Iraqi Accreditation Criteria For Engineering

.
‫جمهورية العراق‬
Republic of Iraq
‫وزارة التعليم العالي والبحث العلمي‬

Ministry of Higher Education & Scientific Research
‫جهاز االشراف والتقويم العلمي‬
Apparatus of Supervision & Scientific Evaluation
Iraqi Accreditation Council,

Criteria, Policies and Procedures
for BSc Degrees in Engineering
‫مجلس تحسين جودة التعليم الهندسي في العراق‬

Quality Improvement Council
for Engineering Education in Iraq
Jumada Al-Oula, 1439 February, 2018

Quality Improvement Council for Engineering Education in Iraq
1 Dr. Mohammed Abid Atiya Professor Vice Minister Honor Chair
2 Dr. Ihsan Y. Hussain Professor University of Baghdad Chair
3 Dr. Jalal M. Jalil Professor Univ. of Technology Member
4 Dr. Khallel Ibrahim Mahmoud Professor Univ. of Technology Member
5 Dr. Fayadh Mohamed Abed Professor Tikrit University Member
6 Dr. Alaa Karim Mohammed Professor University of Baghdad Member
7 Dr. Zeyad S. M. Khaled Asst. Prof. Al-Nahrain Univ. Member
8 Dr. Ressol Reissan Shakir Asst. Prof. University of Dhi Qar Member
9 Dr. Khalid Rassim Mahmood Asst. Prof. University of Anbar Member
10 Dr. Muna Sabah Kassim Asst. Prof. HE Minister Office Member
11 Dr. Ali Naji Attiyah Asst. Prof. University of Kufa Member
12 Dr. Ahmed Abdulsahib Hashim Asst. Prof. Univ. of IT & Com. Member
13 Dr. Ali Jwied Jaeel Asst. Prof. Wasit University Member
14 Dr. Maathe Abdulwahed Theeb Asst. Prof. Mustansiriyah Univ. Member
15 Dr. Amjad Barzan Abdulghafour Lecturer Univ. of Technology Member
16 Dr. Zaid Ghanim Ali Al-Aqeedi Lecturer Al Mansour Univ. Col. Member
Member &
17 Dr. Lwaa Faisal Abdulameer Lecturer University of Baghdad Rapporteur
18 Eng. Omer Ahmed Abbas Engineer MOHESR Representative

Iraqi Accreditation Council, Criteria, Policies and Procedures for BSc Degrees in Engineering
IRAQI ACCREDITATION COUNCIL, CRITERIA, POLICIES AND

