the discipline;

(2)  an ability to design solutions for well-defined technical problems and assist with engineering design of systems, components, or processes appropriate to the discipline;

(3)  an ability to apply written, oral, and graphical communication in well-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;

(4)  an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results; and

(5)  an ability to function effectively as a member of a technical team.

B.    For baccalaureate degree programs, these student outcomes must include, but are not limited to, the following: learned capabilities:

a.   an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;

b.   an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;

c.  an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;

d.   an ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives;

e.   an ability to function effectively as a member or leader on a technical team; 

f.    an ability to identify, analyze, and solve broadly-defined engineering technology problems;

g.   an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;

h.   an understanding of the need for and an ability to engage in self-directed continuing professional development;

i.    an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;

j.    a knowledge of the impact of engineering technology solutions in a societal and global context; and

k.  a commitment to quality, timeliness, and continuous improvement.

(1)   an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline;

(2)   an ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline;

(3)   an ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;

(4)   an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes; and

(5)   an ability to function effectively as a member or leader on a technical team.
Criterion 5.  Curriculum

The curriculum must effectively develop the following subject areas in support of student outcomes and program educational objectives. Curricular requirements specify topics appropriate to engineering technology but do not prescribe courses. The curriculum must combine technical, professional and general education components in support of student outcomes to prepare students for a career, further study, and lifelong professional development. To differentiate the discipline, program criteria may add specificity for program curricula. The curriculum must include the following:

Mathematics The program must develop the ability of students to apply mathematics to the solution of technical problems.

a.       Associate degree programs will, at a minimum, include algebra and trigonometry at a level appropriate to the student outcomes and program educational objectives the discipline

b.      Baccalaureate degree programs will include the application of integral and differential calculus or other mathematics above the level of algebra and trigonometry appropriate to the student outcomes and program educational objectives. the discipline.


Technical Content The technical content of the program must focus on the applied aspects of science and engineering and must:

a. Represent at least 1/3 one-third of the total credit hours for the program but no more than 2/3 two-thirds of the total credit hours for the program;

b. Include a technical core that prepares preparing students for the increasingly complex technical specialties they will experience experienced later in the curriculum;

c. Develop student competency in the use of equipment and tools common to the discipline (program criteria may add specificity to student competencies);

d. Include design considerations appropriate to the discipline and degree level such as: industry and engineering standards and codes; public safety and health; and local and global impact of engineering solutions on individuals, organizations and society; and

e. Include topics related to professional and ethical responsibilities, respect for diversity, and quality and continuous improvement.
Physical and Natural Science The basic physical or natural science content of the program curriculum must be appropriate to the discipline and must include physical or natural science with laboratory experiences. as appropriate to the discipline. 

The Integration of Content Baccalaureate degree programs must provide a capstone or integrating experience that develops student competencies in applying both technical and non-technical skills in solving problems.

Cooperative Education When used to satisfy prescribed elements of these criteria, credits based upon cooperative/internships or similar experiences must include an appropriate academic component evaluated by the program faculty.

Advisory Committee An advisory committee with representation from organizations being served by the program graduates must be utilized to periodically review  program’s curriculum and advise the program on the establishment, review, and revision of its program the program educational objectives and curriculum.  The advisory committee must provide advisement on current and future aspects of the technical fields for which the graduates are being prepared.
Criterion 6.  Faculty

Each faculty member teaching in the program must have expertise and educational background consistent with the contributions to the program expected from the faculty member. The competence of faculty members must be demonstrated by such factors as education, professional credentials and certifications, professional experience, ongoing professional development, contributions to the discipline, teaching effectiveness, and communication skills. Collectively, the faculty must have the breadth and depth to cover all curricular areas of the program.  Program criteria may add specificity to faculty requirements.

The faculty serving in the program must be of sufficient number to maintain continuity, stability, oversight, student interaction, and advising. The faculty must have sufficient responsibility and authority to improve the program through definition and revision of program educational objectives and student outcomes as well as and through the implementation of a program of study that fosters fostering the attainment of student outcomes.
Program Criteria (Preamble)

Each program seeking accreditation from the Engineering Technology Accreditation Commission of ABET must satisfy all applicable program criteria. implied by the program title.  Applicability is determined by the official degree title. Program criteria provide specific requirements needed for interpretation of the general criteria for a given discipline. Requirements stipulated in the program criteria are to be limited to curriculum and faculty. If a program, by virtue of its degree title, becomes subject to two or more sets of program criteria, that program must satisfy each set of program criteria. However, overlapping requirements need be satisfied only once.

* 1. If you would like to provide comments regarding the proposed criteria, please provide them below.

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