Engineering Accreditation

Our Aerospace Engineering, Computer Engineering, and Electrical Engineering Degree Programs are all accredited by the Accreditation Board of Engineering and Technology (ABET).

ABET reviews programs on a regular basis to ensure their quality. Input from professional societies, such as AIAA, ASME and IEEE have provided ABET with criteria to ensure the quality of Engineering Degree Programs.

In the ABET process, programs are required to create Objectives (expectations of our alumni working within industry), and Outcomes (expectations of students within or graduating from our programs) and then develop assessment tools to monitor students in the programs and alumni from the programs to ensure that they are meeting objectives and outcomes.

To ensure that our programs are relevant, are consistent with our mission and vision, and to ensure accreditation, we have developed the plan below that states our mission and vision, our objectives and outcomes, and our assessment tools and metrics.

Our programs were most recently visited in November of 2004. Our next accreditation visit is scheduled for 2010. Six years is the maximum time between visits. Our programs were judged strong enough to merit the six year schedule.

Accreditation is an important credential because it enables a comparison of strong versus weak programs around the country. More importantly, it provides a formal process that encourages programs to keep up with technology trends, evolve their curriculum, and get a fresh perspective from accreditation officials from Industry and academia.

The development of a plan involves a wide group of constituencies that include industry, parents, students, and faculty. We are proud of our plan and have found the assessment tools to have a direct affect on curriculum evolution within our three programs.

Embry-Riddle Aeronautical University- College of Engineering:

Vision, Mission, Objectives Outcomes, and Evaluation and Assessment Tools

(November, 2005) v12-8

University Vision Statement:

To shape the agenda of aviation and aerospace, and lead in the education and development of its professionals.

University Mission Statement:

It is the purpose of Embry-Riddle Aeronautical University to provide a comprehensive education to prepare graduates for productive careers and responsible citizenship with special emphasis on the needs of aviation, aerospace, engineering and related fields. To achieve this purpose, the university is dedicated to the following:

To offer undergraduate and graduate degree programs that prepare students for immediate productivity and career growth while providing a broad-based education with emphasis on communication and analytical skills.
To emphasize academic excellence in the teaching of all courses and programs; to recruit and develop excellent faculty and staff; and to pursue research and creative activities that maintain and extend knowledge in aviation, aerospace and related disciplines.
To develop mature, responsible graduates capable of examining, evaluating and appreciating the economic, political, cultural, moral and technological aspects of humankind and society, and to foster a better understanding of the workings of the free enterprise system and its social and economic benefits, and of the profit motive, as vital forces to the potential of individuals and groups.
To promote ethical and responsible behavior among its students and graduates in the local, national and international aviation and aerospace communities and in the community at large.
To develop and effectively deliver educational programs for the adult student and professional at the undergraduate and graduate levels, including off-campus degree programs, short courses, distance learning, non-credit programs, seminars, workshops and conferences.
To support each student's personal development by encouraging participation in programs and services that offer opportunities for enhanced physical, psychological, social and spiritual growth; and, by complementing the academic experience and contributing to the development of a well-rounded individual prepared for personal and professional success.
To engage in research, consulting services, and related activities that address the needs of the aviation, aerospace, and related industries.

The College of Engineering mission statement is derived from the University mission.

College Mission Statement:

Foremost, we will provide undergraduate education founded on a rigorous, applied treatment of engineering fundamentals coupled with modern engineering tools. The College of Engineering is dedicated to providing excellence in aviation and space education, based in aerospace, electrical, mechanical and computer engineering, demonstrated through quality teaching, scholarly activity, facilities, and curriculum.

From this mission statement, the College of Engineering vision statement guides our decisions:

College Vision:

The College anticipates that the aerospace industry, its infrastructure, design methodologies, and engineering tools will evolve quickly with several very fundamental precepts for success. Among these is the premise that engineers of the future will continue to rely on fundamental principles and evolving contemporary computational tools to guide their choices. We therefore choose to emphasize mathematics, engineering science, and engineering design as a cornerstone for engineering education with their focus in aerospace applications.