PROCEDURES FOR BSc DEGREE IN ENGINEERING
About this Document
After reviewing the accreditation criteria of the Washington Accord signatories
(jurisdictional agencies for accreditation of engineering programs within their countries)
under the auspices of by the International Engineering Alliance (IEA), it was found
that the common criteria of all these agencies are ABET Criteria, where ABET is one of
the four founders of the Washington Accord and the oldest one. It is also the favorite of
most engineering faculties all over the world. The Washington Accord authorizes national
accreditation bodies to grant a recognized accreditation within their national geographic
boundaries, when these national accreditation bodies are recognized by the International
Engineering Alliance (IEA), being one of the Washington Accord signatories.
Accordingly, ABET Criteria have been adopted to be the ground floor to establish the
Iraqi National Criteria for the accreditation of the BSc engineering programs for two
purposes; the first is to assure consistency and the second is to assure being accepted by
the Washington Accord. At the same time, the characteristics of engineering education in
Iraq were taken into account by deleting locally invalid aspects and adding aspects related
to local factual needs.
Therefore locally invalid education methods, such as cooperative education and work
in lieu courses, have been eliminated. Furthermore, seven Students Outcomes that are
more suitable for the Iraqi practice have been adopted instead of the eleven Students
Outcomes currently adopted by ABET, taking into account that ABET itself are
attempting to alter to these seven Students Outcomes in near future.
In addition, new aspects were added concerning strategic planning for education
improvement, the role of leadership, learning and teaching strategies, what the campus
provide for a conductive learning environment, the role of scientific research and
engagement with industry in faculty and resources development, their role in reviewing
Students Outcomes, and extending the concept of ethics to cover societal and
environmental aspects in order to graduate a patriotic civilized citizen.
Finally altering to Objective Based Education was stressed by the adoption of a vital
performance indicator concerning mapping course learning outcomes with the Students
Outcomes and Graduate Attitudes.
In terms of the document structure, the need to clarify what is measured in each
criterion has been taken into account, in addition to how to be measured and what ruling
judgments are entailed. Furthermore, an appendix is attached to demonstrate the suitable
Rubrics for each performance indicator to be at the reach of the program evaluators in
order to address deficiencies, weaknesses and concerns on equal bases and to achieve
consistency in the work of the evaluators.
This document not only explains the criteria in Chapter Two and how they are
measured and judged in Chapter Three, it also explains the accreditation policies and
procedures in Chapter Four, while Chapter One explains the vision, mission and
objectives of the Accreditation Council and its responsibilities.
Prof. Dr. Ihsan Y. Hussain Prof. Dr. Jalal M. Jalil Prof. Dr. Khallel I. Mahmoud
University of Baghdad University of Technology University of Technology
Asst. Prof. Dr. Zeyad S. M. Khaled Asst. Prof. Dr. Khalid R. Mahmood Asst. Prof. Dr. Ali N. Attiyah
Al-Nahrain University University of Anbar University of Kufa
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IRAQI ACCREDITATION COUNCIL, CRITERIA, POLICIES AND

PROCEDURES FOR BSc DEGREE IN ENGINEERING
TABLE OF CONTENTS
CHAPTER ONE: ABOUT THE COUNCIL 1

1.1 The Council's Vision 1
1.2 The Council's Mission 1
1.3 The Council's Objective 1
1.4 The Council's Responsibilities 1
1.5 Recognition of the Council 2
1.6 Changes to this Document 2
CHAPTER TWO: ACCREDIATION CRITERIA 3

2.1 Criterion 1: Program Educational Objectives 3
2.1.1 Strategic Planning 3
2.1.2 Statement of PEOs 3
2.1.3 PEOs Consistency with the Institution's Mission 3
2.1.4 Program Constituencies 3
2.1.5 PEOs Review Process 3
2.2 Criterion 2: Graduate Outcomes 4
2.2.1 Adopted Graduate Outcomes 4
2.2.2 Relating GOs to PEOs 4
2.3 Criterion 3: Curriculum 5
2.3.1 Curriculum Structure and Content 6
2.3.2 Mapping Courses Learning Outcomes and GOs 7
2.4 Criterion 4: Continuous Improvement 7
2.4.1 Achievement of Graduate Outcomes 7
2.4.2 Actions of Continuous Improvement 8
2.5 Criterion 5: Students 9
2.1.1 Student Admission 9
2.1.2 Student Performance and Progress 9
2.1.3 Students Transfer 10
2.1.4 Students' Advising and Extracurricular Activities 10
2.1.5 Graduation Requirements 10
2.6 Criterion 6: Faculty 10
2.6.1 Faculty Qualification 11
2.6.2 Faculty Workload 11
2.6.3 Faculty Size 11
2.6.4 Faculty Development 11
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2.6.5 Faculty Authority and Responsibility 11

