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1 ABET-based Criteria for the CEE Undergraduate Portfolio at the University of Missouri (adapted from criteria developed by Marie Paretti at Virginia Polytechnic) 1 tell: The reader can make a determination based on the material provided 2 apply: The criterion is relevant to the project 3 meet: The project does meet the minimum expectations (i.e. Novice level) for this criterion the portfolio show evidence of.... tell 1 A: an ability to apply knowledge of math, science, and engineering? All CEE core courses require students to apply concepts from math, chemistry and physics. CEE 3010 Statistical report, economic report CEE 3312 or CEE 3313 CEE 4980 Senior design project can recognize the relevance of concepts from earlier courses in math, chemistry, physics, and/or engineering; however, there is limited evidence that the student can apply or use the concepts to explain, analyze, or develop the project at hand. only recognizes the relationship among fundamental concepts, engineering models, and the project at hand, but also can apply fundamental concepts and simple models to describe results or to develop an experimental plan. has developed an original, physics-based theoretical- or phenomenological-based model to describe experimental results, or has used an original model as a means to develop an experimental plan. B: an ability to design and conduct experiments, as well as to analyze and interpret data? Discovery is a critical component in CEE. The design of experiments and the effective presentation of results, including written, oral, graphical, and tabular coupled with meaningful ties to theory are important. can design experiments and correctly analyze/interpret the results, but both the experimental design and the subsequent analysis are significantly limited or insufficient with respect to project goals. can design experiments and analyze/interpret data appropriate for a particular goal and within time and resource constraints, but either the design or the analysis shows some weakness or limitation. can design experiments and analyze/interpret data effectively for a project goal.

2 the portfolio show evidence of.... 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? Design is a double process in engineering, since there are parallels between the non-technical decision-making in writing (verbal/visual design) and the technical decision-making in the engineering design process. All design (whether technical or non-technical) involves qualitative judgments and problem-solving within constraints. Design in CEE may include reverse engineering and design improvement; design of a method, structure, or process; or evaluation or optimization of a design. Additional verbal/visual design is exposed in the documentation of the engineering design. English 1000 Engineering / society paper (verbal design; evaluation of engineering designs from public perspectives) CEE 3312 Consultant design report, design presentation CEE 3313 Consultant design report, design presentation CEE 4980 Senior design final report, client presentation tell 1 can define a few relevant constraints and make qualitative decisions based on those constraints. Although the final results satisfy most of those constraints, some constraints could and should have been addressed in the project. Other limitations might include a poor decisionmaking process or failure to satisfy constraints. can define a few constraints and make qualitative decisions based on those constraints. Relevant and important constraints are identified, and the final results satisfy most of those constraints. Limitations might include omitting one key constraint, weaknesses in the decision-making process, or failure to meet one constraint. can define all or most of the relevant constraints and make qualitative decisions systematically with respect to those constraints. The final results successfully meet those constraints. D: an ability to function on multidisciplinary teams? Engineers must have broad abilities and background to effectively interact with a range of audiences, including the public and professional colleagues in an industrial or scientific setting. CEE 3312 Consultant design report, design presentation CEE 3313 Consultant design report, design presentation CEE 4980 Senior design final report, client presentation functioned on a team with a project plan, but the plan does appear very efficient and contributions of individual team members are always clear. There is little evidence that team members synthesized results. There is evidence of participation on a team. The project plan and work distribution are reasonable, but evidence of collaboration and teamwork is limited in some way (e.g. all team members appear to have contributed equally or the team showed little evidence of collaboration or synthesis of results) There is evidence of an effectively organized team plan. There is evidence that work was divided effectively (that each team member contributed significantly to the project). There is evidence that team members collaborated and synthesized work in the final project.

