Mechanical Engineering Technology Accreditation

Description and Details

Overview

The Mechanical Engineering Technology Degree is accredited through XXXX by the Accreditation Board for Engineering and Technology (ABET). For more information regarding ABET’s history and purpose, please visit at www.abet.org.

The accreditation information for Mechanical Engineering Technology is divided into three sections:

ABET General Criteria for 2004-2005 Accreditation Cycle
ABET Mechanical Engineering Technology Criteria
Program Outcomes for Mechanical Engineering Technology

I. ABET GENERAL CRITERIA FOR 2004-2005 ACCREDITATION CYCLE

Criterion 1: Program Educational Objectives

As defined by ABET, program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve during the first few years following graduation.

Criterion 2: Program Outcomes

Although institutions may use different terminology, for purposes of Criterion 2, program outcomes are statements that describe what units of knowledge or skill students are expected to acquire from the program to prepare them to achieve the program educational objectives. These are typically demonstrated by the student and measured by the program at the time of graduation.

Criterion 3. Assessment and Evaluation

Each program must utilize multiple assessment measures in a process that provides documented results to demonstrate that the program objectives and outcomes are being met.

Criterion 4. Program Characteristics

The program must provide an integrated educational experience that develops the ability of graduates to apply pertinent knowledge to solving problems in the engineering technology specialty. The orientation of the technical specialization must manifest itself through program objectives, faculty qualifications, program content, and business and industry guidance.

Criterion 5. Faculty

Overall competence of the faculty will be evaluated through such factors as formal education, balance of academic experience and professional practice, industrial experience, professional certification, teaching experience, teaching effectiveness, technical currency, scholarly activity, professional society participation, communication skills, extracurricular support for student activities, and similar attributes appropriate to the program objectives.

Criterion 6. Facilities

Adequate facilities and financial support must be provided for each program

Criterion 7. Institutional and External Support

The program must receive adequate support from both the institution (e.g. administrative and university-level) as well as external groups (e.g. industry advisory board).

Criterion 8. Program Criteria

Where applicable, each program must satisfy program criteria that amplify these general criteria and provide the specifics needed for a given discipline. A program must satisfy all program criteria applicable to the technical specialties implied in the program title.

II. ABET Mechanical Engineering Technology

In addition to general criteria, each degree program must meet specific content criteria. The following criteria reflect standards for Mechanical Engineering Technology. To be consistent with ABET standards, the depth and breadth of expertise demonstrated by graduates must be appropriate to the goals of the program.

Graduates of baccalaureate degree programs must demonstrate:

Technical expertise in a minimum of three subject areas chosen from - engineering materials, applied mechanics, applied fluid sciences, applied thermal sciences, and fundamentals of electricity.
Technical expertise in manufacturing processes, mechanical design, and computer-aided engineering graphics with added technical depth in at least one of these areas.
Expertise in applied physics having an emphasis in applied mechanics plus inorganic chemistry, or, if program objectives do not require chemistry, added technical topics in physics appropriate to the program objectives.
Technical expertise in engineering materials, statics, dynamics, strength of materials, fluid power or fluid mechanics, thermodynamics, and either electrical power or electronics.
Technical expertise having added technical depth in a minimum of three subject areas chosen from: manufacturing processes, mechanical design, computer-aided engineering graphics, engineering materials, solid mechanics, fluids, thermal sciences, electro-mechanical devices and controls, and industrial operations.
Expertise in applied physics having an emphasis in applied mechanics, plus added technical topics in physics and inorganic chemistry principles appropriate to the program objectives.

III. Program Outcomes for Mechanical Engineering Technology

As explained in Section I, Criterion 2 specifies that students are expected to demonstrate skills and knowledge pertaining to the Mechanical Engineering Technology program outcomes by the time they graduate. The general outcomes are presented here. Students must:

Outcome A - An appropriate mastery of the knowledge, techniques, skills and modern tools of mechanical systems hardware and software.
Outcome B - An ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering and technology.
Outcome C - An ability to conduct, analyze and interpret experiments and apply experimental results to improve processes.
Outcome D - An ability to apply creativity in the design of mechanical systems, components or processes in accordance with program educational objectives.
Outcome E - An ability to function effectively on teams.
Outcome F - An ability to identify, analyze and solve both hardware and software technical problems.
Outcome G - An ability to communicate effectively.
Outcome H - A recognition of the need for, and an ability to engage in lifelong learning.
Outcome I - An ability to understand professional, ethical and social responsibilities.
Outcome J - A respect for diversity and a knowledge of contemporary, societal and global issues.
Outcome K - A commitment to quality, timeliness and continuous improvement.