2.7 Criterion 7: Administrative Support 12
2.7.1 Leadership and Administrative Services 12
2.7.2 Faculty Support 12
2.7.2.1 Faculty Recruitment 12
2.7.2.2 Faculty Retention and Promotion 12
2.7.2.3 Faculty Development 12
2.7.3 Technical and Administrative Staff Support 13
2.7.3.1 Staff Size and Qualification 13
2.7.3.2 Staff Recruitment and Retention 13
2.7.3.3 Staff Development and Promotion 13
2.8 Criterion 8: Financial Support 13
2.8.1 Funding Resources 13
2.8.2 Program Budget 13
2.8.2.1 Teaching and Learning Financial Support 13
2.8.2.2 Facilities Financial Support 13
2.8.2.3 Faculty Financial Support 14
2.8.2.4 Staff Financial Support 14
2.9 Criterion 9: Facilities 14
2.9.1 Built Spaces and Associated Equipment 14
2.9.2 Computing Assets 14
2.9.3 Students Direction and Safety Precautions 15
2.9.4 Maintenance and Upgrading of Facilities 15
2.9.5 Library Services 15
2.10 Program Specific Criteria 15
CHAPTER THREE: PROGRAM EVALUATION 16

3.1 PERFORMANCE INDICATORS 16
3.1.1 for Criterion 1: Program Educational Objectives 16
3.1.1.1 Strategic Planning 16
3.1.1.2 Statement of the Program Educational Objectives 16
3.1.1.3 PEOs Consistency with the Mission Statements 16
3.1.1.4 Program Constituencies 16
3.1.1.5 PEOs Review Process 16
3.1.2 for Criterion 2: Graduate Outcomes 17
3.1.2.1 Adopted Graduate Outcomes 17
3.1.2.2 Relating GOs to PEOs 17
3.1.3 for Criterion 3: Curriculum 17
3.1.3.1 Program Structure and Content 17
3.1.3.2 Relating Courses Learning Outcomes to GOs 18
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3.1.4 for Criterion 4: Continuous Improvement 18

3.1.4.1 Achievement of Graduate Outcomes 18
3.1.4.2 Actions of Continuous Improvement 19
3.1.4.3 Documentation 19
3.1.5 for Criterion 5: Students 19
3.1.5.1 Student Admission 19
3.1.5.2 Student Performance and Progress 20
3.1.5.3 Students Transfer 20
3.1.5.4 Students' Advising and Extracurricular Activities 20
3.1.5.5 Graduation Requirements 20
3.1.6 for Criterion 6: Faculty 21
3.1.6.1 Faculty Qualifications 21
3.1.6.2 Faculty Workload 21
3.1.6.3 Faculty Size 21
3.1.6.4 Faculty Development 21
3.1.6.5 Faculty Authority and Responsibility 21
3.1.7 for Criterion 7: Administrative Support 22
3.1.7.1 Leadership and Administrative Support 22
3.1.7.2 Faculty Support 22
3.1.7.3 Technical and Administrative Staff Support 22
3.1.8 for Criterion 8: Financial Support 23
3.1.8.1 Funding Resources 23
3.1.8.2 Program Budget 23
3.1.9 for Criterion 9: Facilities 23
3.1.9.1 Built Spaces and Associated Equipment 23
3.1.9.2 Computing Assets 23
3.1.9.3 Students Direction and Safety Precautions 24
3.1.9.4 Maintenance and Upgrading of Facilities 24
3.1.9.5 Library Services 24
3.1.10 for Specific Program Criteria 24
3.1.10.1 Curricular Topics (if any) 24
3.1.10.2 Faculty Qualifications (if any) 24
3.1.10.3 Other (if any) 24
3.2 EVALUATION JUDGMENT 25
3.3 RECOMMENDED ACCREDITATION ACTIONS 25
3.4 ASSESSMENT RUBRICS 26
3.5 PROGRAM EVALUATION WORKSHEETS 27
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CHAPTER FOUR: POLICIES AND PROCEDURES 28

