Current ABET Planning Documents
Several changes are being made to the planning documents, effective Fall 2018,
to reflect the new student outcomes for computing and engineering programs.
The current draft planning documents are on the "ComputerSci Dept" campus
Office365 group under the ABET folder. You will need to log in to your campus
Office365 account through a web browser to access this group. It is located
under the Sharepoint tab. If you are a faculty member who does not have access
to this group, see the department chair to be added to the group.
The updated planning documents will be posted here once they are finalized and
approved by the department.
Older (Archived) ABET Planning Documents
The initial planning document (Fall 2012) is
Updated engineering assessment plan (developed 2014/15, effective Fall 2015):
Updated engineering rubrics (developed 2014/15):
Semester engineering assessment plan (effective Fall 2016):
All course coordinators should develop a 2 page short syllabus for the courses
assigned to them. Most core courses should have two people assigned as
coordinators. You can work out which of the two people develop the syllabus.
Most elective courses do not have a coordinator team, so you are the course
coordinator for all of your regular elective courses.
The 2 page limit is just for purposes of ABET Appendix A. For the actual
course, you would add sections to the short syllabus to create the course
syllabus. For example, you would add sections with your office hours and
contact information, course policies, assignment submission guidelines,
grading policies, exam dates, and so on. The course syllabus can be longer
than 2 pages.
HTML template (see example for
Word DOC template (see example for ECE 332)
TEX template (see example for
The HTML template contains all of the department's performance indicators
for both EAC and CAC. You can use that to copy and paste the appropriate
performance indicators to your syllabus.
Current representative syllabi for CMPS and ECE courses:
Course Binder Instructions
There are two types of course binders: (1) course that is currently being
assessed this quarter for one or more ABET outcomes according to assessment
schedule ("assessment binder") and (2) course that is not being assessed
this quarter but is part of the regular curriculum ("portfolio binder").
Course binders must be collected for all courses scheduled for assessment
in the current term.
Every course must have one portfolio binder per assessement cycle, which is
every 6 years. Typically, these are created for the last course offering
before the ABET site visit is planned.
All course binders must contain:
Assessment binders for courses currently assessing an ABET outcome must also contain:
- Course syllabus incorporating 2 page ABET short syllabus (see above) and,
optionally, additional course policies and procedures for the term.
- Examples of assignments and exams (as given to the students).
- Examples of excellent, proficient, fair/poor student work, such as
copies of completed and graded exams.
These examples MUST be broken down by major. For example, if your
course contains both Computer Science and Electrical Engineering
students, you need to put in excellent, proficient, and fair/poor examples
for Computer Science AND excellent, proficient, and fair/poor examples
for Electrical Engineers. Label the examples with both major and level,
such as "Computer Science - Excellent".
Special note for Computer Science - Be sure to also label by
concentration, e.g. "Computer Science", "Computer Information Systems",
and "Information Security".
Senior Project assessment binders must additionally contain:
- Assessment report broken down by each pool of majors. Again, if your course
contains Computer Science and Electrical Engineers, your report will list
the assessment results for Computer Science, and then a second set of
assessment results for Electrical Engineers.
Example assessment report for CMPS 376
Special note for Computer Science - Your assessment report should
report the results for each concentration separately, e.g. CS, CIS, and IS
results. See the sample report for an example.
- Representative examples of student work that was used to generate the
assessment report. For each assessment measure that you include in the
report, there should be a corresponding set of student work, broken down
by major. For example, if there are Computer Engineering and Electrical
Engineering students being assessed for PI a1, there should be a
representative sample for students in each major.
Note - "Representative sample" is loosely defined, but
should be large enough to show students as a population achieved the
outcomes listed in the assessment report. This may
include all of the majors in a particular course if the course is small
or taken by multiple majors. If in doubt, include work for all students
in that major.
Optional materials for course binders:
- Representative examples of project reports, broken down by major.
This can be filed in a secondary binder or magazine holder. Note -
See note on previous item about "representative sample". If in doubt,
include all project reports.
ABET does not require student names for the course binders, and recommendations
are to redact any identifying information (e.g. names, student ID numbers,
Sleipnir login names, etc.) from the binder. Identifying information can be
(and should be) whited-out, marked out, or otherwise obscured when making
copies of student work for the course binders. The department office has
stickers with the major name on them that you can also use for redacting.
Assessment reports should likewise not identify specific students. However,
it is not a violation of FERPA if you should forget or overlook redacting a
student's name from the student work.
- Lecture notes/presentations
- Handouts and supplemental course materials