General Information
  What is ABET?
  ABET structure
  Vision
  Mission

Accreditation
  What is accreditation?
  History
  Accreditation process
  Why?
  Accredited and unaccredited engineering programs
  Accreditation policy and procedure manual
  Engineering criteria
  Biomedical engineering criteria
  Presentations

Two Loop Diagram

General Information

Except where indicated by brackets [ ], the text here was taken directly from ABET materials.

What is ABET?
The Accreditation Board for Engineering and Technology (ABET) is a federation of 31 professional engineering and technical societies. Since 1932, ABET has provided quality assurance of education through accreditation. ABET accredits more than 2500 engineering, engineering technology, computing and applied science programs at over 550 colleges and universities nationally. ABET is recognized by the Council on Higher Education Accreditation.

ABET structure

Vision
ABET will provide world leadership to assure quality and stimulate innovation in engineering, technology and applied science education.

Mission
ABET serves the public through the promotion and advancement of engineering, technology and applied science education. ABET will:

• Accredit engineering, technology and applied science programs.
• Promote quality and innovation in engineering, technology and applied science education.
• Consult and assist in the development and advancement of education in engineering, technology and applied science.
• Inform the public of activities and accomplishments.
• Manage operations and resources to be responsive and relevant to the needs of the organization and its stakeholders.

top

Accreditation

What is accreditation?
Accreditation is the quality assurance that education is meeting minimum standards. In the United States, accreditation is a non-governmental, peer review process that ensures educational quality. Educational institutions or programs volunteer to periodically undergo this review to determine if minimum criteria are being met. Accreditation verifies that an institution or program meets the criteria, ensuring quality educational experience.

History
ABET began in 1932 as the Engineers' Council for Professional Development (ECPD) and was formed to promote the status of the engineering profession and enhance the quality of engineering education. In 1980, the ECPD became the Accreditation Board for Engineering and Technology, focusing its efforts on the accreditation of educational programs. ABET now accredits some 2,300 engineering, engineering technology and engineering-related educational programs at over 500 colleges and universities in the U.S. ABET is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) for its responsibility in these areas.

Accreditation process
Accreditation is a voluntary process that institutions choose to undertake. Programs that have produced at least one graduate are eligible for accreditation. First, an institution requests an evaluation of its program(s). Each program then conducts an internal evaluation and completes a self-study questionnaire. The self-study documents that students, curriculum, faculty, administration, facilities and institutional support meet the established criteria. While this is being conducted, the appropriate ABET Commission forms an evaluation team to visit the campus. A team chair and one or more program evaluators make up the evaluation team. Team members are volunteers from academe, government and industry as well as private practice.
During the on-campus visit, the evaluation team reviews course materials, student projects, sample assignments and interviews students, faculty and administrators. They ensure that the criteria are met and answer any questions raised by the self-study. A written report of the evaluation is given to the institution. This allows the institution to correct any misrepresentations or errors of fact.
Finally, the evaluation report is presented to the appropriate ABET Commission with a recommended accreditation action. Based on the findings of the report, the Commission votes on the action and the institution is notified of the decision. The information the school receives identifies strengths, weaknesses, deficiencies, and recommendations for improvements. Accreditation is granted for a maximum of six years. To renew accreditation, the institution must request another evaluation.

Why?
Accreditation helps many people make important decisions about education, including: students choosing an educational program; parents seeking assurance of a quality education; institutions seeking to improve the education provided by their programs; employers recruiting well-prepared graduates; state registration, licensure and certification boards screening applicants for entry into professional practice; industry seeking to voice educational needs to institutions. ABET accreditation is also a consideration for admission to many graduate programs.

Accredited and unaccredited engineering programs in Bioengineering and Biomedical Engineering
http://www.whitaker.org/academic/
* indicates an accredited program

Accreditation policy and procedure manual
http://www.abet.org/images/2002-03APPM.pdf

This manual is subject to revision every year

Engineering criteria

http://www.abet.org/images/Misc/2002-03APPM.pdf

[Eight criteria, distilled below, must be satisfied by “basic level,” generally BS, programs. An additional ninth criterion must be satisfied by “advanced level” programs. Feedback and revision are important parts of the process described by several of these criteria. ABET has provided the “ two-loop diagrams” shown below as outlines of the mechanisms to be used for evaluation, feedback and continuous improvement of programs.

1. Students:The institution must evaluate, advise and monitor students to determine its success in meeting program objectives, and have policies to insure that students meet the program requirements.

2. Program Educational Objectives:A program must have detailed, published educational objectives, a process based on he needs of the program’s various constituencies in which objectives are periodically evaluated, a curriculum and process to ensure achievement of the ojectives, and a system of ongoing evaluation yielding results that improve the program.Constituencies are defined by the program, but may include students, faculty, parents, employers, etc.

3. Program Outcomes and Assessment
ABET is flexible about the content offered by an accredited program, but under Engineering Criteria 2002 (EC2002) programs need to define their outcomes and show that their graduates meet these criteria. All programs do have to meet the list of objectives listed in full below (a-k). 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.”

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 for contemporary issues
k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

4. Professional component: These specify subject areas appropriate to engineering, but not specific courses. Students must be prepared for engineering practice by a major design experience based on earlier coursework and including engineering standards and realistic constraints in several areas. The professional component is the only part of the criteria specifying amounts of coursework. It includes a) one year of a combination of college level mathematics and basic sciences (some with experimental experience), b) one and one-half year of engineering topics, consisting of engineering sciences and engineering design, and c) a general educational component that complements the technical content of the curriculum.

5. Faculty: Faculty must be of sufficient number and have competencies to cover the curriculum. This criterion further specifies how faculty competence may be assessed.

6. Facilities:Classrooms, laboratories and associated equipment must be adequate to accomplish program objectives and provide an atmosphere conducive to learning.

7. Institutional Support and Financial Resources: These must be adequate to assure quality and continuity of the program.

8. Program Criteria: See below for the specific criteria for bioengineering

9. Advanced level: In addition to the foregoing 8 criteria, advanced level programs require one year of additional study, and an engineering project or research activity that demonstrates both mastery of the subject material and a high level of communication skills.]

Program criteria for Bioengineering and similarly named engineering programs
In addition to the general criteria given above, the following program criteria apply to bioengineering programs and others including “biomedical” and similar modifiers in their titles with the exception of agriculturally-based engineering programs:

“The structure of the curriculum must provide both breath and depth across the range of engineering topics implied by the title of the program. The program must demonstrate that graduates have: un understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology; the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems.”

Presentations
1) EAC Orientation for Deans and Team Chairs
http://www.abet.org/images/DeansDay/EACDeansDay2002.pdf
Includes information about: ABET Organization and Operation, Roles and Responsibilities, Engineering Criteria 2002 compliance, Accreditation Terminology, Consistency Issues, The Accreditation Process
2) EAC Summit
http://www.abet.org/images/DeansDay/Commission Summit AM.pdf
Includes information about: Compliance with the Criteria, Accreditation Terminology, Review of Visit Actions 2001-2002, Self-Study Preparation

top