4.1 Public Release of Information by the Institution 28
4.2 Confidentiality of Information 29
4.3 Conflict of Interest 30
4.4 Accreditation Criteria and Definition of Terms 31
4.5 Eligibility of Programs for Accreditation Review 31
4.6 Application and Timeline for Accreditation Review 32
4.7 Program Reviews 33
4.8 Changes during the Period of Accreditation 40
4.9 Program Termination by Institution 41
4.10 Continuation of Accreditation 43
4.11 Revocation of Accreditation 43
4.12 Appeals, Reconsiderations, and Immediate Re-visits 44
4.13 Complaints 47
APPENDICES 49
APPENDIX (A): GENERAL DEFINITIONS 49
APPENDIX (B): DEFINITIONS RELATED TO GRADUATE OUTCOMES 52
APPENDIX (C): CURRICULUM-RELATED DEFINITIONS 54
APPENDIX (D): GRADUATES ATTRIBUTES 56
APPENDIX (E): ASSESSMENT RUBRICS 62
APPENDIX (F): PROGRAM EVALUATION WORKSHEETS 80
APPENDIX (G): PROGRAM SPECIFIC CRITERIA 87
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CHAPTER ONE
ABOUT THE COUNCIL
This chapter clarifies the Council's vision, mission, objectives and responsibilities.
The recognition of the council and changes to this document are also clarified.
1.1 The Council's Vision

The Council will provide leadership in assuring quality of engineering education in
Iraq and stimulating innovation in engineering.
1.2 The Council's Mission

The Council serves the public through the promotion and advancement of
engineering education in Iraq.
1.3 The Council's Objectives

The Council aims at the following objectives:
1.3.1 Accredit education programs for BSc degrees in engineering in Iraq.
1.3.2 Promote quality and innovation in engineering education in Iraq.
1.3.3 Consult and assist in the development and advancement of engineering education
in Iraq.
1.3.4 Communicate with Iraqi constituencies regarding activities and
accomplishments.
1.3.5 Anticipate and prepare for the changing environment and the future needs of
Iraqi constituencies.
1.4 The Council's Responsibilities

The Council is charged with the following responsibilities:
1.4.1 The Council is responsible for the approval, continuous review and
enhancement of accreditation criteria, policies and procedures stated in this
document.
1.4.2 The Council administers the accreditation process and makes accreditation
decisions based on the accreditation criteria, policy and procedure stated in
this document.
1.4.3 The Council formulates and implements policies to emphasis on process
improvement and uniformity across the Program Evaluating Teams.
1.4.4 The Council makes a list of currently accredited programs publicly available.
1.4.5 The Council is responsible for the procedures and decisions on all appeals to
accreditation actions.
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1.5 Recognition of the Council

The Council is recognized by the Ministry of Higher Education and Scientific
Research in Iraq, the Iraqi Engineers Syndicate and the Iraqi Engineers Society. The
Council's jurisdiction is within the Republic of Iraq.
1.6 Changes to this Document

Changes to this document can be proposed and approved solely by the Council. The
Council publicizes proposed changes for public review and comment for one year prior to
adoption. The approved changes will be effective in the review cycle immediately
following adoption. However, this period may be extended by the Council, where
appropriate.
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CHAPTER TWO
ACCREDIATION CRITERIA
The Iraqi accreditation criteria for BSc in engineering programs were set to assure the
quality of engineering education that satisfies the needs of constituencies. The continuous
improvement of the quality of Iraqi engineering programs is intended to satisfy local and
international needs for engineers' competences. Each Iraqi institution seeking
accreditation of an engineering program shall demonstrate clearly that the program meets
the following criteria.
2.1 Criterion 1: Program Educational Objectives

The program should have an approved, realistic and achievable strategic plan
including the Program Educational Objectives. PEOs are essential to define, delimit and
give direction to the program specifications. The PEOs, which satisfy the needs of
program constituencies, shall be consistent with the institutional mission in addition to
the accreditation criteria of this document. Published and documented PEOs shall be
reviewed periodically by the program constituencies through a documented,
systematically utilized and effective process.
Aspects to be considered in this criterion are:

