Weldon School of Biomedical Engineering Continuous Improvement Guide

Size: px
Start display at page:

Download "Weldon School of Biomedical Engineering Continuous Improvement Guide"

Transcription

1 Weldon School of Biomedical Engineering Continuous Improvement Guide The intent of this document is to assist faculty, staff, students, and constituents of the Weldon School of Biomedical Engineering in understanding 1) the ABET accreditation process and 2) the continuous improvement model the Weldon School uses to monitor and improve our undergraduate curriculum. Much of the information about ABET and the accreditation process was taken from the ABET web page: What is ABET? ABET is a non-profit and non-governmental accreditor for college and university programs in applied science, computing, engineering, and engineering technology. It is a federation of 31 professional and technical societies representing these fields. The Biomedical Engineering Society (BMES) is the lead society for the accreditation of biomedical and bioengineering programs; BMES joined ABET as a member society in What is Accreditation? Accreditation ensures quality in educational programs. The process is voluntary, and is a means to determine whether certain criteria or quality standards set by the engineering profession (through the many societies which are members of ABET) are being met within a program. Accreditation is not a ranking system. There are two types of accreditation: institutional accreditation and specialized accreditation. Institutional accreditation evaluates the overall institutional quality. In our case, Purdue University has been accredited by North Central Association of Colleges and Schools (NCA) since Every ten years the university is visited by representatives of NCA for an accreditation review; our last review was during the academic year. Specialized accreditors evaluate specific educational programs (e.g., medicine, engineering, etc.). ABET is the organization which accredits engineering programs like ours. ABET accredits undergraduate programs, not degrees, departments, colleges, or institutions. Why is Accreditation Important? Helps prospective students and parents choose quality college programs Enables employers to recruit graduates they know are well-prepared for professional practice Used by registration, licensure, and certification boards to screen applicants Gives colleges and universities a structured mechanism to assess, evaluate, and improve their programs Many engineers choose to become professional engineers (PE) at some point in their career; graduation from an accredited program is the first step to obtaining licensure for professional practice. In addition, graduation from an accredited program is often required for those international students who graduate from a US university and choose to return to their home countries to work. Important Terminology Program Educational Objectives Broad statements that describe the career and professional achievements the program is preparing its graduates to achieve in the first few years after graduation.

2 Student Outcomes Statements describing what students are expected to know and be able to do at the time of graduation, including skills, knowledge, and behaviors. The Student Outcomes are designed to foster the achievement of the Program Educational Objectives. ABET Criteria for Engineering Programs Accreditation is an external review process in which an educational program is measured against a set of criteria. There are eight general criteria against which all engineering programs are evaluated: 1. Students The policies and requirements in place for student admission, maintenance in the program, and graduation. 2. Program Educational Objectives Defined expectations of skill and knowledge acquirement for graduates that are aligned with the mission of the school, needs of the constituents, and the ABET Criteria. 3. Student Outcomes Defined skills, knowledge, and behaviors that students develop while in an engineering program that prepares them to attain the program educational objectives after graduation. 4. Continuous Improvement The processes employed by the program to collect, assess, and implement plans of improvement to ensure that program educational objectives and learning mechanisms for student outcomes meet evolving needs of the discipline. 5. Curriculum - A curriculum that supports achievement of program educational objectives, student outcomes, and objectives of the program and institution. 6. Faculty Competent faculty members to achieve the program educational objectives and student outcomes. 7. Facilities A teaching and learning environment which facilitates the program s educational objectives and student outcomes. 8. Institutional Support Support and leadership at the university level to achieve the program educational objectives and student outcomes. Within Criterion 3, each engineering program must demonstrate at a minimum that its students attain the following general Student Outcomes by the time of graduation: a) An ability to apply knowledge of mathematics, science, and engineering b) An ability to design and conduct experiments, as well as to analyze and interpret data 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 d) An ability to function on a multidisciplinary team e) An ability to identify, formulate, and solve engineering problems f) An understanding of professional and ethical responsibility g) An ability to communicate effectively h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context i) A recognition of the need for, and an ability to engage in lifelong learning j) A knowledge of contemporary issues k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice In addition to the eight ABET criteria many engineering programs have program specific criteria determined by their program s lead society that are associated with discipline specific curricular and

3 faculty qualification requirements. The lead society for our program, BMES, has established the following program specific criteria with respect to curriculum requirements: The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program. The program must prepare graduates to have: an understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology; and the curriculum must prepare graduates with the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems. To demonstrate attainment of components of the BME program specific criteria the Weldon School established four additional student outcomes: l) The capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology m) An understanding of biology and physiology n) The ability to address problems associated with the interaction between living and non-living materials and systems o) The ability to make measurements on and interpret data from living systems The faculty and staff of the Weldon School of Biomedical Engineering have created, and continue to evaluate, a curriculum which provides a well-rounded education with experiences in mathematics, physical science, engineering science, laboratory experiences, design experiences, and a broad general education. In particular, the integration of design experiences in each semester of the curriculum gives students experience in applying engineering and life science principles to contemporary design problems. In addition to the curriculum, these skill sets are integrated into many of the program s extracurricular experiences, including the internship and Co-Op programs, the undergraduate research opportunities, the AEMB and BMES student chapter, etc. The ABET Accreditation Process The accreditation process begins when a program declares its desire to be evaluated for accreditation purposes and appropriate documentation of this wish is filed with the university and with ABET. A self-study process within the program reviews and documents the program in terms of the eight ABET criteria and the program specific criteria listed previously in this document, and the resulting document is submitted to ABET for review by a team of evaluators. The review team visits the campus and evaluates the program against its self-study report and established program educational objectives and student outcomes. Information gathered from the report and campus visit determine whether a program receives accreditation. After a review, a program will either receive or be denied accreditation. A program earning accreditation will be accredited for a maximum of six years, at which time the review process begins anew. Weldon School of Biomedical Engineering Accreditation The biomedical engineering program at Purdue University was ABET accredited in As part of our program s continuous improvement plan, we have established a mission statement, a set of Program Educational Objectives, and Performance Indicators (Table 1) to measure the level of

