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Designing and Teaching Courses to Satisfythe ABET Engineering CriteriaRICHARD M. FELDERDepartment of Chemical EngineeringNorth Carolina State UniversityREBECCA BRENTCollege of EngineeringNorth Carolina State UniversityABSTRACTSince the new ABET accreditation system was first introducedto American engineering education in the middle 1990s asEngineering Criteria 2000, most discussion in the literature hasfocused on how to assess Outcomes 3a3k and relatively littlehas concerned how to equip students with the skills andattitudes specified in those outcomes. This paper seeks to fillthis gap. Its goals are to (1) overview the accreditation processand clarify the confusing array of terms associated with it(objectives, outcomes, outcome indicators, etc.); (2) provideguidance on the formulation of course learning objectives andassessment methods that address Outcomes 3a3k; (3) identifyand describe instructional techniques that should effectivelyprepare students to achieve those outcomes by the time theygraduate; and (4) propose a strategy for integrating programlevel and course-level activities when designing an instructionalprogram to meet the requirements of the ABET engineeringcriteria.I. INTRODUCTIONThe accreditation criteria used to evaluate all American engineering programs since the beginning of 2001 have been discussed extensively since they were first introduced in 1996. The intense nationwidecurricular revamping that they have catalyzed co

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