3 E: an ability to identify, formulate, and solve engineering problems? Nearly all CEE core and engineering subject courses require students to solve problems of both a traditional or classic nature, as well as problems unique to the discipline of CEE. English 1000 provides students with opportunities to develop verbal problem-solving skills and informal reasoning. The senior capstone design experience provides students with the additional opportunity to deal with open-ended problem solving skills, and or with solving unanticipated problems towards the meeting of an objective or goal. Students have an opportunity to demonstrate growth between the problem-solving in English 1000 and in CEE 4980 English 1000 (engineering problem solving via informal reasoning) CEE 3312 Consultant design report CEE 3313 Consultant design report CEE 4980 Senior design final report successfully grasped the rationale and motivation for problem-solving in at least two projects; however, there is limited evidence that the student worked independently to solve the problems. In addition, the problems addressed are obvious and the solutions are simplistic, even in the second project. evidence from at least two projects that the student 1) understood the instructors objectives and rationale for the project and 2) contributed additional, independently-secured background info, theory, experimental methods, or hypotheses to the project. However, in each of the projects, one or more key issues were ignored. There may be limited evidence of growth from first to second project. evidence from at least two projects that the student has made independent decisions regarding problem resolution, project redefinition, analysis approach, etc. Although both projects demonstrate independent thinking, the second project demonstrates growth relative to the first project. F: an understanding of professional and ethical responsibility? CEEs are involved in all aspects of engineering innovation, design, and implementation. Many applications ultimately involve public trust, safety, and societal well-being. Professional responsibilities may be considered those one owes to employers (company loyalty, adherence to policies, attention to the company s interests) and to the profession as a whole (using appropriate techniques, applying disciplinary standards to one s work), while ethical responsibilities typically extend to individuals and groups and involve the impact of one s action on the full range of stakeholders. English 1000 Engineering / Society essay CEE 3010 Ethics Paper CEE 4980 Senior design project, limited evidence that the student recognized or addressed relevant professional and ethical responsibilities. some evidence that the student understood and could address relevant professional and ethical responsibilities. extensive evidence that the student understood and could address relevant professional and ethical responsibilities

4 the portfolio show evidence of.... G: an ability to communicate effectively? Engineers must understand only how to proofread, but also how to reason in words and to make qualitative decisions within constraints of various audiences (including technical colleagues, managers, technicians, investors, and clients) and purposes (technical purposes within economic, environmental, ethical, and social constraints). CEE 4980 Senior design project, professional correspondence, bi-weekly progress report tell 1 Sufficient project documentation exists, but has significant weaknesses in presentation (oral and/or written), organization, and ability to select relevant content for audience and purpose. See additional checklist. Most project documentation is clear and effective, but some projects demonstrate weakness in a particular area (e.g. discriminating between relevant and irrelevant detail for purpose and audience, organizing material in reader-friendly manner, proofreading). See additional checklist. All written and oral project documentation clearly and effectively communicate relevant information. Relevant content is organized to support project management and evaluation, and reports and presents are professional. See additional checklist. H: the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context? Engineering decisions involve quality of life issues for society, e.g., resource utilization, energy consumption, economic prosperity, and environmental stewardship. Engineers will make better decisions when they have had coursework in both technical and non-technical subjects. CEE 4980 Senior design project, At least one broader impact of the engineering project is discussed in the discussion section of most documents, but the implications are underdeveloped. At least one broader impact of the engineering project is discussed in depth in the discussion section of most documents, but the other impacts could still be addressed. The social, economic, and environmental implications of the engineering project are discussed in depth in most of the projects.

5 I: a recognition of the need for, and an ability to engage in life-long learning? Like all technology-heavy fields, CEE is evolving rapidly. Successful graduates will requires skills that enable them to learn new technologies, concepts, and skills appropriate for present and future contributions. Moreover, changing social and economic conditions require adaptation of existing technologies for new purposes. Documents provide limited is aware of the (limited) conditions under which the solution or design might apply and need to adapt or develop them. Documents provide some is aware of the (limited) conditions under which the solution or design might apply and need to adapt or develop them. Documents provide extensive evidence that the student is aware of the (limited) conditions under which the solution or design might apply and need to adapt or develop them. J: a knowledge of contemporary issues? Interpretation of what constitutes a contemporary issue for purposes of engineering accreditation varies. Some view it as a recognition of world and local events and the impact CEE; others view contemporary issues as emerging technologies. Likely, both interpretations are appropriate. Each project referred to at least one contemporary issues relevant to the project. Each project provided some detail regarding relevant contemporary issues and attempted to tie the project to those issues. Each project was clearly contextualized with respect to contemporary issues both within the field of materials science and nationally/globally.

6 the portfolio show evidence of.... K: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice? Proficiency with certain tools (including computational skills, statistics, engineering tools and techniques) is necessary for effective in engineering. Confidence with regards to the operation of basic laboratory or manufacturing based equipment is essential. tell 1 The student used some appropriate techniques and tools, but skill levels appeared novice and other available tools/techniques should also have been included. The student demonstrated reasonable skill in using most of the available tools and techniques appropriate to the problem. The student effectively and successfully employed the appropriate tools and techniques available.

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