4 attainment of Student Outcomes against which we evaluate our curriculum and students on an annual basis. This continuous evaluation will ensure a quality educational program and graduates. Weldon School of Biomedical Engineering Mission Statement be the premier source of scientific discoveries and of well-educated biomedical engineers in the broad fields of biomedical devices, systems, materials, and tissue constructs, fostering strong academic, industrial, and clinical ties. BME Academic Programs Mission Statement To improve human healthcare worldwide by serving the University, College, and School in educating students to be highly skilled, innovative, and ethical biomedical engineers who serve as leaders in (biomedical) industry, government, and academia. Weldon School of Biomedical Engineering Undergraduate Program Objectives Within a few years of graduation, graduates of the Biomedical Engineering program will have: 1. Demonstrated their technical and practical skills by solving open-ended engineering problems with biological, medical, or healthcare systems relevance in their field of expertise. 2. Demonstrated their ability to understand, respect, and integrate contributions from multiple disciplines to address problems with biological, medical, and healthcare systems relevance. 3. Demonstrated their ability to practice engineering in biological, medical and healthcare systems related fields or to continue their training in relevant professional and graduate school programs.

5 Weldon School of Biomedical Engineering Undergraduate Student Outcomes and Performance Indicator Table 1. Performance Indicators (PI) Used to Determine the Attainment of Student Outcomes (SO). SO PI A B C D E F Performance Indicator Description Generate a solution to a problem using: advanced mathematics, engineering principles, A1 and/or science. Outline a directed approach to explore concepts or hypotheses related to biological or B1 medical systems using safe and appropriate experimental methodology and validation. Conduct investigational protocols and procedures to measure and record signals and B2 data. B3 Statistically support or refute a hypothesis based on experimental data. Interpret and comprehend scientific information and/or data represented in graphical B4 or tabular format. B5 Use quantitative metrics to describe and interpret observations and data. Formulate appropriate and quantitative design specifications, with respect to realistic C1 constraints derived from customer, regulatory and societal needs. Generate potential design solutions for a healthcare, medical or biologically relevant C2 problem and evaluate them in terms of realistic constraints. C3 Implement, test, and demonstrate that an engineered result meets design specifications. C4 Identify and apply regulatory guidelines to a biomedical engineering design solution. Identify key technical capabilities needed of team members in order to create a D1 multidisciplinary team to solve a biomedical engineering design problem. Educate, respect, and compromise with individuals from different perspectives to D2 solve a biomedical problem. Identify an engineering problem relating to healthcare, medical, or biological E1 applications. Identify stakeholders and their needs relating to a healthcare, medical, or biological E2 problem. Formulate and write a problem statement for a healthcare, medical or biological E3 application that contains appropriate design specifications, with respect to the customer, regulatory, and societal needs. E4 Given a biomedical engineering problem statement, generate a solution. Recognize and describe professional and ethical codes of conduct, and ethical F1 dilemmas which pertain to a practicing biomedical engineer. Explain ethical considerations relevant to experimentation with animal and human F2 subjects.

6 SO PI Performance Indicator Description Present scientific information in a format that is easily understood by technical and G1 non-technical personnel. Construct a logical and articulate argument in written format from independent G2 collection of information. Construct and deliver a logical and articulate oral presentation based on independent G3 collection of information. G G4 Evaluate oral and/or written presentations for clarity and content. Create a scheduled plan to implement a design solution for a medical or biological G5 application with subtasks for implementation. Organize and represent data collected in a form such that it clarifies and enhances the G6 ability to interpret it. Record procedures, observations, and results of an experiment in a manner which G7 allows for independent replication. Recognize regulatory agencies and how they impact research or product development H1 for medical devices. H Justify selection of a biomedical engineering process in research or product H2 development based on an economic analysis. H3 Identify and/or describe how biomedical engineering solutions affect society. I1 Collect relevant technical information, data, and ideas from multiple sources. I I2 Identify multiple career pathways that are available to a biomedical engineer. I3 Recognize opportunities that enhance professional career development. J J1 Recognize contemporary issues impacting biomedical engineering. Apply engineering and science techniques, skills, and tools at the biomolecular, K1 cellular, tissue, or system level. K Select the appropriate engineering and science tools and techniques to solve a K2 biomedically relevant problem. Apply advanced mathematics (including differential equations), engineering L L1 principles, and a knowledge of biological sciences and physiology to model, solve, or analyze biomedical engineering problems. M1 Recognize and describe biological and physiological processes/systems. Examine a molecule, material, integrated medical device, or schematic representation M M2 thereof and explain the relationship between its structure and function and how this relationship is useful in biomedical engineering applications. Recognize, identify, and describe the need for an engineering solution to address N1 current challenges in life sciences and medicine. N Describe the challenges associated with interactions between living tissues or cells and N2 engineered devices or materials and propose strategies to overcome these challenges. Conduct investigational protocols and procedures to measure and record signals and O1 data from living systems. O Use quantitative metrics to describe and interpret observations and data from a living O2 system.