The outcomes described here are embedded throughout the courses that support the Computer Engineering Technology degree.

For a detailed description of how these objectives map onto different courses in the degree program, click on the following link: MET Course Matrix.

Criteria for Accrediting Engineering Technology Programs during 2004-2005 Accreditation Cycle

Criterion 1: Program Educational Objectives

Although institutions may use different terminology, for purposes of Criterion 1, program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve during the first few years following graduation.

Each engineering technology program must have in place:

published educational objectives that are consistent with the mission of the institution and applicable ABET criteria,
a documented process by which the objectives are determined and periodically evaluated based on the needs of constituencies served by the program, and
an educational program, including a curriculum, that enables graduates to achieve the educational objectives.

Criterion 2: Program Outcomes

An engineering technology program must demonstrate that graduates have:

an appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines,
an ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering and technology,
an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes,
an ability to apply creativity in the design of systems, components or processes appropriate to program objectives,
an ability to function effectively on teams,
an ability to identify, analyze and solve technical problems,
an ability to communicate effectively,
a recognition of the need for, and an ability to engage in lifelong learning,
an ability to understand professional, ethical and social responsibilities,
a respect for diversity and a knowledge of contemporary professional, societal and global issues, and
a commitment to quality, timeliness, and continuous improvement.

Criterion 3. Assessment and Evaluation

Each program must utilize multiple assessment measures in a process that provides documented results to demonstrate that the program objectives and outcomes are being met.

Assessment measures typically consist of, but are not limited to, student portfolios, student performance in project work and activity-based learning; results of integrated curricular experiences; relevant nationally-normed examinations; results of surveys to assess graduate and employer satisfaction with employment, career development, career mobility, and job title; and preparation for continuing education.

Each program must demonstrate that the results of the assessment of program objectives and outcomes are being used to improve and further develop the program in accordance with a documented process.

Criterion 4. Program Characteristics

CURRICULUM

These criteria specify subject areas and minimum total credit hours essential to all engineering technology programs. The curriculum must appropriately and effectively develop these subject areas in support of program and institutional objectives.

Total Credits Baccalaureate programs must consist of a minimum of 124 semester hours or 186 quarter hours of credit. Associate degree programs must consist of a minimum of 64 semester hours or 96 quarter hours of credit.

Communications The communications content must develop the ability of graduates to:

plan, organize, prepare, and deliver effective technical reports in written, oral, and other formats appropriate to the discipline and goals of the program,
incorporate communications skills throughout the technical content of the program,
utilize the appropriate technical literature and use it as a principal means of staying current in their chosen technology, and
utilize the interpersonal skills required to work effectively in teams.

Mathematics The level and focus of the mathematics content must provide students with the skills to solve technical problems appropriate to the discipline and the program objectives. Algebra, trigonometry, and an introduction to mathematics above the level of algebra and trigonometry constitute the foundation mathematics for an associate degree program. Integral and differential calculus, or other appropriate mathematics above the level of algebra and trigonometry, constitutes the foundation mathematics for baccalaureate programs.

Physical and Natural Science The basic science content can include physics, chemistry, or life and earth sciences that support program objectives. This component must include laboratory experiences which develop expertise in experimentation, observation, measurement and documentation.

Social Sciences and Humanities The social sciences and humanities content must support technical education by broadening student perspective and imparting an understanding of diversity and the global and societal impacts of technology.

Technical Content The technical content of a program must focus on the applied aspects of science and engineering in that portion of the technological spectrum closest to product improvement, manufacturing, construction and engineering operational functions. The technical content must develop the skills, knowledge, methods, procedures, and techniques associated with the technical discipline and appropriate to the goals of the program.