2.1.1 Strategic Planning
The institution must have published vision, mission, values and strategic objectives.
It must also have well-documented action plans to fulfill the objectives.
2.1.2 Statement of PEOs

Published Program Educational Objectives PEOs must be put in place and well-
documented.
2.1.3 PEOs Consistency with the Mission Statement

The process of relating PEOs to the institutional mission statements must be put in
place and well-documented.
2.1.4 Program Constituencies

Really involved constituencies must be declared and how the PEOs meet their needs
must be well documented.
2.1.5 PEOs Review Process

The process of periodical review of the PEOs including how the constituencies are
involved in this process and how this process is systematically utilized to ensure that
the PEOs remain consistent with the institution mission, the program constituents’
needs and these criteria must be put in place and well-documented. Reviewing PEOs
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is one of the tasks of the Program Assessment Committee that can be accomplished
through alumni and industry surveys.
2.2 Criterion 2: Graduate outcomes

The program must have documented published and publicized graduate outcomes that
prepare graduates to attain the program educational objectives few years after graduation.
The graduate outcomes stated in this document are set according to the Iraqi Engineering
Graduate's Attributes shown in Appendix (D) in terms of knowledge, skills, abilities and
attitudes. Societal and environmental aspects must also be considered under the title of
ethics. Students must be directed towards enhancing the quality of human life and
maintaining sustainability principles, cultural heritage and humanitarian and patriotism
values. Assessment of the graduate outcomes attained by exit students must be annually
carried out upon graduation. Additional graduate outcomes can be articulated by any
specific program according to its educational objectives.
Graduate outcomes:
i) An ability to distinguish, identify, define, formulate, and solve engineering
problems by applying principles of engineering, science and mathematics.
ii) An ability to produce engineering designs that meet desired needs within certain
constraints by applying both analysis and synthesis in the design process.
iii) An ability to create and carry out proper measurement and tests with quality
assurance, analyze and interpret results, and utilize engineering judgment to make
inferences.
iv) An ability to skillfully communicate orally with a gathering of people and in
writing with various managerial levels.
v) An ability to perceive ethical and professional responsibilities in engineering
cases and make brilliant judgments taking into account the consequences in
worldwide financial, ecological and societal considerations.
vi) An ability to perceive the continual necessity for professional knowledge growth
and how to find, assess, assemble and apply it properly.
vii) An ability to work adequately on teams and to set up objectives, plan activities,
meet due dates, and manage risk and uncertainty

2.2.1 Adopted Graduate Outcomes
Applicable published and publicized graduate outcomes and their coherence to the
aforementioned seven graduate outcomes.
2.2.2 Relating GOs to PEOs

How graduate outcomes prepare graduates to attain the program educational
objectives.
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2.3 Criterion 3: Curriculum

The program shall provide an integrated educational scope that develops the ability of
graduates to apply pertinent knowledge and skills to deal with engineering issues. The
orientation of the program must manifest itself through program content, teaching and
learning methods and faculty qualifications.
The curriculum requirements in this document specify components (subject areas)
appropriate to engineering but it does not prescribe specific courses. The program must
ensure that the curriculum devotes adequate attention and time to each component,
consistent with the outcomes and objectives of the program.
A combination of college level mathematics and basic sciences (some with
experimental experience) appropriate to the discipline must satisfy (25%) of the total
credit hours of the program and not less than (32) credit hours. Basic sciences are defined
as biological, chemical, and physical sciences. Engineering topics, consisting of
engineering sciences and engineering design appropriate to the field of study must satisfy
(37.5%) of the total credit hours of the program and not less than (48) credit hours. The
engineering sciences have their roots in mathematics and basic sciences but carry
knowledge further toward creative application. They provide a bridge between
mathematics and basic sciences and engineering design. Students must be prepared for
engineering practice through curriculum culminating in a major design experience based
on the knowledge and skills acquired in earlier course work and incorporating
appropriate engineering standards and multiple realistic constraints. Furthermore, a
general education component that complements the technical content of the curriculum
and is consistent with the program objectives must be included too.
A balanced curriculum shall include all technical and non-technical attributes targeted
by the program in addition to balancing core elements and other needed elements. The
curriculum shall integrate theory and practice through adequate exposure to laboratory
and field work. The course content and sequence shall be appropriate. Adequate time
shall be allocated for each element of the course content. The course content shall be
continually updated to keep up with scientific, technological and knowledge development
and to meet the ever-changing society needs. The curriculum and syllabi must be
adequate to prepare students for engineering practice under real life constraints (political,
social, ethical, economic, health and safety, manufacturability, environmental and
sustainability concerns.)
The program must have teaching, learning and assessment methods that support
fulfilling PEOs and attaining GOs. They should be designed and employed in a way that
enables students to effectively develop intellectual and practical skills as well as positive
attitudes. Learning methods should enable students to take responsibility for their own
learning and prepare them for life-long learning. All faculty members must be involved
in the development processes of curriculum and teaching-learning methods.
Benchmarking can aid in this sense. Development processes also include participation of
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peer reviewers and external examiners to assess and evaluate contributions of individual
courses and assessment techniques.

