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December 2, 2008

ABET Update

UMC Meeting

April 6, 2015San Francisco, CA

Chester J. Van Tyne cvantyne@mines.edu

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4 Brief Topics

• Upcoming Changes to Program Criterion• Possible Changes to Student Outcomes

(Criterion 3)• TMS-UMC White Paper on Design –

update needed?• Liaison Between UMC and TMS

Accreditation Committee

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December 2, 2008

Program Criteria Changes - Preamble

These program criteria apply to engineering programs including "materials," "metallurgical," "polymer," and similar modifiers in their titles. All programs in the materials-related areas share these criteria, including programs with materials, materials processing, ceramics, glass, polymer, composites, metallurgical, biomaterials and similar modifiers in their titles. These program criteria apply to engineering programs, including "materials," "metallurgical," "polymer," and similar modifiers in their titles.

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December 2, 2008

Program Criteria Changes - Curriculum

The curriculum must prepare graduates to apply advanced science (such as chemistry, biology and physics), computational techniques and engineering principles to materials systems implied by the program modifier, e.g., ceramics, metals, polymers, biomaterials, composite materials; to integrate the understanding of the scientific and engineering principles underlying the four major elements of the field: structure, properties, processing, and performance related to material systems appropriate to the field; to apply and integrate knowledge from each of the above four elements of the field using experimental, computational and statistical methods to solve materials problems, including selection and design problems, and; to utilize experimental, statistical, and computational methods consistent with the program educational objectives.

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Criterion 3: Student Outcomes

The program must have documented student outcomes that prepare graduates to attain the program educational objectives.

Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program.

Only requires that program has outcomes; assessment of attainment moved to Criterion 4.

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Student Outcomes (a)-(e)• (a) an ability to apply knowledge of mathematics,

science, and engineering• (b) an ability to design and conduct experiments, as well

as to analyze and interpret data• (c) an 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

• (d) an ability to function on multidisciplinary teams• (e) an ability to identify, formulate, and solve engineering

problems

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Student Outcomes (f)-(k)• (f) an understanding of professional and ethical

responsibility• (g) an ability to communicate effectively• (h) the broad education necessary to understand the

impact of engineering solutions in a global, economic, environmental, and societal context

• (i) a recognition of the need for, and an ability to engage in life-long learning

• (j) a knowledge of contemporary issues• (k) an ability to use the techniques, skills, and modern

engineering tools necessary for engineering practice.

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Draft Student Outcomes*1. An ability to use the principles of science and mathematics to

identify, formulate and solve engineering problems.

2. An ability to apply both analysis and synthesis in the engineering design process, resulting in designs that meet constraints and specifications. Constraints and specifications include societal, economic, environmental, and other factors as appropriate to the design.

3. An ability to develop and conduct appropriate experimentation and testing procedures, and to analyze and draw conclusions from data.

4. An ability to communicate effectively with a range of audiences through various media.

5. An ability to demonstrate ethical principles in an engineering context.

6. An ability to establish goals, plan tasks, meet deadlines, manage risk and uncertainty, and function effectively on teams.

* Still in discussion stage at ABET/EAC (as of October 2014)

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White Paper on "Design"• Developed by University Materials Council

(UMC) and TMS and NICE Accreditation Committees in 2006.

• Provides guidance for consistent and constructive interpretation of materials design.

• Available on TMS Accreditation web site.• Provides clarification and examples; does NOT

supersede ABET criteria.• Programs have flexibility in specifying design

experience, but must demonstrate that ABET criteria are met.

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"Design" in Materials Programs• Material program are diverse and prepare

student for a wide variety of careers.• Flexibility in interpretation of design is needed.• Examples of design in materials:

– Reverse engineering and design of improvements involving materials

– Design and evaluation or optimization of a materials processing method

– Design of experimental equipment or characterization method

– Computational design of materials