7 The Weldon School of Biomedical Engineering Continuous Assessment Model The faculty and staff of the Weldon School evaluate the undergraduate program on a continual basis. To facilitate this process, a set of Performance Indicators (Table 1) have been established to measure student abilities and achievement in the biomedical engineering curriculum. Each Student Outcome has one to seven Performance Indicators associated with it, describing specific and measurable skills; by measuring and demonstrating student achievement of these indicators we demonstrate achievement of the Student Outcomes. Each undergraduate BME course (including the elective courses) is mapped to the list of Performance Indicators (i.e., each instructor has indicated the Performance Indicators with his/her courses). From the mapping data, a comprehensive and strategic assessment plan was created by the BME Undergraduate Curriculum Committee (BME UCC). In other words, based on the mapping, the committee asks for particular assessment data from each course. This strategy ensures data collection for each Performance Indicator at multiple points in the undergraduate curriculum, and further allows us to monitor student achievement during their time in the program. Along with their normal course evaluations (i.e., test and homework grades), instructors are asked to collect data related to the strategic performance indicators which map to their course. Our program requires instructors of undergraduate courses to assess student attainment of performance indicators once every three years. During an evaluation cycle, the instructor creates a Faculty Course Assessment Report (FCAR), which summarizes the assessment data, reflects on student performance and teaching/assessment strategies, and proposes strategies to improve upon the course. The information reported in FCARs are summarized in an assessment report that is presented to the BME UCC at the end of each academic year. The assessment report also includes information collected throughout the year from our program s constituents, which include current students, alumni, and the industrial advisory board, on the quality, and appropriateness and effectiveness of our program s educational objectives, curriculum, advising, and facilities. The assessment report is used by the BME UCC to identify and propose plans of actions to address issues that were identified by course instructors, such as low achievement of performance indicators and changes in constituent needs with respect to the program educational objectives, curriculum, advising, and facilities. The findings made by the BME UCC from the assessment report and the recommended plans of action are presented to the faculty as a whole for approval and implementation at the start of the following academic year. The progress on implemented plans of action are documented and monitored by the BME UCC through the yearly assessment report. This continual assessment and improvement process ensures faculty competency in the curriculum and well-thought and meaningful curriculum modifications, which translates to an exceptional learning environment for our undergraduate students.

Criteria for Accrediting Engineering Programs Effective for Evaluations during the 2011-2012 Accreditation Cycle

Criteria for Accrediting Engineering Programs Effective for Evaluations during the 2011-2012 Accreditation Cycle Criteria for Accrediting Engineering Programs Effective for Evaluations during the 2011-2012 Accreditation Cycle Definitions While ABET recognizes and supports the prerogative of institutions to adopt

More information

SCHOOL OF ENGINEERING Baccalaureate Study in Engineering Goals and Assessment of Student Learning Outcomes

SCHOOL OF ENGINEERING Baccalaureate Study in Engineering Goals and Assessment of Student Learning Outcomes SCHOOL OF ENGINEERING Baccalaureate Study in Engineering Goals and Assessment of Student Learning Outcomes Overall Description of the School of Engineering The School of Engineering offers bachelor s degree

More information

CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS

CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS Effective for Reviews During the 2012-2013 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 29, 2011

More information

CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS

CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS Effective for Reviews During the 2015-2016 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 2014

More information

ELECTRICAL ENGINEERING GOALS AND OBJECTIVES AND ASSESSMENT PLAN

ELECTRICAL ENGINEERING GOALS AND OBJECTIVES AND ASSESSMENT PLAN ELECTRICAL ENGINEERING GOALS AND OBJECTIVES AND ASSESSMENT PLAN Mission Statement: The mission of the Electrical Engineering Department is to provide a quality electrical engineering education with extensive

More information

Bachelor of Science in Computer Engineering (BSCoE) Essential Ideas

Bachelor of Science in Computer Engineering (BSCoE) Essential Ideas Mission Statement Bachelor of Science in Computer Engineering (BSCoE) Essential Ideas The mission statement for the Computer Engineering program as modified and adopted by the engineering faculty on July

More information

CRITERIA FOR ACCREDITING COMPUTING PROGRAMS

CRITERIA FOR ACCREDITING COMPUTING PROGRAMS CRITERIA FOR ACCREDITING COMPUTING PROGRAMS Effective for Evaluations During the 2009-2010 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 2008 Computing

More information

Program Review and Assessment

Program Review and Assessment Program Review and Assessment Mark J T Smith Purdue University Graduate School July 2014 Purdue University Land-grant University Five campuses 100+ degree programs 10,000+ students Academic Program Assessment:

More information

Civil & Environmental Engineering Programs Assessment Process Summary

Civil & Environmental Engineering Programs Assessment Process Summary Civil & Environmental Engineering Programs Assessment Process Summary The assessment process of the Civil & Environmental Engineering Programs was developed by the curriculum & assessment committee and

More information

DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING

DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING 2014-2015 ACADEMIC YEAR Department: Mechanical Engineering Program: Bachelor of Science (B.S.) in Mechanical Engineering / Combined B.S. and Master

More information

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Evaluations During the 2009-2010 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 2008

More information

1. Professional employment in areas such as the medical device industry, engineering consulting, and biotechnology;

1. Professional employment in areas such as the medical device industry, engineering consulting, and biotechnology; Class Years 2017 and Beyond Undergraduate Program The objectives of the undergraduate program in biomedical engineering are as follows: 1. Professional employment in areas such as the medical device industry,