2.3.1 Program Structure and Content
Curriculum must ensure consistency with PEOs and GOs, meeting specified credit
hours and distribution, culminating major design experience, adequate time and
attention to each component and the additional materials. Team work, project
management, communication skills, professional responsibilities and self-learning are
part of corresponding outcomes.
2.3.1.1 Study Plan

A well-documented study plan must be put in place showing enough information
on offered courses in the form of schedule by year and term along with
maximum section enrollments for all courses in the program for the last two
terms the courses taught. If there is more than one curricular path, each should
be provided alone.
2.3.1.2 Alignment with PEOs

How the curriculum aligns with the program educational objectives must be well
documented.
2.3.1.3 Attainment of GOs

How the curriculum and its associated prerequisite structure support the
attainment of the graduate outcomes must be well documented.
2.3.1.4 Prerequisite Structure

A flowchart or worksheet that illustrates the prerequisite structure of the
program’s required courses must be available.
2.3.1.5 Subject Areas Requirements

How the program meets the requirements in terms of hours and depth of study
for each of the three subject areas must be well documented. The subject areas
are Math and Basic Sciences, Engineering Topics, and General Education
specifically addressed by program criteria.
2.3.1.6 Major Design Experience

The major design experience that prepares students for engineering practice and
how this experience is based upon the knowledge and skills acquired in earlier
coursework while incorporate appropriate engineering standards and multiple
design constraints must be well documented.
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2.3.1.7 Teaching and Learning Strategies

Teaching, learning and assessment strategies used to implement the program
curriculum should guarantee that the students shall truly acquire the targeted
knowledge, skills and attitudes expressed as graduate outcomes.
2.3.2 Relating Courses Learning Outcomes to GOs

How the courses learning outcomes actually lead to the achievement of the graduate
outcomes must be well documented. Assessment of the achievement of GOs should be
employed at both program and course levels. The relationships of CLOs to GOs might
need preparing a “Course Portfolio” for each course. A typical course portfolio
contents are: course number and name, credits and contact hours, instructor’s or
course coordinator’s name, text book (title, author and year), other supplemental
materials, specific course information (brief description of the content of the course or
catalog description, prerequisites or co-requisites and indicating whether a required,
elective, or selected elective course in the program), specific objectives of the course
and specific learning outcomes, mapping of CLOs with GOs, strategies of
teaching/learning and assessment to achieve the outcomes, copy of notes, copies of
exams (instruction copies), and copies of student work.
2.4 Criterion 4: Continuous Improvement

The program shall have appropriate documented process for regularly assessing and
evaluating the extent to which the graduate outcomes are being attained. The results shall
be systematically utilized as input for the continuous improvement of the program. The
information needed for continuous improvement of the program must be well-
documented. Sources of information include students, alumni and constituencies
comments about the program. A quality management system must be in place to give
evidences on how the program quality assessment and improvement is performed, how
improvement results are re-assessed, how divergent results are treated, how
constituencies are pleased with the results and how to know that. Actions taken to
improve the program must be documented too.
An industrial advisory committee representing the organizations that employ
graduates shall be utilized to advise the program in reviewing its educational objectives
and graduate outcomes. The committee shall periodically review program curriculum and
provide hints on current and future needs of the professional fields in which graduates are
employed.

