2

• The ABET criteria consist of eight General Criteria plus program-specific criteria.

• The program-specific criteria are divided into two parts:1. Curriculum2. Faculty

ABET Criteria

The Context for Change

3

• 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

Background – The BOK and CE Program Criteria

BOK1-compliantAccreditation

Criteria

Levels of Achieveme

ntNAE 2020

Vision 2025

Mechanism for fostering

curricular change

BOK2-compliantAccreditation

Criteria

BOK3-compliantAccreditation

CriteriaBOK

3rd Ed.

Event BOK 2nd Ed. BOK 3rd Ed. BOK 4th Ed.BOK Committee of CAP3/COE assigned

Already accomplis

hed

Oct 2016 Oct 2024

BOK finalized Sept 2018 Sept 2026

BOK published March 2019 March 2027

Accreditation Committee of CAP3/COE organized Oct 2020 Oct 2028

Draft CE Program Criteria published March 2022 March 2030

CE Program Criteria approved by ABET EAC (1st reading)

July 2022 July 2030

CE Program Criteria approved by ABET Board of Directors/Delegates (1st reading)

Oct 2022 Oct 2030

Public Review of CE Program Criteria initiated Nov 2022 Nov 2030

CE Program Criteria approved by ABET EAC (2nd reading)

July 2023 July 2031

CE Program Criteria approved by ABET Board of Delegates (2nd reading)

Oct 2023 Oct 2031

First Reviews Under New CE Program Criteria Sept 2016 Sept 2024 Sept 2032

Event BOK 2nd Ed. BOK 3rd Ed. BOK 4th Ed.BOK Committee of CAP3/COE assigned

Already accomplis

hed

Oct 2016 Oct 2024

BOK finalized Sept 2018 Sept 2026

BOK published March 2019 March 2027

Accreditation Committee of CAP3/COE organized Oct 2020 Oct 2028

Draft CE Program Criteria published March 2022 March 2030

CE Program Criteria approved by ABET EAC (1st reading)

July 2022 July 2030

CE Program Criteria approved by ABET Board of Directors/Delegates (1st reading)

Oct 2022 Oct 2030

Public Review of CE Program Criteria initiated Nov 2022 Nov 2030

CE Program Criteria approved by ABET EAC (2nd reading)

July 2023 July 2031

CE Program Criteria approved by ABET Board of Delegates (2nd reading)

Oct 2023 Oct 2031

First Reviews Under New CE Program Criteria Sept 2016 Sept 2024 Sept 2032

8 yearcycle

8 yearcycle

7

Changes in effect beginning2016/17 review cycle

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Commentary on the civil engineering program criteria can be downloaded from ASCE’s website

http://www.asce.org/university_curriculum_development/

9

Bloom’s Taxonomy and Associated Verbs

list, recite, define, …

explain, describe, …

apply, solve, …

analyze, formulate, …

design, create, …

assess, evaluate, …

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Curriculum

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Program Criteria:

Notes about CE Curricular Requirements

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• 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

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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)

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• 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

• A course in college-level chemistry

Specific courses are not required, but these criteria are usually met by:

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• 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 same additional area of science.

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The civil engineering curriculum must prepare graduates to apply probability and statistics to address uncertainty

(New criterion)

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• 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

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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”)

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• “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.

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• Generally recognized, but non-exhaustive, list of civil engineering areas:

o structuralo environmentalo transportationo geotechnicalo constructiono water resources

o hydraulics/ hydrology

o surveying/ measurements

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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”)

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• 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

o performance of transportation systems

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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”)

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• Note ABET definition-engineering design: “Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.”

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• 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 experience.

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• 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.

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The civil engineering curriculum must prepare graduates to include principles of sustainability in design

(New criterion)

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• 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…sustainability.”

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Prepare graduates to explain basic concepts in project management, business, public policy, and leadership.

(Changed “management” to “project management”)

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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, dispute resolution processes, and other relevant topics

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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

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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.

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Leadership

• 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, consistency, commitment, and discretion

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Prepare graduates to analyze issues in professional ethics.

(New criterion)

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• Program need only show how it prepares its graduates to analyze issues in professional ethics.

.

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Prepare graduates to explain the importance of professional licensure.

(No change)

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• The criterion is met if topics which communicate the importance of 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 engineer’s relationship to the public and the consequent emphasis on professional licensure for the civil engineering professional

.

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2. Faculty

Program Criteria:

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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)

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• 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.

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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 member’s experience would be accepted toward the experience requirement for professional licensing.

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The program must demonstrate that it is not critically dependent on one individual

(No change)

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• 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 faculty’s coursework in an absence.

- Qualified adjunct faculty are available.

- One faculty member does all student academic advising, but the program can deal with an unexpected loss of that individual.

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

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For further information contact:

Thank you!

Leslie NolenDirector, Educational

Activitieslnolen@asce.org

Dion CowardManager, Educational

Activitiesdcoward@asce.org