ABET Criteria The ABET criteria consist of eight

ABET Criteria The ABET criteria consist of eight

ABET Criteria The ABET criteria consist of eight General Criteria plus program-specific criteria. The program-specific criteria are divided into two parts: 1. Curriculum 2. Faculty 2 The Context for Change

Civil Engineering Body of Knowledge, Second Edition (BOK2) published by ASCE Civil Engineering Program Criteria changed for consistency with BOK2 BOK/Program Criteria changes planned on an 8-year cycle 3 Background The BOK and CE Program

Criteria Mechanism Mechanism for for fostering fostering curricular curricular change change BOK1-compliant Accreditation Criteria Accreditation Criteria

Levels Levels of of Achievement Achievement NAE NAE 2020 2020 Vision Vision 2025 2025 BOK 3rd Ed. BOK3-compliant Accreditation Criteria

BOK 3rd Ed. BOK 4th Ed. BOK Committee of CAP3/COE assigned Oct 2016 Oct 2024 BOK finalized Sept 2018 Sept 2026 BOK published

March 2019 March 2027 Oct 2020 Oct 2028 March 2022 March 2030 July 2022 July 2030 Oct 2022

Oct 2030 Nov 2022 Nov 2030 July 2023 July 2031 Oct 2023 Oct 2031 Sept 2024 Sept 2032

Accreditation Committee of CAP3/COE organized Draft CE Program Criteria published CE Program Criteria approved by ABET EAC (1st reading) CE Program Criteria approved by ABET Board of Directors/Delegates (1st reading) Public Review of CE Program Criteria initiated CE Program Criteria approved by ABET EAC (2nd reading) BOK 2nd Ed. Already accomplished Event CE Program Criteria approved by ABET Board of

Delegates (2nd reading) First Reviews Under New CE Program Criteria Sept 2016 BOK 3rd Ed. BOK 4th Ed. BOK Committee of CAP3/COE assigned Oct 2016 Oct 2024 BOK finalized Sept 2018

Sept 2026 BOK published March 2019 March 2027 Oct 2020 Oct 2028 March 2022 March 2030 July 2022

July 2030 Oct 2022 Oct 2030 Nov 2022 Nov 2030 Accreditation Committee of CAP3/COE organized Draft CE Program Criteria published CE Program Criteria approved by ABET EAC (1st reading) CE Program Criteria approved by ABET Board of Directors/Delegates (1st reading) Public Review of CE Program Criteria initiated

CE Program Criteria approved by ABET EAC (2nd reading) CE Program Criteria approved by ABET Board of Delegates (2nd reading) First Reviews Under New CE Program Criteria BOK 2nd Ed. Already accomplished Event July 2023 July 2031 8 year 8 year cycle Oct 2023cycle Oct 2031

Sept 2016 Sept 2024 Sept 2032 Changes in effect beginning 2016/17 review cycle 7 Commentary on the civil engineering program criteria can be downloaded from ASCEs

website Commentary OntheABET ProgramCriteriafor Civil andSimilarlyNamedPrograms Effectivefor2016-2017AccreditationCycle Draft6.4(9April 2015) http://www.asce.org/ university_curriculum_development/ World Headquarters 1801 Alexander Bell Drive Reston, VA 20191-4400 (703) 295-6000 phone (703) 295-6333 fax 1-800-548-2723 toll free

Web: http//www.asce.org 8 Blooms Taxonomy and Associated Verbs 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge assess, evaluate, design, create,

analyze, formulate, apply, solve, explain, describe, list, recite, define, 9 Program Criteria: 1. Curriculum 9 Notes about CE Curricular Requirements

Curricular requirements are not additional student outcomes and do not require assessment and evaluation as such If a program chooses to incorporate one or more elements of curricular requirements into its stated Student Outcomes, then assessment and evaluation in accordance with Criterion 4 is required 10 The civil engineering curriculum must

prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, at least one additional area of basic science (No change from previous criteria) 12 Specific courses are not required, but these criteria are usually met by: One or more courses in Calculus that cover differentiation, integration, and applications of calculus in engineering problems

A course in differential equations One or more courses in college-level Physics that have a Calculus course as a prerequisite or corequisite 12 A course in college-level chemistry

Requires that students be exposed to a third area of basic science to develop greater science breadth (versus depth in physics or chemistry). Additional areas may include biology, ecology, geology, meteorology, or others. Computer science and engineering science (e.g. thermodynamics) are not additional areas of basic science. It is not required that all students take the 14 same additional area of science.

