It’s accreditation season. Anyone who has an ear to the academic world has likely heard the word accreditation thrown around a few times these past few months, specifically in relation to the Middle States. However, what if I told you there was a second, perhaps lesser-known accreditation institution preparing for its visit to our university? Known as the Accreditation Board for Engineering and Technology (ABET), this organization is responsible for the certification of the engineering curriculum.
Here at Stevens, we pride ourselves on offering a Bachelor of Engineering over a Bachelor of Science. For those unaware, the primary distinction between the former and the latter is a rigorous engineering curriculum constructed from hands-on projects. Those are your core engineering classes, from Design I through Design VIII. Furthermore, the overall curriculum must adhere to seven ABET standards. Oversimplified, these criteria include proper use of the engineering design process, ethical considerations, communication, and teamwork.
Beyond these main criteria, there are various other nuances a university must demonstrate. Specifically, I want to turn to ABET Criterion 4 and Criterion 7. Number four is especially interesting because it demonstrates how the engineering design process and engineering education are a circular system. Just as engineers must continue to adapt, so too must their curriculum. Any university looking for a Bachelor of Engineering must demonstrate it can measure its adherence to the ABET standards and self-improve as real-world engineers do with their designs.
Criterion 7 is much less fascinating, as it concerns safety and facilities. However, it reminds us that infrastructure is crucial to any successful project. I can develop the world’s best curriculum, but if I lack a laboratory adequate for its instruction, there is no point in implementing it. Furthermore, as much as we take safety for granted, it is a complex network that operates behind the scenes to ensure student well-being. Inspections, manuals, reports — all of it is background noise to the everyday member, but without it, we as an institution would cease to function.
From an engineer’s standpoint, ABET humbles us, serving as the crucial reminder that no system is ideal. Without consistent improvement, any design develops flaws. Whether that is the world’s largest bridge, smallest microchip, or an engineering curriculum. ABET is there to hold us, not just as a university, but as a collective set of engineers, accountable for our actions. They force us to think, reflect, and wonder exactly if the degree we receive is the degree we worked to earn.
For students, I wrote this article to empower you all to embrace the ABET accreditation. This cycle is not bestowed upon every generation of students, meaning we exist at a pivotal time in history, especially given the changes across the university through the implementation of artificial intelligence. Take pride in existing in this moment in history. Ask professors and administration for information. Get involved and provide suggestions if you feel something ought to change. The purpose of ABET is to prevent rigid mindsets. Nevertheless, true prevention emerges from questioning. If something is not right, open conversations and make your voice heard.