Our Engineering Programs will be recognized for their strong emphasis and rigor in engineering science and design founded on hands-on laboratory-based education. The emphasis of these programs will continue to be preparation of students for professional careers in aerospace but with a broad enough engineering background to enable employment in related technical fields.

We recognize that the aviation and space industries rely on many disciplines. The College's vision is to contribute well-prepared professionals for early success in industry or graduate school. Our faculty is dedicated to educating engineers for the 21st century without forgetting the lessons of the 20th century.

From the University's mission statement and the College's mission and vision statements, the College developed objectives that our alumni should meet. From these, the departments developed their own educational outcomes. It is important to note that the philosophy is that each department's objectives and outcomes fit within and flows from those for the College. This philosophy builds continuity between the programs. The College Objectives represent one of our methods to implement the vision and mission statements of the college.

College of Engineering Plan for Implementation of Vision and Mission Statements

OBJECTIVES

(Expectations of our alumni working within industry)

I Math, Science, and Engineering Fundamentals
Alumni working in the engineering field will demonstrate skills in math, science, and engineering with an emphasis on solving problems utilizing fundamental engineering principles including engineering logic, traditional analytical methods, modern software, and experimental apparatus. Additionally and more specifically:

Aerospace and Mechanical Engineering alumni will:

be competent in fundamental engineering areas that include: statics, dynamics, solid mechanics, circuits, materials science, fluid mechanics, thermodynamics, and experimental techniques and instrumentation.
utilize appropriate software that would enable analysis, simulation, and design of aerospace systems (e.g. Excel, MATLAB, ANSYS, CATIA)

Computer Engineering alumni will be:

competent in the fundamental areas of digital and computer systems, software development, and modeling of physical systems.
able to use or learn to use software tools appropriate to their jobs (e.g., C; MATLAB; HDL; OrCAD Layout, Capture and PSpice; etc.).
able to apply mathematically based physical laws to solve problems presented them.

Electrical Engineering alumni will be:

competent in the fundamental areas of statics/dynamics, thermo/heat transfer, and digital/analog circuits.
able to use or learn to use software tools appropriate to their jobs (e.g., C; MATLAB; HDL; OrCAD Layout, Capture and PSpice; etc.).
able to apply mathematically based physical laws to solve problems presented them.

II Professional and Social Context of Engineering Practice

Alumni working in the engineering field will demonstrate an understanding and philosophy that promotes engineering practice founded in technical integrity, ethics, social, economic and environmental responsibility, and global awareness. Alumni will recognize the importance of preparing themselves for continued education and independent thought. This objective is overarching and applicable to all our engineering disciplines.

III Design and Teamwork

Alumni working in the engineering field will demonstrate the ability to assimilate topics from multiple sources, design a system or process, communicate that design effectively though verbal and written means, and work effectively on a team.

Aerospace Engineering alumni will:

have a broad understanding of the interrelations of the aerospace disciplines and their impact on aerospace designs.
understand the importance of teamwork, the value of multiple experiences and be able to communicate to a broad array of technical and non-technical audiences.
bring design expertise to the work environment within a chosen subset of aerospace engineering disciplines.

Computer Engineering alumni will:

foster a sense of citizenship, positive group dynamics, team participation, and team responsibility in a global community and economy.
demonstrate leadership where appropriate within their work groups.
be able to plan, schedule and carryout projects assigned to them.

Electrical Engineering alumni will:

foster a sense of citizenship, positive group dynamics, team participation, and team responsibility in a global community and economy.
demonstrate leadership where appropriate within their work groups.
be able to plan, schedule and carryout projects assigned to them.

