21-12-2012, 02:37 PM
White Paper on “Design” in Ceramics, Materials, Metallurgical
and Similarly Named Engineering Programs
White Paper on “Design.PDF (Size: 32.79 KB / Downloads: 32)
Introduction
Understanding and interpreting design as specified in ABET EAC Criteria 3 and 4 vary widely
among ABET leaders, program evaluators, college and university faculty and department chairs
involved with materials programs. A consequence of this diversity in points of view is that it is
difficult to devise meaningful and challenging capstone design experiences for students in
materials programs that will, with some consistency, satisfy program evaluators. This topic and
the ABET accreditation process in general were discussed by the chairs of Materials departments
attending the May 5-6, 2005, and September 26, 2005, meetings of the University Materials
Council (UMC)1. Based on these discussions, a white paper was written to develop a more
consistent and constructive interpretation and understanding of “design” in the context of ABET
EAC criteria and of objectives, outcomes, and resources of the nation’s undergraduate materials
programs.
In discussing ABET accreditation criteria and procedures particularly as they apply to “design,”
UMC members noted the great diversity in the nation’s materials programs, with many now
including some or all of the following areas: biomaterials, ceramics, electronic materials, metals
and polymers, along with nanotechnology and computer simulation and modeling. In addition,
materials design incorporates both “design of” and “design with” materials, which makes these
programs different from those in most other engineering disciplines. These factors, along with
the need to prepare future engineers for success in a global job market, warrant a broad and
flexible interpretation of the ABET EAC Criteria 3 and 4 for design.
To help materials programs develop innovative and challenging design experiences that satisfy
ABET accreditation criteria, the UMC offered the following proposals to TMS and NICE to
improve training and guidance of program evaluators and materials program faculty. The white
paper and proposals were reviewed by the TMS2 and NICE3 Accreditation Committees, and
after revisions to incorporate suggestions from committee members, the White Paper was
endorsed by both TMS and NICE.
Endorsed Proposals
1. The Curriculum section of the Program Criteria for Ceramics, Materials, Metallurgical and
Similarly Named Engineering should be interpreted by program evaluators and materials
program faculty involved in “design” in a broad context.
In evaluating students’ abilities “to design a system, component, or process to meet desired
needs” and students’ preparation through a “major design experience based on the knowledge
and skills acquired in earlier course work,” the “design” may include
Design Portfolio
Materials science and engineering students may be involved in design-related activities,
including co-op, industrial summer internships, and summer research programs, from the
beginning of their degree program and continuing into their senior year with a culminating
design experience. The design portfolio will be presented to the program visitor and a summary
will be provided to demonstrate that all design requirements of Criteria 3 and 4 and Program
Criteria are met.