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.
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.
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 curriculum must provide a thorough grounding in the basic sciences including chemistry, physics, and/or biology, with some content at an advanced level, as appropriate to the objectives of the program. The curriculum must include the engineering application of these basic sciences to the design, analysis, and control of chemical, physical, and/or biological processes, including the hazards associated with these processes.