2.4.1 Achievement of Graduate outcomes
2.4.1.1 Assessment Processes
The assessment processes used to gather the data upon which the evaluation of
each student outcome is based must be well-documented and put in place.
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Including examples of, but not limited to, specific exam questions, student
portfolios, internally developed assessment exams, senior project presentations,
nationally-normed exams, oral exams, focus groups, or other processes that are
relevant and appropriate to the program such as peer reviewing, benchmarking
and external assessing. Performance indicators (PIs) for each outcome should be
set and appropriate direct and indirect assessment tools for each performance
indicator should be selected. It is preferred to use more than one tool for each PI
such as a combination of direct and indirect tools. Standardized measures like
rubric should be used to measure the level of attainment for each PI.
2.4.1.2 Frequency of Assessment Processes

The targeted frequency with which assessment processes are to be carried out
must be put in place and well documented.
2.4.1.3 Expected Level of Attainment

The expected level of attainment for each of the graduate outcomes must be put
in place and well documented.
2.4.1.4 Results of Evaluation and Analysis

The results of the evaluation process must be well documented and an analysis
must be carried out to explore the extent of factual graduate outcomes
attainment.
2.4.1.5 Documentation
How the assessment processes and results are being documented and
maintained.
2.4.2 Actions for Continuous Improvement

2.4.2.1 Systematic Data Utilization in Continuous Improvement
How the results of evaluation processes for the graduate outcomes and any other
available information are systematically used as input in the continuous
improvement of the program. The process must be put in place and well-
documented.
2.4.2.2 Re-assessment of Changes Results

How results of any changes are subjected to re-assessment to find whether
effective or not must be set and well-documented.
2.4.2.3 Future Plans

Any significant future program improvement plans based upon re-assessment
results must be set and well documented.
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2.4.2.4 Brief Rationale of Planned Changes

Brief Rationale for each of the planned changes must be set and well
documented.
2.4.2.5 Quality Management System Documentation

2.4.2.5.1 Quality Management System must be in place to give evidences on how
the program quality assessment and improvement is performed, how
improvement results are re-assessed, how divergent results are treated, how
constituencies are pleased with the results and how to know that.
2.4.2.5.1 An Industrial Advisory Committee representing the organizations that
employ graduates shall be utilized to advise the program in reviewing its
educational objectives and graduate outcomes. The committee shall
periodically review program curriculum and provide hints on current and
future needs of the professional fields in which graduates are employed.
2.5 Criterion 5: Students

The program shall demonstrate its policies for accepting new students as well as its
policies for accepting transfer students and the mechanism of awarding equivalent
academic credit for courses taken at other institutions. The program shall also
demonstrate its processes for evaluating students' performance to assure achievement of
graduate outcomes upon graduation hence empowering graduates to accomplish program
educational objectives few years after graduation. The processes of monitoring students'
progress through their study, advising them regarding curriculum and career issues in
addition to ethical awareness and character building shall also be demonstrated. The
procedures of satisfying the graduation requirements shall be clear, well documented and
implemented.