The technical content develops the depth of technical specialty and must represent at least 1/3 of the total credit hours for the program. In order to accommodate the essential mathematics, sciences, communications, and humanities components, the technical content is limited to no more than 2/3 the total credit hours for the program.

The technical content of the curriculum consists of a technical core and the increasingly complex technical specialties found later in the curriculum. The technical core must provide the prerequisite foundation of knowledge necessary for the technical specialties.
Laboratory activities must develop student competence in the use of analytical and measurement equipment common to the discipline and appropriate to the goals of the program.
Technical courses must develop student knowledge and competence in the use of standard design practices, tools, techniques, and computer hardware and software appropriate to the discipline and goals of the program.
Capstone or other integrating experiences must draw together diverse elements of the curriculum and develop student competence in focusing both technical and nontechnical skills in solving problems.

Cooperative Education Cooperative education credit used to satisfy prescribed elements of these criteria must include an appropriate academic component evaluated by the program faculty.

Criterion 5. Faculty

Individual faculty members must have educational backgrounds, industrial experience, professional practice, communication skills, and technologically current knowledge that support the field of instruction and program objectives. Collectively, the faculty must be capable of providing students an appropriate breadth of perspective and effective instruction in the use of modern technical and nontechnical methodologies in careers appropriate to the program objectives.

The program must have an effective professional development plan for its faculty.

The number of faculty members must be sufficient to provide program continuity, proper frequency of course offerings, appropriate levels of student-faculty interaction, and effective student advising and counseling.

Each program must have effective leadership through a full-time faculty member with defined leadership responsibilities for the program.

The program faculty must have sufficient responsibility and authority to define, revise, implement, and achieve program objectives.

Criterion 6. Facilities

Adequate facilities and financial support must be provided for each program in the form of:

suitable classrooms, laboratories, and associated equipment necessary to accomplish the program objectives in an atmosphere conducive to learning,
laboratory equipment characteristic of that encountered in the industry and practice served by the program,
modern computing equipment and software, characteristic of that encountered in the industry and professional practice served by the program, and
Internet and information infrastructures, including electronic information repositories, equipment catalogs, professional technical publications, and manuals of industrial processes and practices adequate to support the educational objectives of the program and related scholarly activities of students and faculty.

Criterion 7. Institutional and External Support

ADMINISTRATION

The administration must be effective in the:

selection, supervision and support of the faculty,
selection and supervision of the students,
operation of support facilities for faculty and students, and
interpretation of the college to members of engineering and technical professions and the public.

INSTITUTIONAL SUPPORT

Institutional support must include:

adequate financial resources and constructive leadership to assure the quality and continuity of the engineering technology program
resources sufficient to attract, retain and provide for the continued professional development of a well-qualified faculty
sufficient financial and human resources to acquire, maintain, update and operate facilities and equipment appropriate for the program,
procedures for selecting students, advising students , and assuring that all graduates have met all curricular requirements, and
services to assist students in finding employment upon graduation.

PROGRAM ADVISEMENT

An advisory committee representing the organizations that employ graduates must be utilized to advise the program in establishing, achieving, and assessing its goals. The committee must periodically review program curricula, and provide advisement on current and future needs of the technical fields in which graduates are employed.

Criterion 8. Program Criteria

Table B.2.2 MET Course - Criterion 2 Relation Matrix
Revised October 2004
		MEET Program Course / Outcome Matrix
	MECT	Criterion 2: Outcomes
Outcomes	Courses	a	b	c	d	e	f	g	h	i	j	k
a: Mastery of knowledge & techniques	1364
b: Apply & adapt to emerging Math, Science, Engr., and Technology	3331 was 2331
c: Apply experimental results	2354
d: Apply creativity in Design	3118
e: Teamwork	3155
f: Solve technical problems	3318
g: Communication Skills	3341
h: Lifelong learning	3342
i: Respect professional, ethical & social responsibilities	3355
j: Diversity, societal & global issues	3358
k: Quality, timeliness, CQI	3360
	3365
	3367
	4172
	4342
	4365
	4372
	4375
	4384
	Support Courses	a	b	c	d	e	f	g	h	i	j	k
	TELS 3363
	ELET 2307
	TELS 3340 /
	or HDCS 3300
	TECH 1300
	MATH
	Science