More information

CRITERIA FOR ACCREDITING COMPUTING PROGRAMS

CRITERIA FOR ACCREDITING COMPUTING PROGRAMS CRITERIA FOR ACCREDITING COMPUTING PROGRAMS Effective for Reviews During the 2015-2016 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 2014 Computing

More information

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Evaluations During the 2007-2008 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of March 17, 2007 Engineering

More information

Department of Engineering Technology Assessment Progress Report Calendar Year 2011 (prepared March 2012)

Department of Engineering Technology Assessment Progress Report Calendar Year 2011 (prepared March 2012) Department of Engineering Technology Assessment Progress Report Calendar Year 2011 (prepared March 2012) The Department of Engineering Technology offers both baccalaureate and associate degrees in Electronics

More information

Assessment Plans. for. Computer Engineering Programs

Assessment Plans. for. Computer Engineering Programs Plans for Computer Engineering Programs Spring 2015 1 Introduction The CpE B.S and M.S. degree programs at California State University, Sacramento are joint programs supported by both the Computer Science

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs

Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Civil and Environmental Engineering (CEE) Unit Head Approval: Prof. R.H. Dodds Date: SECTION 1: PAST ASSESSMENT RESULTS Brief

More information

CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE

CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE COUNCIL ON PODIATRIC MEDICAL EDUCATION This document is concerned with ensuring the quality and improvement of colleges

More information

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Reviews During the 2012-2013 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 29, 2011 Engineering

More information

Electrical and Computer Engineering Undergraduate Advising Manual

Electrical and Computer Engineering Undergraduate Advising Manual Electrical and Computer Engineering Undergraduate Advising Manual Department of Engineering University of Massachusetts Boston Revised: October 5, 2015 Table of Contents 1. Introduction... 3 2. Mission

More information

Can t tell: The reader cannot make a determination based on the material provided

Can t tell: The reader cannot make a determination based on the material provided 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

More information

Preparing for an ABET Accreditation Visit: Writing the Self-Study

Preparing for an ABET Accreditation Visit: Writing the Self-Study Preparing for an ABET Accreditation Visit: Writing the Self-Study Ronald E. Barr Mechanical Engineering Department University of Texas at Austin rbarr@mail.utexas.edu Abstract Engineering faculty must

More information

The Department of Bioengineering

The Department of Bioengineering The Department of Bioengineering 226 Engineering Research Building Box 19138 817-272-2249 www.uta.edu/bioengineering Overview The Department of Bioengineering offers a Bachelor of Science (BS) degree in

More information

Copyright 2014 by ABET. Proposed revisions to ABET Criterion 3 (Student outcomes [a-k]) and Criterion 5 (Curriculum)

Copyright 2014 by ABET. Proposed revisions to ABET Criterion 3 (Student outcomes [a-k]) and Criterion 5 (Curriculum) Proposed revisions to ABET Criterion 3 (Student outcomes [a-k]) and Criterion 5 (Curriculum) What are Student outcomes [a-k]? 2 a) an ability to apply knowledge of mathematics, science, and engineering

More information

Electrical and Computer Engineering

Electrical and Computer Engineering Electrical and Computer Engineering Roobik Gharabagi, Ph.D., Chair (gharabr@slu.edu) Faculty: Will Ebel, Ph.D. (ebelwj@slu.edu) Armineh Khalili, M.S.E.E. (khalilia@slu.edu) Huliyar S. Mallikarjuna, Ph.D.

More information

ABET Accreditation. Michael K. J. Milligan, PhD, PE, CAE. Executive Director Chief Executive Officer April 2015. Copyright 2015 by ABET

ABET Accreditation. Michael K. J. Milligan, PhD, PE, CAE. Executive Director Chief Executive Officer April 2015. Copyright 2015 by ABET ABET Accreditation Michael K. J. Milligan, PhD, PE, CAE Executive Director Chief Executive Officer April 2015 2 Topics Introduction to ABET The Accreditation Process ABET Criteria Training Philosophy The

More information

CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS Effective for Reviews During the 2013-2014 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 27,

More information

BSEE-EE Electrical Engineering Assessment Plan 2013-2017

BSEE-EE Electrical Engineering Assessment Plan 2013-2017 BSEE-EE Electrical Engineering Assessment Plan 2013-2017 Program Overview Missions and Outcomes Three mission statements are provided below for the University of Cincinnati, the College of Engineering

More information

Biomedical Engineering

Biomedical Engineering Engineering-1 Biomedical Engineering Faculty: Hall, Chair, BuSha, Wagner, Wei Biomedical engineers integrate engineering skills with the understanding of the complexity of physiological systems, from the

More information

Assessment Progress Report. Assessment of UALR Core Competencies in the Systems Engineering Department

Assessment Progress Report. Assessment of UALR Core Competencies in the Systems Engineering Department UNIVERSITY OF ARKANSAS AT LITTLE ROCK Plan No. Degree Program: Systems Engineering Department and College: Systems Engineering, DCISSE Circle one: AA AS BA BS BBA BSE BSW Master's EdS JD EdD PhD Certificate

More information

ABET Criterion 3: Outcomes Met By Course Content

ABET Criterion 3: Outcomes Met By Course Content ABET Criterion 3: Outcomes Met By Course Content This brief content assessment should be consistent with the updated Course Syllabet Course #: BEE 200: Title: The BEE experience (1 credit) Semester/Year:

More information

Proposed Change to ABET Software Engineering Program Criteria CSAB Criteria Committee, 1 March 2014

Proposed Change to ABET Software Engineering Program Criteria CSAB Criteria Committee, 1 March 2014 Proposed Change to ABET Software Engineering Program Criteria CSAB Criteria Committee, 1 March 2014 Introduction The ABET software engineering program criteria supplement the Engineering Accreditation

More information

CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS Effective for Evaluations During the 2011-2012 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October

More information

Sarah A. Rajala Ernest W. & Mary Ann Deavenport, Jr. Chair and Dean Bagley College of Engineering Mississippi State University Mississippi State, MS

Sarah A. Rajala Ernest W. & Mary Ann Deavenport, Jr. Chair and Dean Bagley College of Engineering Mississippi State University Mississippi State, MS Sarah A. Rajala Ernest W. & Mary Ann Deavenport, Jr. Chair and Dean Bagley College of Engineering Mississippi State University Mississippi State, MS 39762 USA November 8, 2012 Background: North Carolina

More information

Meaning, Quality, and Integrity Degree Statement for Mechanical Engineering Program

Meaning, Quality, and Integrity Degree Statement for Mechanical Engineering Program Meaning, Quality, and Integrity Degree Statement for Mechanical Engineering Program The Mechanical Engineering Department offers one undergraduate degree: Bachelor of Science in Mechanical Engineering.

More information

University of the District of Columbia

University of the District of Columbia University of the District of Columbia School of Engineering and Applied Sciences Continuous Improvement Process And ABET Outcomes Assessment Protocol BASED ON ABET 2008-2009 Criteria April 2008 School

More information

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Reviews During the 2013-2014 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 27, 2012 Engineering

More information

Assessment Processes. Department of Electrical and Computer Engineering. Fall 2014

Assessment Processes. Department of Electrical and Computer Engineering. Fall 2014 Assessment Processes Department of Electrical and Computer Engineering Fall 2014 Introduction The assessment process in the Electrical and Computer Engineering (ECE) Department at Utah State University

More information

AC 2011-109: ENGINEERING MANAGEMENT PROGRAM ACCREDI- TATION: COMPARING AACSB AND ABET

AC 2011-109: ENGINEERING MANAGEMENT PROGRAM ACCREDI- TATION: COMPARING AACSB AND ABET AC 2011-109: ENGINEERING MANAGEMENT PROGRAM ACCREDI- TATION: COMPARING AACSB AND ABET Amy K. Zander, Ph.D., P.E., Clarkson University Amy K. Zander is a professor and the Director of the Engineering &

More information

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Evaluations During the 2011-2012 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 30, 2010

More information

University of Wisconsin-Milwaukee College of Engineering & Applied Science

University of Wisconsin-Milwaukee College of Engineering & Applied Science University of Wisconsin-Milwaukee College of Engineering & Applied Science Request for Authorization to Implement a Bachelor of Science in Biomedical Engineering A. ABSTRACT: The proposed Bachelor of Science

More information

ENGINEERING PHYSICS (EE)

ENGINEERING PHYSICS (EE) The University of Connecticut School of Engineering ENGINEERING PHYSICS (EE) GUIDE TO COURSE SELECTION AY 2003-2004 for Engineering Physics (EngPhys) Majors in the School of Engineering and College of

More information

CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS Effective for Reviews During the 2015-2016 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1,

More information

Biomedical Engineering Undergraduate Advising Manual (updated August, 2013)

Biomedical Engineering Undergraduate Advising Manual (updated August, 2013) Biomedical Engineering Undergraduate Advising Manual (updated August, 2013) The Discipline of Biomedical Engineering 2 Career Opportunities 2 Degree Programs 3 BS Degree Requirements 4 Structure of the

More information

Electrical Engineering Technology(BS) and Computer Engineering Technology Assessment Plan

Electrical Engineering Technology(BS) and Computer Engineering Technology Assessment Plan BSEET-EET and BSCET-CET Electrical Engineering Technology(BS) and Computer Engineering Technology Assessment Plan The UC EET and CET Academic Quality plan described in this document identifies the process

More information

Learning Outcomes Assessment Setting and Measuring Goals

Learning Outcomes Assessment Setting and Measuring Goals Steven FRANK, USA Key words: Education SUMMARY ABET is the accrediting agency for most surveying/geomatics programs in the US. Since 2000, ABET has required that accredited programs demonstrate, among

More information

ENGINEERING ACCREDITATION COMMISSION CERTIFICATION AND ACCREDITATION SYSTEM FOR ENGINEERING EDUCATION (CASEE)

ENGINEERING ACCREDITATION COMMISSION CERTIFICATION AND ACCREDITATION SYSTEM FOR ENGINEERING EDUCATION (CASEE) PHILIPPINE TECHNOLOGICAL COUNCIL ACCREDITATION AND CERTIFICATION BOARD FOR ENGINEERING AND TECHNOLOGY ENGINEERING ACCREDITATION COMMISSION CERTIFICATION AND ACCREDITATION SYSTEM FOR ENGINEERING EDUCATION

More information

Design, conduct experiments, analyze, data, implementation strategies, recommendations findings communicated; (labs)

Design, conduct experiments, analyze, data, implementation strategies, recommendations findings communicated; (labs) Outcome 3. The ability to design and conduct experiments, analyze and interpret data, develop implementation strategies, and shape recommendations so that results will be achieved and findings will be

More information

Policy on Accreditation of Baccalaureate Degrees (New, First Reading January 2016)

