ABET

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Class Agenda

 Job Requirements 15 min

 ABET

55 min

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ةينّلا

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Job Requirements

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What do Employers

Want?

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02:40 AM Introduction

 Learning to Learn

 Listening and Oral Communication

 Competence in Reading, Writing, and Computation

 Adaptability: Creative Thinking and Problem Solving

 Personal Management: Self-Esteem, Goal

Setting/Motivation and Personal/Career Development

 Group Effectiveness: Interpersonal Skills, Negotiation, and Teamwork

 Organizational Effectiveness and Leadership

What Employers Want : A Summary

Source: Workplace Basics: The Skills Employers Want, American Society for Training and Development and U.S. Department of Labor,

Employment and Training Administration, 1988.

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02:40 AM Introduction ^{Slide 7}

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ABET*

*http://abet.org/home/

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ECPD

 ABET was founded in 1932 as the Engineers' Council for Professional Development (ECPD)

 An engineering professional body dedicated to

the education, accreditation, regulation, and

professional development of the engineering

professionals and students

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Founding Member Societies

Seven engineering societies founded the organization and contributed to its original direction and focus:

 American Society of Civil Engineers (ASCE)

 American Institute of Mining and Metallurgical Engineers, now the American Institute of Mining, Metallurgical, and Petroleum Engineers (AIME)

 American Society of Mechanical Engineers (ASME)

 American Institute of Electrical Engineers (now IEEE)

 Society for the Promotion of Engineering Education, now the American Society for Engineering Education (ASEE)

 American Institute of Chemical Engineers (AIChE)

 National Council of State Boards of Engineering Examiners (now NCEES)

 Currently the list of members societies reached 33 societies

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ABET

In 1980, ECPD was renamed the Accreditation Board for Engineering and Technology (ABET) to more accurately describe its emphasis on

accreditation.

 Applied Science Accreditation Commission (ASAC)

 Computing Accreditation Commission (CAC)

 Engineering Accreditation Commission (EAC)

 Engineering Technology Accreditation Commission (ETAC)

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Programs Accreditation as

of 10.1.12

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Programs Accreditation as

of 10.1.12

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Programs Accreditation as

of 10.1.12

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SENIOR PROJECT REQUIREMENTS BY ABET

ABET Definition (APPM, Criterion 5 (Curriculum), Item b, Page 4)

2. “Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.”

1. 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

GENERAL CRITERIA

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Faculty of Engineering Vision

To be recognized, in the region and beyond, as a leader in engineering education,

applied research, and community services

Mission

Prepare highly qualified engineers through education & training and conduct high-class research to sustain and maintain

development of the society

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Program Educational Objectives

 PEO#1: Graduates will undertake active roles in the development of their community’s welfare and/or the advancement of their profession, in an ethical and professional manner.

 PEO#2: Graduates will meet the expectations of employers of Thermal Engineering and

Desalination Technology Program engineers.

 PEO#3: Qualified graduates will pursue

advanced study if they so desire.

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Student Outcomes

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 with in 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.

f) An understanding of professional and ethical responsibilities.

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 modern engineering techniques, skills, and computing tools necessary for engineering practice.

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SENIOR PROJECT REQUIREMENTS BY ABET

3.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

3.d: An ability to function on multi-disciplinary teams

3.e: An ability to identify, formulate, and solve engineering problems 3.f: An understanding of professional and ethical responsibility

ABET Criterion 3 (Student Outcomes)

Out of the 11 criteria (3a – 3k), the following must be taken into consideration:

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SENIOR PROJECT REQUIREMENTS BY ABET

3.g: An ability to communicate effectively

3.h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

3.i: A recognition of the need for, and an ability to engage in life-long learning

3.j: A knowledge of contemporary issues

3.k: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

ABET Criterion 3 (Student Outcomes)

Out of the 11 criteria (3a – 3k), the following must be taken into consideration:

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Rubrics

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