The civil engineering curriculum must prepare graduates to apply probability and statistics to address uncertainty (New criterion) 15 Uncertainty can be addressed in the analysis of data or other calculations A course on probability and statistics is not required

The criteria does not specify topics in probability and statistics that must be covered 16 The civil engineering curriculum must prepare graduates to analyze and solve problems in at least four technical areas appropriate to civil engineering (Changed from apply knowledge of to analyze and solve) 17

Analysis refers to the ability to break down material into its component parts to understand its organizational structure. To analyze and solve problems requires an understanding of both the content and organizational form of the relevant material. 18 Generally recognized, but non-exhaustive, list of civil engineering areas: o

o o o structural environmental transportation geotechnical o o o o construction water resources hydraulics/ hydrology

surveying/ measurements 19 The civil engineering curriculum must prepare graduates to conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data (Changed from conduct civil engineering experiments to conduct experiments in at least two technical areas of civil engineering) 20 Student laboratory experiences include exposure to experimental procedures and

data analysis in areas associated with civil engineering projects, for example, but not limited to: o soil properties o properties of structural materials, e.g. steel, concrete, wood o water and wastewater properties 21 o

performance of transportation systems The civil engineering curriculum must prepare graduates to design a system, component, or process in at least two civil engineering contexts (No substantive change, editorial change from more than one to at least two) 22 Note ABET definition-engineering design: Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decisionmaking process (often iterative), in which the basic sciences, mathematics, and the

engineering sciences are applied to convert resources optimally to meet these stated needs. 23 Engineering design typically includes both analysis and synthesis. Analysis without synthesis is not design. Students should have some iterative design in the curriculum, but not all design experiences need be iterative.

Engineering design does not necessarily involve the devising of a complete system; a component or subsystem constitutes an acceptable design 24 experience. Students should have exposure to design problems that are incompletely defined and open-ended. Exposure should be in at least two civil

engineering contexts. Engineering standards and realistic constraints are critical in civil engineering design; the program must show that standards and codes are taught and applied. 25 The civil engineering curriculum must prepare graduates to include principles of sustainability in design (New criterion) 26

The criterion does not define a specific set of sustainability principles in design that must be covered. Programs can include principles of sustainability in a design context that is most appropriate for their curriculum. This criterion can also be used to partially meet Criterion 3(c) that requires an ability to design a system.within

realistic constraints such as 27 sustainability. Prepare graduates to explain basic concepts in project management, business, public policy, and leadership. (Changed management to project management) 28 Project Management The criterion focuses on project management, not just management.

Business management is not the same as project management. Examples of project management coverage: - project work plans, scope, deliverables, budget and schedule preparation and monitoring - interaction with non-civil engineering disciplines - quality assurance and quality control, 29 dispute resolution processes, and other Business

Examples of business coverage: - legal forms of ownership - organizational structure and design - income statements - engineering economics - finance - marketing and sales - billable time - overhead - profit Exposure to business topics may by through a stand-alone course or integrated into several courses 30

Public Policy Examples of public policy coverage: - the political process - formulation of public policy - laws & regulations - funding mechanisms - government & business interaction - the public service responsibilities of - engineering professionals Exposure to these topics may by through a stand-alone course or integrated into several courses. 31

Leadershi p The curriculum must cover the components of leadership; students do not need to display leadership. Examples of leadership coverage: - Broad motivation, direction, and communication skills which complement management - Desirable behaviors that include earning trust, trusting others, formulating and articulating vision, openness, 32 consistency, commitment, and discretion

Prepare graduates to analyze issues in professional ethics. (New criterion) 33 . Program need only show how it prepares its graduates to analyze issues in professional ethics. 34 Prepare graduates to explain the

importance of professional licensure. (No change) 35 The criterion is met if topics which . of communicate the importance professional licensure are included in the required curriculum. For example, provide students with sufficient background to:

- explain engineers professional and ethical responsibilities - explain the unique nature of the civil engineers relationship to the public and the consequent emphasis on professional 36 licensure for the civil engineering professional Program Criteria: 2. Faculty 37 Faculty teaching courses that are primarily design in content must be

qualified to teach the subject matter by virtue of professional licensure, or by education and design experience (No change) 38 Design courses in the curriculum must be identified. If the faculty members teaching the design courses are professionally licensed, then the criterion is met. If an unlicensed faculty member is teaching a design class, then it is up to the program to demonstrate that the faculty member is qualified by virtue of education and design experience.

39 Examples of demonstrating that a faculty member is qualified by education and experience: The faculty member has relevant experience in practice or consulting. The faculty members experience would be accepted toward the experience requirement for professional licensing. 40 The program must demonstrate that it

is not critically dependent on one individual (No change) 41 Examples of demonstrating that the program is not critically dependent on one individual: - The required courses can be taught by more than one faculty member. - Only one person teaches a specific required

course, but the program can cover that facultys coursework in an absence. - Qualified adjunct faculty are available. 42 - One faculty member does all student Questions? Press *# on your keypad to be added to the question queue You will be prompted when it is your turn to ask your question To cancel your question, press *#

again Thank you! For further information contact: Leslie Nolen Director, Educational Activities [email protected] Dion Coward Manager, Educational Activities [email protected] 44

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