Policy on Accreditation of Baccalaureate Degrees (New, First Reading January 2016) General Requirements ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (ACCJC) Policy on Accreditation of Baccalaureate Degrees (New, First Reading January

More information

Developing a Sustainable Assessment Plan for EAC-ABET Accreditation

Developing a Sustainable Assessment Plan for EAC-ABET Accreditation Eleventh LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI 2013) Innovation in Engineering, Technology and Education for Competitiveness and Prosperity August 14-16,

More information

Industrial Technology (BS/IT & MS/IT progs.) SECTION IV DRAFT (July 6, 2011)

Industrial Technology (BS/IT & MS/IT progs.) SECTION IV DRAFT (July 6, 2011) Industrial Technology (BS/IT & MS/IT progs.) SECTION IV DRAFT (July 6, 2011) Section IV Assessment: Undergraduate and Graduate Student Learning Outcomes (SLOs) courses identified in the department s assessment

More information

Software Engineering Transfer Degree

Software Engineering Transfer Degree www.capspace.org (01/17/2015) Software Engineering Transfer Degree This program of study is designed for associate-degree students intending to transfer into baccalaureate programs awarding software engineering

More information

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Architectural Engineering Programs Draft of September 2010

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Architectural Engineering Programs Draft of September 2010 COMMENTARY For Architectural Engineering Programs Draft of September 2010 Purpose This document has been prepared by the ASCE Committee on Curriculum and Accreditation (CC&A). The purpose of this document

More information

1) Chemical Engg. PEOs & POs Programme Educational Objectives

1) Chemical Engg. PEOs & POs Programme Educational Objectives 1) Chemical Engg. PEOs & POs Programme Educational Objectives The Programme has the following educational objectives: To prepare students for successful practice in diverse fields of chemical engineering

More information

Industrial Engineering Definition of Tuning

Industrial Engineering Definition of Tuning Industrial Engineering Definition of Tuning Tuning is a faculty-led pilot project designed to define what students must know, understand, and be able to demonstrate after completing a degree in a specific

More information

Department of Electrical and Computer Engineering Naval Postgraduate School Monterey, California

Department of Electrical and Computer Engineering Naval Postgraduate School Monterey, California Department of Electrical and Computer Engineering Naval Postgraduate School Monterey, California Undergraduate Education Evaluation Form The Department of Electrical and Computer Engineering at the Naval

More information

Computer Engineering (COE) PROGRAM LEARNING OUTCOMES (10/19/09) Students completing the Computer Engineering program should be able to demonstrate:

Computer Engineering (COE) PROGRAM LEARNING OUTCOMES (10/19/09) Students completing the Computer Engineering program should be able to demonstrate: Mission Statement The Department of Electrical and Computer Engineering has the following mission statement, as presented on the department website (http://www.engr.uky.edu/ece/general/missionvision.html).

More information

AC 2008-1207: ACCREDITATION OF ENGINEERING TECHNOLOGY ASSOCIATE DEGREE PROGRAMS

AC 2008-1207: ACCREDITATION OF ENGINEERING TECHNOLOGY ASSOCIATE DEGREE PROGRAMS AC 2008-1207: ACCREDITATION OF ENGINEERING TECHNOLOGY ASSOCIATE DEGREE PROGRAMS Warren Hill, Weber State University American Society for Engineering Education, 2008 Page 13.139.1 Abstract Accreditation

More information

B.S. in Environmental Studies Degree Concept Paper. Submitted by the Department of Science, Technology & Society/Public Policy College of Liberal Arts

B.S. in Environmental Studies Degree Concept Paper. Submitted by the Department of Science, Technology & Society/Public Policy College of Liberal Arts Introduction B.S. in Environmental Studies Degree Concept Paper Submitted by the Department of Science, Technology & Society/Public Policy College of Liberal Arts The Department of STS/Public Policy in

More information

Plan of Improvement and Assessment for Undergraduate Engineering Programs (PIA)

Plan of Improvement and Assessment for Undergraduate Engineering Programs (PIA) Florida Atlantic University College of Engineering Plan of Improvement and Assessment for Undergraduate Engineering s (PIA) 1. Preamble The College of Engineering seeks to provide a superior experience

More information

Preparing the Self-Study Report for Engineering

Preparing the Self-Study Report for Engineering Preparing the Self-Study Report for Engineering Jeffrey W. Fergus Auburn University Member of ABET EAC Executive Committee 2015 ABET Symposium April 23-24, 2015 Disclaimer The information presented here

More information

Computer Engineering (BS)

Computer Engineering (BS) UNIVERSITY OF SOUTH ALABAMA COMPUTER ENGINEERING (BS) 1 Computer Engineering (BS) Degree Requirements First Year MA 125 CH 131 CH 131L EH 101* EG 101 2 hrs Gen Ed Spring 17 MA 126 EH 102 PH 201 CIS 210

More information

Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic)

Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Standard One: Mission and Goals, Planning and Effectiveness

More information

Electrical Engineering (BS) - General Track

Electrical Engineering (BS) - General Track UNIVERSITY OF SOUTH ALABAMA ELECTRICAL ENGINEERING (BS) - GENERAL TRACK 1 Electrical Engineering (BS) - General Track Degree Requirements First Year MA 125 CH 131 CH 131L EH 101* EG 101 2 hrs Gen Ed MA

More information

Following are detailed competencies which are addressed to various extents in coursework, field training and the integrative project.

