ABET Information

This page is intended for:

  • providing information on the ABET evaluation process for engaging the faculty and communicating with the constituents,
  • documenting the preparation for the accreditation visit in 2020.

Since this is an ongoing process, new information will be added and existing information may be modified continuously. Please direct your comments and questions to soibelman@usc.edu.

Engineering Accreditation Commission

ABET*
111 Market Place, Suite 1050
Baltimore, MD 21202

http://www.abet.org

*Formerly Accreditation Board for Engineering and Technology, Inc.

Mission Statement

The CEE Department seeks to:
  • Provide undergraduate and graduate programs of instruction for qualified students leading to academic degrees in engineering
  • Extend the frontiers of engineering knowledge by encouraging and assisting faculty in the pursuit and publication of research
  • Stimulate and encourage in its students those qualities of scholarship, leadership, and character that mark the true academic and professional engineer
  • Produce graduates who have an impact relative to global, societal, environmental and sustainability issues
  • Produce graduates who possess strong skills in business and management, communication and team-building
  • Produce graduates who pursue graduate education and life-long learning
  • Serve California and the nation in providing for the continuing education of engineering and scientific personnel
  • Provide professional engineering leadership in the solution of community, regional, national and global problems

Program Educational Objectives

Fulfilling the vision of the Sonny Astani Department of Civil and Environmental Engineering, the Viterbi School of Engineering, and the University of Southern California, our graduates in both the BSCE and BSENE programs will:

  1. Be successful in their professional careers, become leaders in industry, academia, government or service, while adapting their technical, collaborative and managerial skills for the benefit of Society’s built and natural environments.
  2. Support the advancement of the practice of science and engineering, while maintaining professional standards and moral and legal obligations to society, while being active in professional organizations and obtaining professional licensure when appropriate.
  3. Be prepared to pursue graduate studies in engineering or other disciplines, while continuously broadening their abilities and enhancing their technical skills to maintain their relevance with technological change.

Program Outcomes


Engineering programs must demonstrate that their students attain the following:

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Program outcomes are statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program. Each program must formulate program outcomes that foster attainment of the program objectives articulated in satisfaction of these criteria. There must be processes to produce these outcomes and an assessment process, with documented results that demonstrates that these program outcomes are being measured and indicates the degree to which the outcomes are achieved. There must be evidence that the results of this assessment process are applied to the further development of the program.

In addition, an engineering program must demonstrate that its students attain any additional outcomes articulated by the program to foster achievement of its education objectives. Additional information on the meaning of outcomes (1) to (7) can be found in the Foundation Coalition (FC), one of eight engineering coalitions funded by the National Science Foundation, which was established as an agent of systemic renewal for the engineering educational community.

ABET Requirements


2019 - 2020 Criteria for Accrediting Engineering Programs

PROGRAM CRITERIA FOR CIVIL ENGINEERING PROGRAMS
Lead Society American Society of Civil Engineers
Curriculum Objectives

The program must demonstrate that graduates have:

  • Knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science; apply probability and statistics to address uncertainty.
  • The ability to analyze and solve problems in at least four technical areas appropriate to civil engineering.
  • The ability to conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data.
  • The ablity to design a system, component, or process in at least two civil engineering contexts; include principles of sustainability in design.
  • The ability to explain basic concepts in project management, business, public policy, and leadership.
  • The ability to analyze issues in professional ethics; and explain the importance of professional licensure.
An understanding of professional practice issues such as:
  • Procurement of work.
  • Bidding versus quality-based selection processes.
  • How the design professionals and the construction professions interact to construct a project.
  • The importance of professional licensure and continuing education, and/or other professional practice issues.