RUM
Department of Chemical Engineering
 

ABET Accreditation Criteria

ABET accreditation criteria are intended to assure quality and to foster the systematic pursuit of improvement in the quality of engineering education. It is the responsibility of the institution seeking accreditation to demonstrate clearly that the program meets the criteria.

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.

Criterion 2: Program Educational Objectives

Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. Programs must demonstrate that alumni attain the educational objectives. The Chemical Engineering program has defined five educational objectives.
  1. Our graduates will demonstrate extensive training and education in the Industrial Engineering areas including:
    • Design of work facilities and systems
    • Statistical quality control and improvement systems
    • Automated computer-based control systems
    • Manufacturing systems
    • Economic evaluation
  2. Our graduates will require minimal additional training to adjust to professional life and will be ready to tackle real-world problems as soon as they graduate due to a rich industrial experience gained through participation in:
    • Students projects in industry
    • Internships and cooperative education (COOP)
    • Other interaction with professional and industrial organizations.
  3. Our graduates will function effectively in a setting with ethical, social, and environmental sensibilities, be able to communicate effectively, and become leaders in industry.
  4. Our graduates will have the ability to work in multi-disciplinary teams.
  5. Our graduates will have an understanding of the need to continue to develop entrepreneurial skills.

Criterion 3: 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. Programs must demonstrate that students attain the program outcomes. ABET has defined the following program outcomes:
  • Ability to apply knowledge of mathematics, science, and engineering
  • Ability to design and conduct experiments, as well as to analyze and interpret data
  • 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
  • Ability to function on multidisciplinary teams
  • Ability to identify, formulate and solve engineering problems
  • Understanding of professional and ethical responsibility
  • Ability to communicate effectively
  • Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
  • Recognition of the need for, and an ability to engage in life-long learning
  • Knowledge of contemporary issues
  • Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
In addition to ABET outcomes the IE Department has defined eleven program outcomes. Our graduates will be able to:
  1. Design a work facility or system.
  2. Design and implement quality control systems.
  3. Design computer-based control and information systems.
  4. Plan and control a production system.
  5. Evaluate the economics of engineering solutions.
  6. Develop models to experiment, evaluate, or solve a problem.
  7. Use engineering design process from IE point of view.
  8. Use modern telecommunication and computer technology.
  9. Present information to individuals or to an audience.
  10. Establish goals and work to reach them.
  11. Understand and practice leadership.

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.

Criterion 5: Curriculum

Students must be prepared for engineering practice through a curriculum culminating in a major design experience.

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.

Criterion 7: Facilities

Classrooms, laboratories, and associated equipment must be adequate to safely accomplish the program objectives and provide an atmosphere conducive to learning.

Criterion 8: Support

Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the program.

Criterion 9: Program Criteria

The program must demonstrate that graduates have the ability to design, develop, implement, and improve integrated systems that include people, materials, information, equipment and energy. The program must include in-depth instruction to accomplish the integration of systems using appropriate analytical, computational, and experimental practices.
For detailed information see Criteria for Accrediting Engineering Programs