Mechanical Engineering alumni will:

understand the importance of teamwork, the value of multiple experiences and be able to communicate to a broad array of technical and non-technical audiences.
bring design expertise to the work environment within the context of a developing a complex, multidisciplinary engineering system.

IV. Discipline Specific Depth

Alumni working in the engineering field will demonstrate depth in their discipline and exposure in related areas.

Aerospace Engineering alumni will:

have demonstrated depth in aerospace structures, aeronautics, propulsion and either aeronautics or astronautics.
have depth in theoretical, computational, and experimental methods.

Computer Engineering alumni will:

have depth in embedded and real-time control systems, software design, or computer architecture.
show an aptitude for independent work accomplishing the tasks they are assigned.
demonstrate an ability to develop a deeper understanding of a particular area of computer engineering or to learn about a new area.

Electrical Engineering alumni will:

have developed depth in communications theory, control theory, power electronics, or analog/digital circuits.
show an aptitude for independent work accomplishing the tasks they are assigned
demonstrate an ability to develop a deeper understanding of a particular area of electrical engineering or to learn about a new area.
able to use software tools appropriate to their jobs including C; MATLAB; HDL, OrCAD Layout, Capture and Pspice; etc.
be capable of immediate productivity upon their graduation.

Mechanical Engineering alumni will:

have demonstrated depth in machine design, thermal-fluid systems, robotics and gas turbine engines.
have depth in theoretical, computational, and experimental methods.

EDUCATIONAL OUTCOMES:

(Expectations of students within or graduating from our programs)

Established educational outcomes are periodically reviewed, continually evaluated, and published. The outcomes below represent a comprehensive program that emphasizes engineering with background outside of engineering to enhance skills not based in mathematics and the sciences.

1. Our graduating students will have experienced a core of humanities, social sciences, and communications and demonstrate the use of this core to support the technical content of their engineering curriculum.

Strategy: In conjunction with Embry-Riddle Aeronautical University's core requirements, engineering students shall complete a minimum of 21 semester credits representing a breadth of study in the humanities, communication, and social sciences. Additionally, they shall select their courses to meet the following criteria:

a minimum of 3 credits of course work designated as humanities core
a minimum of 9 hours of communications that includes verbal and written components
a minimum of 3 credits of course work designated as social science core
require 6 additional credit hours of the humanities and social sciences

2. Graduating seniors will be competent in fundamental math/basic science subjects, which include:

calculus through ordinary differential equations, applied numerical methods, or discrete mathematics as appropriate.
calculus based physics and/or chemistry
laboratory experiences in the physical sciences

Strategy: All engineering students will be required to complete a minimum of:

25 % of their program in math/basic science with a laboratory component in the science curriculum

3. All graduating engineering students will be competent in a subgroup of core engineering fundamentals.

Program	Primary Emphasis	Secondary Emphasis
Aerospace and Mechanical Engineering	Mathematics, Dynamics, Fluid Mechanics, Material Science / Structure of Matter, Mechanics of Materials, Statics, Thermodynamics	Computers, Electric Circuits, Chemistry, Engineering Economics, Ethics
Computer Engineering	Mathematics, Computers, Electric Circuits	Engineering Economics, Ethics
Electrical Engineering	Mathematics, Electric Circuits, Computers

Strategy: Emphasize engineering fundamentals in currirculum and measure performance.

4. Engineering students graduating from our programs will demonstrate proficiency in core topics in their program.

Program	Core Topics
Aerospace (Aeronautics Option)	Aerodynamics, Thermal Sciences, S tructures, Flight Mechanics, Aircraft Design, Propulsion, Electrical Circuits, Astronautics, Aerospace Materials
Aerospace (Astronautics Option)	Astrodynamics, Attitude Determination and Control, Structures, Rocket Propulsion, Spacecraft Design, Thermal Sciences, Aeronautics, Space Systems, Space Environment Effects, Aerospace Materials
Computer	Electrical Circuits, Electronics, Controls, Logic Circuits, Computer Architecture, Computer Operating Systems, Algorithms and Data Structures, and Design
Electrical	Electrical Circuits, Electronics, Controls, Logic Circuits, Electromagnetics, Power Conversion, Telecommunications, Hardware and Software Systems, Materials, and Design
Mechanical Engineering	Thermal-Fluid Systems, Materials, Machine Design, Robotics, Gas Turbine Propulsion