Following are detailed competencies which are addressed to various extents in coursework, field training and the integrative project. MPH Epidemiology Following are detailed competencies which are addressed to various extents in coursework, field training and the integrative project. Biostatistics Describe the roles biostatistics serves

More information

9. ACADEMIC QUALITY PLANNING PROCESS AND OUTCOME ASSESSMENT

9. ACADEMIC QUALITY PLANNING PROCESS AND OUTCOME ASSESSMENT Page 1 of 32 STANDARDS AND CRITERIA FOR ACCREDITATION OF POSTSECONDARY CONSTRUCTION EDUCATION DEGREE PROGRAMS TABLE OF CONTENTS 1. INTRODUCTION 2. GOVERNANCE AND ADMINISTRATION 3. CURRICULUM 4. FACULTY

More information

BSEVE-ENVE Environmental Engineering Assessment Plan 2013-2017 Approved May, 2013

BSEVE-ENVE Environmental Engineering Assessment Plan 2013-2017 Approved May, 2013 BSEVE-ENVE Environmental Engineering Assessment Plan 2013-2017 Approved May, 2013 University Mission The University of Cincinnati (UC) serves the people of Ohio, the nation, and the world as a premier,

More information

OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08. October 16, 2008 INTRODUCTION PROGRAM MISSION STATEMENT

OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08. October 16, 2008 INTRODUCTION PROGRAM MISSION STATEMENT OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08 October 16, 2008 INTRODUCTION The Mechanical Engineering Program within the Mechanical and Manufacturing Engineering and

More information

AC 2007-2230: DEVELOPING STUDENT DESIGN AND PROFESSIONAL SKILLS IN AN UNDERGRADUATE BIOMEDICAL ENGINEERING CURRICULUM

AC 2007-2230: DEVELOPING STUDENT DESIGN AND PROFESSIONAL SKILLS IN AN UNDERGRADUATE BIOMEDICAL ENGINEERING CURRICULUM AC 2007-2230: DEVELOPING STUDENT DESIGN AND PROFESSIONAL SKILLS IN AN UNDERGRADUATE BIOMEDICAL ENGINEERING CURRICULUM Donna Ebenstein, Bucknell University Joseph Tranquillo, Bucknell University Daniel

More information

Debunking the Myths behind Accreditation (in the global environment)

Debunking the Myths behind Accreditation (in the global environment) Debunking the Myths behind Accreditation (in the global environment) IIE, November 2015 Today s Presenters Michael Milligan Executive Director & CEO, ABET Inc. Muhammed Rashid Professor of Electrical &

More information

ELECTRICAL ENGINEERING

ELECTRICAL ENGINEERING The University of Connecticut School of Engineering ELECTRICAL ENGINEERING GUIDE TO COURSE SELECTION AY 2001-2002 for Electrical Engineering (EE) Majors in the School of Engineering Prepared by the Electrical

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

Undergraduate Program Guide. Bachelor of Science. Computer Science 2015-2016. DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING

Undergraduate Program Guide. Bachelor of Science. Computer Science 2015-2016. DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING Undergraduate Program Guide Bachelor of Science in Computer Science 2015-2016 DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING The University of Texas at Arlington 500 UTA Blvd. Engineering Research Building,

More information

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Reviews During the 2015-2016 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 2014 Engineering

More information

COMPUTER SCIENCE. Department of Mathematics & Computer Science

COMPUTER SCIENCE. Department of Mathematics & Computer Science Department of Mathematics & Computer Science COMPUTER SCIENCE This document is meant as a planning guide only. Students are advised to consult with the Chair of the Department if they have specific questions

More information

ABET Criterion 3: Outcomes Met By Course Content

ABET Criterion 3: Outcomes Met By Course Content ABET Criterion 3: Outcomes Met By Course Content This brief content assessment should be consistent with the updated Course Syllabet Course #: ENGRD/BEE2600 Title: Principles of Biological Engineering

More information

Boise State University Department of Construction Management. 2013-2014 Quality Assessment Report and Action Plan

Boise State University Department of Construction Management. 2013-2014 Quality Assessment Report and Action Plan Boise State University Department of Construction Management 2013-2014 Quality Assessment Report and Action Plan November 25, 2014 Executive Summary The Construction Management program is accredited by

More information

BIOMEDICAL ENGINEERING UNDERGRADUATE CURRICULUM

BIOMEDICAL ENGINEERING UNDERGRADUATE CURRICULUM BIOMEDICAL ENGINEERING UNDERGRADUATE CURRICULUM 2014-2015 (as of 4/26/2013) This program is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. Undergraduate Program Mission

More information

Software Engineering

Software Engineering Undergraduate Program Guide Bachelor of Science in Software Engineering 2014-2015 DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING The University of Texas at Arlington 500 UTA Blvd. Engineering Research

More information

Council for Higher Education Accreditation. 2007 CHEA Award for Institutional Progress in Student Learning Outcomes

Council for Higher Education Accreditation. 2007 CHEA Award for Institutional Progress in Student Learning Outcomes Application Summary Rose-Hulman Institute of Technology (http://www.rose-hulman.edu) has pioneered the development and refinement of the RosE Portfolio System (REPS). REPS is used to assess student learning

More information

School of Engineering

School of Engineering Engineering-1 School of Engineering Dean: Steven Schreiner; Assistant Dean: Martha H. Stella Click the appropriate links for Biomedical Engineering courses, Civil Engineering courses, Computer & Electrical

More information

California State Polytechnic University. Department of Electrical and Computer Engineering ASSESSMENT PLAN. Spring, 2001 - 1 -

