|
Introduction
1. Students
1.1. Evaluation
of student performance
1.2. Advisement
of Students
1.3. Monitoring
of Students
1.4. Processes
and Procedures for Transfer Students
1.5. Assessments
2. Program Educational Objectives (PEOs)
2.1. Consistency
between the Program Educational Objectives,the
Department's mission and goals and ABET accreditation
criteria
2.2. Significant
Constituencies of the Program
2.3. Publication
of the Program Educational Objectives
2.4. Development
of the Program Educational Objectives
2.5. Processes
used to establish and review the Program Educational
Objectives
2.6. Curriculum
and Processes to Ensure Achievement of Program Educational Objectives (PEOs)
2.7. Evaluation
of the level of achievement of Program
Educational
Objectives (PEOs)
2.7.1. Alumni Evaluations
2.7.1.1. Graduate Study
2.7.1.2. Industrial Career Preparation
2.7.2. Employer Evaluations
2.7.3. Student Evaluations
2.8. Proposed
changes in PEOs, a chronological development account
2.9. Proposed
process and timeline to revise current PEOs
2.9.1. Proposed new ME PEOs
3. Program Outcomes and Assessment
3.1 Program
Outcomes
3.2 Program
Educational Objectives (PEOs) and Their Relationship
with the Program Outcomes (POs)
3.3 Program
Outcome Assessment Structure
3.3.1. Course-Level Assessment
3.3.2. Curriculum-Level Assessment
3.3.3. Program-Level
Assessments
3.4. Program
Assessment Plan Implementation
3.5. Plan
for Continuous Assessment/Feedback/Improvement
3.6. Qualitative
and Quantitative Assessment Artifacts Available for Review
3.7. Assessment
of Individual ME Program Outcomes (POs)
3.7.1. Individual PO Assessment Report
3.8 Modifications
and Improvements Made Since the 1997 ABET
Visit but before the Adoption of ABET EC 2000 Program
Assessment Process
3.9 Modifications
and Improvements Made Since the 1997 ABET
Visit but before the Adoption of ABET EC 2000 Program
Assessment Process
3.10 Modifications
and Improvements made since Adopting the Current
Assessment Process (since 2000)
3.10.1. Improvements and Modifications made to the Process/Program
3.10.2. Improvements/Modifications made of Course/Curriculum
3.10.3 Examples to illustrate the implementation of
ME Assessment, Feedback, and Improvement Process
|
4. Professional Component
4.1. General
Education Component
4.2. Mathematics
and Basic Science Component of Students
4.3. Engineering
Component
4.4. Design
Component
4.5. Integrated
Design Activities
4.6. Senior
Design Sequence
4.7. Fundamentals
of Engineering Examination
4.8. Supplementary
Engineering Experience
5. Faculty
5.1. Adequacy
of Faculty Size
5.2. Coverage
of curricular areas
5.3. Student-Faculty
Interactions
5.4. Student
Advising and Counseling
5.5. University
Service
5.6. Professional
Development
5.7. Interactions
with Industrial and Professional Practitioners/Employers
6. Facilities
6.1. Overview
6.2. Classrooms
and other college-wide instructional infrastructure
6.3. Instructional
Laboratory Facilities
6.3.1.
Thermal Sciences Laboratory
6.3.2.
Solid Mechanics and Materials Laboratory
6.3.3.
Dynamics and Controls and Robotics and Mechatronics Laboratories
6.3.4.
Undergraduate Machine Shop
6.4. Laboratory
Maintenance and Support
6.5. Plans
for Improving and Upgrading laboratory Facilities
7. Institutional Support and Financial Resources
7.1. Constructive
Leadership
7.2. Processes
used to Determine Program Budget
7.3. Adequacy
of Faculty Professional Development
7.4. Resources
to Acquire, Maintain, and Operate Facilities and
Equipment
7.5. Support
Personnel and Institutional Services
8. Program Criteria
8.1. ME-1
8.2. ME 2
8.3. ME-3
8.4. ME-4
9. General Advanced-Level Program |