Strategy: Provide courses in each discipline specific area, and monitor progress through periodic review by the faculty, department head, and dean. Ensure that any path to a degree includes 1 1/2. Years of engineering topics.

5. Graduating students will have had the opportunity to specialize and demonstrate competence in a sub-discipline within their chosen field, to provide depth in a subject area or prepare them for graduate education.

Strategy: Provide opportunities for at least 6 credits of technical electives and offer undergraduate research, intern, and coop opportunities.

6. All engineering students will be proficient in engineering design.

Strategy: Half of the upper level engineering courses will have design content and design will be incorporated throughout the engineering courses. This coursework will use design methodology, computer applications, and/or experimental apparatus that are modern and appropriate to the discipline.

7. All engineering students will demonstrate design competence through a major design (capstone) experience focused on the following:

designing a project, device, system, or process incorporating engineering standards and realistic constraints that include standard engineering and non-engineering considerations such as economic, environmental and manufacturability. When appropriate ethical, health and safety, social, global, and political considerations will be addressed.
written and verbal communication
including team members from other disciplines where feasible
using design methodology, computer applications, computer aided design tools, and/or experimental apparatus that are modern and appropriate to the discipline
working effectively in a team environment.

Strategy: Require as a minimum, a 6-credit capstone course or series that is team based. The focus of the experience will be to integrate their 4-year experience into a single project. The capstone project will include review from peer groups, faculty, and industry.

8. All engineering students will be laboratory and computer proficient with modern equipment and current laboratory and computer methods.

Strategy: Require students to:

take a minimum of 8 credits of basic and engineering science laboratory experience
design as well as run experiments
take a minimum of 3 credits of computing and apply skills learned in engineering courses
utilize current/contemporary lab equipment, computers, data acquisition software, and analysis software appropriate to problem complexity

Embry-Riddle Aeronautical University OUTCOMES AND OBJECTIVES MAPPED INTO ABET2000 REQUIREMENTS

Show how ABET2000 prescribed outcomes meet educational objectives:

math, science, engineering skills
design and conduct experiments and analyze data
design a system or process
function on multidisciplinary teams
solve engineering problems
understand ethical and professional responsibility
ability to communicate
understand impact of engineering in a global and societal context
recognize lifelong learning
knowledge of contemporary issues
ability to use techniques, skills, and modern engineering tools.

Table I maps Embry-Riddle Objectives and Outcomes into ABET Outcomes.

Coursework is the mainstay to direct us toward our objectives and produce students who satisfy the ABET Outcomes a-k as well as the College of Engineering and Departmental Outcomes. To this end three tables for each department (12 figures) are provided that indicate how courses student take map into:

our objectives
our outcomes
and ABET a-k

Table I: Mapping ERAU-Prescott Objectives and Outcomes into

ABET Table

1 measured, but it is not a strong indicator in itself
2 measured reasonably well
3 measured very well

EVALUATION AND ASSESSMENT TOOLS (EAT):

(Evaluation of objectives and assessment of outcomes; tools = general methods, instruments = more precise like a specific form or survey)

EAT 1. Objective and Outcome Course Evaluations

Faculty submits Objective and Outcome forms annually.
Department Chair reviews forms annually and reports to the department and documents results in the State of the Department report.

EAT 2. Student Interviews

Department Chairs or appointees conduct interviews with students.
Each design team student is given the opportunity to comment on and discuss: (1) the capstone course and their project, and (2) the program in general.
Results documented yearly in the State of the Department Section of the College Annual Report.