California State Polytechnic University. Department of Electrical and Computer Engineering ASSESSMENT PLAN. Spring, 2001 - 1 - California State Polytechnic University Department of Electrical and Computer Engineering ASSESSMENT PLAN Spring, 2001-1 - Table of Contents 1. Introduction 3 2. Goals of assessment in ECE department 3

More information

IUPUC General Studies Degree Program Assessment Report for 2013-2014 June 27, 2014

IUPUC General Studies Degree Program Assessment Report for 2013-2014 June 27, 2014 IUPUC General Studies Degree Program Assessment Report for 0-0 June 7, 0 Program Purpose and Curricular Structure General studies is a degree completion program for adult learners who have diverse backgrounds

More information

2011-2012 Annual Assessment Impact Report. College of Engineering and Applied Sciences

2011-2012 Annual Assessment Impact Report. College of Engineering and Applied Sciences 2011-2012 Annual Assessment Impact Report College of Engineering and Applied Sciences The individual department assessment impact reports can be found in the appendices. The strength of assessment efforts

More information

Computer Engineering

Computer Engineering Undergraduate Program Guide Bachelor of Science in Computer Engineering 2014-2015 DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING The University of Texas at Arlington 500 UTA Blvd. Engineering Research

More information

Online MPH Program Supplemental Application Handbook

Online MPH Program Supplemental Application Handbook Online MPH Program Supplemental Application Handbook Table of Contents Online MPH Supplemental Application Handbook Completing & Submitting the Supplemental Application 2 Eligible Previous Public Health

More information

Review of the B.S. in Computer Science 11.0701

Review of the B.S. in Computer Science 11.0701 Review of the B.S. in Computer Science 11.0701 Context and overview. The B.S. in Computer Science program is housed in the School of Information Technology within the College of Applied Science and Technology.

More information

Interactive Qualifying Project Analyzing the Accreditation Venture of the Undergraduate Robotics Engineering Program

Interactive Qualifying Project Analyzing the Accreditation Venture of the Undergraduate Robotics Engineering Program Interactive Qualifying Project Analyzing the Accreditation Venture of the Undergraduate Robotics Engineering Program CRN: 21213 Submitted By: Elizabeth Alexander Stephanie Hoag Ellen Peterson William Powers

More information

Purdue University Department of Computer Science West Lafayette, IN Strategic Plan 2010-2015

Purdue University Department of Computer Science West Lafayette, IN Strategic Plan 2010-2015 Purdue University Department of Computer Science West Lafayette, IN Strategic Plan 2010-2015 Final Version 5.0: May 3, 2010 Computer science is a discipline that involves the understanding and design of

More information

Marquette University Learning Assessment Plan

Marquette University Learning Assessment Plan Marquette University Learning Assessment Plan Biomedical Engineering Program: Biomedical Engineering Degree: B.S.B.E. Date Submitted: May 4, 2006 Program Learning Outcomes Students will be able to: 1.

More information

Capstone Design and ABET Program Outcomes in the U. S.

Capstone Design and ABET Program Outcomes in the U. S. Capstone Design and ABET Program Outcomes in the U. S. Paul H. Ki, Ph.D., P.E. Department of Biomedical Eineeri, Vanderbilt University, VU St B351631, Nashville TN 37235-1631, USA (paul.h.ki@vanderbilt.edu)

More information

ELECTRICAL ENGINEERING

ELECTRICAL ENGINEERING The University of Connecticut School of Engineering ELECTRICAL ENGINEERING GUIDE TO COURSE SELECTION AY 2013-2014 Revised January 31, 2014 for Electrical Engineering (EE) Majors in The School of Engineering

More information

Assessment of Educational Objectives in Chemical and Petroleum Engineering Programs

Assessment of Educational Objectives in Chemical and Petroleum Engineering Programs Assessment of Educational Objectives in Chemical and Petroleum Engineering Programs Hazim Al-Attar, Basim Abu-Jdayil, Mohamed Al-Marzouqi Chemical & Petroleum Engineering Department, UAE University, P.O.

More information

New Mexico State University Mechanical Engineering Interim Report. Prepared for The Engineering Accreditation Commission Of ABET, Inc.

New Mexico State University Mechanical Engineering Interim Report. Prepared for The Engineering Accreditation Commission Of ABET, Inc. New Mexico State University Mechanical Engineering Interim Report Prepared for The Engineering Accreditation Commission Of ABET, Inc. June 2008 New Mexico State University Table of Contents Introduction...1

More information

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Civil and Similarly Named Engineering Programs Draft of July 2011

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Civil and Similarly Named Engineering Programs Draft of July 2011 COMMENTARY For Civil and Similarly Named Engineering Programs Draft of July 2011 Purpose This document has been prepared by the ASCE Committee on Curriculum and Accreditation (CC&A). The purpose of this

More information

UR Undergraduate BS Earth and Environmental Sciences Program Learning Objectives and Assessment Plan

UR Undergraduate BS Earth and Environmental Sciences Program Learning Objectives and Assessment Plan UR Undergraduate BS Earth and Environmental Sciences Program Learning Objectives and Assessment Plan Students will: 1. Demonstrate understanding of and ability to use the core foundations of geological

More information

Master of Health Care Administration Program Strategic Plan 2008 2010

Master of Health Care Administration Program Strategic Plan 2008 2010 Master of Health Care Administration Program Strategic Plan 2008 2010 The faculty and staff of the MHA program met and developed the following document. Included are foundational statements that include:

More information