Alignment with ABET ETAC and EAC Criteria for Accreditation
Variant-Specific Alignment
See how a specific EvaluateUR Method variant's outcomes align with EAC and ETAC:
- EvaluateUR alignment (coming soon)
- EvaluateUR-CURE alignment
- Evaluate-Compete alignment
- EvaluateUR-Internship alignment
E-CURE, E-Internship, and E-Compete outcome categories and defining components have been mapped to Engineering Technology Accreditation Commission (ETAC) and Engineering Accreditation Commission (EAC) performance indicators (PIs). The table below lists ABET's ETAC and EAC Criterion 3 Student Outcomes (SOs) and corresponding PIs. PIs provide a focused approach to measuring students' attainment of intended outcomes. Each ETAC or EAC ABET-required SOs listed in Criterion 3 are further narrowed down to the set of PIs. These indicators are constructed based on capabilities—which in turn are defined as what an individual is expected to know and be able to do by the time of entry into professional practice in a responsible role—and consist of knowledge, skills, and attitudes. In the context of undergraduate engineering and engineering technology education, capabilities are considered as what students should know and be able to apply by the time of graduation and therefore are considered as granular components of student outcomes.
Although the Professional Engineering Body of Knowledge includes a substantial number of capabilities in each category, not all of them have been selected as PIs to avoid overburdening faculty with assessment. Faculty have the flexibility to select the capabilities most relevant to their program's educational objectives and modify, extend, or reduce the number of PIs presented in the table below. The structure of the EvaluateUR Method allows users to select a subset of outcomes as well as add optional outcomes to align with specific program learning goals.
More details can be found in Grinberg and Singer (2021) and Grinberg et al. (2024).
Questions or comments? Contact us at singerjk@buffalostate.edu.
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ETAC - Criterion 3 |
EAC - Criterion 3 |
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Student Outcome 1 An ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly defined engineering problems appropriate to the discipline |
PI 1: Apply material from their discipline to the design of a project |
Student Outcome 1 An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
PI 1: Apply material from their discipline to the design of a project |
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PI 2: Identify and acquires new knowledge as a part of the problem-solving/design process |
PI 2: Apply an appropriate area of mathematics in the planning or design of a portion of a facility, structure, system, or product |
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PI 3: Apply an appropriate area of mathematics in the planning or design of a portion of a facility, structure, system, or product |
PI 3: Apply trigonometry, probability and statistics, differential and integral calculus, multivariate calculus, and differential equations to solve engineering problems |
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PI 4: Apply critical thinking skills through the application of the scientific method and/or associated inquiry processes in one or more areas of natural science |
PI 4: Apply critical thinking skills through the application of the scientific method and/or associated inquiry processes in one or more areas of natural science |
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Student Outcome 2 An ability to design systems, components, or processes meeting specified needs for broadly defined engineering problems appropriate to the discipline |
PI 1: Formulate the problem and analyze constraints |
Student Outcome 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 |
PI 1: Formulate the problem and analyze constraints |
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PI 2: Establish design requirements |
PI 2: Establish design requirements |
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PI 3: Generate alternative solutions |
PI 3: Generate alternative solutions |
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PI 4: Build a prototype/perform simulation when it is impossible to build a prototype |
PI 4: Build a prototype/perform simulation when it is impossible to build a prototype |
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PI 5: Analyze performance through testing/simulation |
PI 5: Analyze performance through testing/simulation |
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PI 6: Assess the strength and weaknesses of design |
PI 6: Assess the strength and weaknesses of design |
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PI 7: Identify next steps to improve on design |
PI 7: Identify next steps to improve on design |
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Student Outcome 3 An ability to apply written (W), oral (O), and graphical (G) communication in broadly defined technical and non-technical environments; and an ability to identify and use appropriate technical literature |
PI 1: Read and comprehend written communications (W) |
Student Outcome 3 An ability to communicate effectively with a range of audiences
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PI 1: Read and comprehend written communications (W) |
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PI 2: Use proper spelling, apply rules of grammar and syntax, and use appropriate citations in written communication (W) |
PI 2: Use proper spelling, apply rules of grammar and syntax, and use appropriate citations in written communication (W) |
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PI 3: Appearance during presentation (O) |
PI 3: Appearance during presentation (O) |
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PI 4: Delivery and elocution (O) |
PI 4: Delivery and elocution (O) |
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PI 5: Readability of text in slides and documents(G) |
PI 5: Readability of text in slides and documents (G) |
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PI 6: Relevancy of graphs and diagrams (G) |
PI 6: Relevancy of graphs and diagrams (G) |
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PI 7: Coordination and balance of graphics and text in slides (G) |
PI 7: Coordination and balance of graphics and text in Slides (G) |
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PI 8: Identify and use appropriate technical literature |
PI 8: Identify and use appropriate technical literature |
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Student Outcome 4 An ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes |
PI 1: Identify types of experiments (or simulation when experiment is not possible or feasible) conducted by engineers for a specific application |
Student Outcome 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 |
PI 1: Analyze a situation involving multiple conflicting professional and ethical interests to determine an appropriate course of action |
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PI 2: Design an experiment (or simulation when experiment is not possible or feasible) to test a hypothesis, such as the potential effectiveness of a proposed solution to an engineering problem or to validate functionality of a device or system |
PI 2: Assemble appropriate resources to assist in the resolution of an ethical dilemma and formulate the solution |
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PI 3: Conduct an experiment (or simulation when experiment is not possible or feasible) and analyze and interpret the results |
PI 3: Explain the barriers to global interaction including cultural mores and political and socioeconomic systems |
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PI 4: Develop and recommend a plan of action based, in part, on the experimental (or simulation) results |
PI 4: Discuss the importance of finding and implementing technologies, standards, and products from global sources |
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PI 5: Analyze the impacts of a project component on different stakeholders |
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PI 6: Assess the environmental, economic, and societal impacts of project alternatives and explain the impacts of those alternatives to project stakeholders |
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Student Outcome 5 An ability to function effectively as a member as well as a leader on technical teams |
PI 1: Work Toward Group Goals |
Student Outcome 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 |
PI 1: Work Toward Group Goals |
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PI 2: Use Effective Interpersonal Skills |
PI 2: Use Effective Interpersonal Skills |
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PI 3: Contribute to Group Maintenance |
PI 3: Contribute to Group Maintenance |
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PI 4: Take on a Variety of Roles |
PI 4: Takes on a Variety of Roles |
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PI 5: Identify discrete work tasks and budgets for a portion of a project |
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PI 6: Direct the project work of one or more team members |
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PI 7: Monitor project schedules and costs using appropriate tools such as Gantt charts, other bar charts, precedence diagrams, or other appropriate tools |
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Student Outcome 6 An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
PI 1: Identify types of experiments (or simulation when experiment is not possible or feasible) conducted by engineers for a specific application |
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PI 2: Design an experiment (or simulation when experiment is not possible or feasible) to test a hypothesis, such as the potential effectiveness of a proposed solution to an engineering problem or to validate functionality of a device or system |
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PI 3: Conduct an experiment (or simulation when experiment is not possible or feasible) and analyze and interpret the results |
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PI 4: Develop and recommend a plan of action based, in part, on the experimental (or simulation) results |
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Student Outcome 7 An ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
PI 1: Identify and acquire new knowledge as a part of the problem-solving/design process |
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PI 2: Identify and use appropriate technical literature |
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PI 3: Perform scholarly source analysis |
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