EAT 3. Departmental Industry Advisory Boards (aka IABs or External Advisory Committees)

Assess the state of each program. Annually, IABs will examine one or two areas of the program and assess that status of that area and provide recommendations.
IABs will meet with students and provide input on their ability to communicate and solicit information on the state of the program from the student's viewpoint.
Results documented yearly in the State of the Department Section of the College Annual Report.

EAT 4. Alumni and Employer Surveys

Institutional Research will mail/email alumni instrument to alumni 1 1/2 years out and an employer instrument to their direct supervisor every year to assess performance of our alumni.
Instrument will be broad-based, including college and departmental questions, and cover a breadth of criteria.
Results documented yearly in the State of the Department Section of the College Annual Report.

EAT 5. Early Career Alumni Survey has been eliminated for future use due to poor response rate and infrequency of administration.

The survey instrument will encompass broad-based college and departmental questions, including questions to measure the recognition of lifelong learning.
Survey alumni 3-6 years after graduation every two years:
- Results documented yearly in the State of the Department Section of the College Annual Report.
- While this in not the current report format from Institutional Research, it is our goal.

EAT 6. Design Reviews

Design reviews will include review and feedback from peer groups, faculty, and industry.
Results documented yearly in the State of the Department Section of the College Annual Report.

EAT 7. Faculty/DH/Dean Periodic Review

The faculty, department heads, and dean will perform periodic reviews of objectives and outcomes.
Results documented yearly in the State of the Department Section of the College Annual Report.

EAT 8. Student Reviews

Students will meet with the Department Chair or representative as needed but at least once a year to discuss the operation of the departments and review the current outcomes.
Comments will be collected and discussed by the faculty and IAB at their next available meeting or if the circumstance warrants it at a specially called meeting.
Results are documented in the State of the Department Section of the College Annual Report

Corrective Action

Department Heads, Curriculum Committees, and Faculties are the implementation arm.
Assess status of programs based on data from a minimum of evaluation and assessment tools 1-8.
Based on feedback, provide direction for needed changes in programs.
Provide State of the Program Report each year; discuss actions taken the previous year and results achieved, suggestions that need to be considered for the upcoming year, and data that needs to be collected.
Summary of State of the Department Section of the College Annual Report each year.
Departmental Advisory Boards review the State of the Program Report each year.

Additional Assessment Processes:

College Service Course Review Committee assesses college- and university-based service courses.
Fundamentals of Engineering Exam review.
Annual reviews the status of laboratory resources.
Parent/guardian surveys of goals for students.
Co-op student/employer reviews.
Pre-requisite fundamentals assessment exams for selected courses.

Metric Goals

Provide metric goals for each outcome that illustrate the level of quality of outcomes achievement felt necessary to produce graduates that will ultimately achieve the Educational Objectives following their graduation.

Numeric metric goals for each outcome were developed where they could be. In a small department, most decisions are made on the basis of informal consensus or at the annual assessment meeting where the degree to which each outcome is met is discussed. The advantage of this system is that it causes the faculty or Advisory Committee to discuss what the issues really are. Metrics are a way to decide if an outcome needs to be examined not whether it is being achieved. Nevertheless there are some metric goals that make sense and these are provided.

1. Our graduating students will have experienced a core of humanities, social sciences, and communications and demonstrate the use of this core to enhance the technical content of their engineering curriculum.

Metric Goals:

100% of students requesting graduation checks meet graduation requirements.
Greater than 50% of alumni at the two-year survey rate Embry-Riddle's preparation either excellent or very good and the usefulness of the humanities/social sciences as skills as very useful.

2. Graduating seniors will be competent in fundamental math/basic science subjects.

Metric Goals:

100% of students requesting graduation checks meet graduation requirements.
At least 70% of the alumni at the two-year survey point judge their preparation in math/basic science at ERAU as very good or excellent.
At least 60% of the graduating seniors at the exit survey judge their preparation in math/basic science at ERAU as very good or excellent.

3. All graduating engineering students will be competent in a subgroup of core engineering fundamentals.

Metric Goals:

Students will show mastery of a subgroup of core fundamentals identified by the faculty, reviewed by the IAB and measured by outcomes met in courses containing topics identified as core material. Department reviews results and decides on course of action. Results presented to IAB for review.
Graduating seniors will be surveyed on their feeling of competency on a list of core fundamentals as previously identified. Goal is that at least 85% say they believe their skills are excellent or very good in the core topics.
At least 85%of the alumni at the two-year survey say they believe the preparation in core engineering fundamental material is excellent or very good.
60% of those attempting the FE exam pass this section.

4. Engineering students graduating from our programs will demonstrate proficiency in core topics in their program.

Metric Goals:

Students will show mastery of a subgroup of core topics identified by the faculty, reviewed by the IAB and measured by outcomes met in courses containing topics identified as core material. Department reviews results and decides on course of action. Results are presented to the IAB for review.
Graduating seniors will be surveyed on their feeling of competency on a list of core topics as previously identified. Goal is that at least 85% say they believe their skills are excellent or very good in the core topics.
At least 85% of the alumni at the two-year survey say they believe the preparation in core topics within the program is excellent or very good.

Metric Goals:

Graduating seniors will be surveyed on their competency in the sub-disciplines they choose and adequacy of the offerings. Goal is that at least 85% say they believe their skills are excellent or very good in the core topics. No goal for adequacy of offerings.
Department will audit the transcripts of graduating seniors to evaluate competency of graduates and adequacy of offerings. Results submitted in State of Department Section of the College Annual Report submitted annually and discussed by the Department.
Audit the alumni database and combine with alumni survey to see if alumni are taking jobs that require depth in a sub-discipline offered. Qualitative data offered in State of Department Section of the College Annual Report submitted annually and discussed by the Department.
Senior design mentors will judge the students against the standard of did not meet, met, or exceeded expected performance in the sub-disciplines required in the capstone project. Data to be submitted on annual Objective and Outcomes reports. At least ninety percent of students will be judged to have met or exceeded expectations.

6. All engineering students will be proficient in engineering design.

Metric Goals:

At least half of the required engineering courses will show some design content as determined from the Objective and Outcome course evaluation forms.
The instructors of those design courses will judge at least 80% of students as having acceptable design skills. Results to be recorded on the Objectives and Outcomes forms.

7. All engineering students will demonstrate design competence through a major design (capstone) experience.

Metric Goals:

Greater than 75% of the seniors completing the capstone series will indicate during their senior exit interviews that they demonstrated design competence in some specialization and have an appreciation of its relation to the product/system which represents their capstone project as a whole.
Senior design faculty will judge that at least 75% of the senior design students demonstrated good teamwork in completion of their design projects. A majority of design panel reviewers will also rate the teams as demonstrating good or excellent teamwork during their design presentations.
A majority of senior design proposal reviewers will judge the senior design projects show a good or excellent emphasis on realistic constraints and design considerations. (moved text)
Design faculty will rate at least 75% of team memberss as having good or excellent written and verbal communication on design reports and presentations.
A majority of design panel reviewers will judge that senior desing teams use design methodology, computer applications, and/or experimental apparatus that are modern and appropriate to the discipline.
Each senior capstone project will require students specializing in various engineering disciplines to work together on an interdisciplinary project.

8. All engineering students will be laboratory and computer proficient with modern equipment and current laboratory and computer methods.

Metric Goals:

The lab instructors will judge at least 80% of students as having acceptable lab skills. Results to be recorded on the Objectives and Outcomes forms.
100% of students requesting graduation checks meet graduation requirements.

College of Engineering

DEPARTMENTS

DEGREE PROGRAMS

EXTERNAL LINKS