2.5.1 Student Admission
The requirements and process of admission must be put in place and well documented
in addition to the history of high-school grades of freshman admitted for past five
years. Actual number of admitted students vs. the planned number of students to be
admitted based on available qualified human resources (faculty and staff) and
adequate physical resources (spaces and associated equipment) must be considered in
addition to Ministry-mandated articulation requirements that impact admission.
2.5.2 Student Performance and Progress

The processes by which student performance is evaluated and student progress is
monitored must be put in place and well documented. How the program ensures and
documents that students are meeting prerequisites and how it handles the situation
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when a prerequisite has not been met. Transparent, fair, and consistent direct and
indirect methods should be employed in the evaluation and monitoring processes.
2.5.3 Students Transfer

The requirements and process for accepting transfer students must be put in place and
well documented in addition to Ministry-mandated articulation requirements that
impact accepting transfer students and the history of transferred students for past five
years. The clearing instructions for transfer credits set to ensure compliance of former
and latter programs contents. How the requirements and instructions are announced
and documented.
2.5.4 Students' Advising and Extracurricular Activities

The processes by which students are advised regarding curricular and carrier planning
must be put in place and well documented including advising and counseling students
in three major areas; psychological, academic, and professional.
Extracurricular students’ activities aim at students’ enthusiasm and motivation through
involvement in student representative entities, co-curricular social and environmental
activities, sports and other campus activities provided for students to develop their
ethical awareness and character building apart from academic development.
2.5.5 Graduation Requirements

The process for ensuring that each graduate complete all graduation requirements of
the program according to the specific criteria set by this document must be put in
place and well documented. Transcripts of some of the most recent graduates showing
how any program options are designated on the transcript.
2.6 Criterion 6: Faculty

The program shall demonstrate that the faculty members are of sufficient number and
competences to cover all curricular areas of the program and to provide program
continuity and proper frequency of course offerings. There shall be sufficient faculty to
accommodate adequate levels of student-faculty interaction, student advising and
counseling, university service activities, professional development, and interactions with
industrial and professional practitioners and employers.
The faculty shall be involved in the process of assessment, evaluation, and continuous
improvement of the program. The faculty education, diversity of backgrounds,
engineering experience, teaching effectiveness, ability to communicate, level of
scholarship, and participation in professional societies can be used to judge their
competencies.
The program faculty shall demonstrate sufficient authority to ensure the proper
guidance of the program and to develop and implement processes for the evaluation,
assessment, and continuing improvement of the program.
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The faculty must be capable of providing students an appropriate breadth of

perspective and effective instruction in the use of modern technical and non-technical
methodologies in careers appropriate to the program educational objectives. The program
shall demonstrate an effective professional development plan for its faculty. Scientific
research and post-graduate studies (if any) contribute in renovating the faculty knowledge
and skills.

2.6.1 Faculty Qualification
The faculty qualifications and how adequate they are to cover all the curricular areas
of the program and meet the program criteria must be well documented. This should
include the composition, size, credentials, and experience of the faculty followed by
faculty vitae of abbreviated resumes for each instructor or above in rank in an
appendix. For courses relating to design, the faculty members in charge of such
courses must have adequate design experience and being registered in the Iraqi
Engineers Syndicate.
2.6.2 Faculty Workload

The faculty time devoted to the program in terms of workload expectations and
requirements must be well documented. Faculty administrative and teaching duties
should be appropriately balanced to allow for adequate participation in research,
scholarly work, professional development activities, and industrial interaction.
2.6.3 Faculty Size

The adequacy of the faculty size and the extent and quality of faculty interactions with
students, student advising and counseling, university service activities, professional
development and interactions with industrial and professional practitioners including
employers must be well documented.
2.6.4 Faculty Development

The activities of professional development (including scientific research and
contribution to post-graduate studies - if any) for each faculty member must be well
documented especially in modern teaching and learning methods (e.g. student centered
project/problem based education, curriculum design built on objective based
education), effective interactive communication, leadership and management skills
and others.
2.6.5 Faculty Authority and Responsibility

The role played by the faculty with respect to course creation, modification, and
evaluation, their role in the definition and revision of program educational objectives
and graduate outcomes, and their role in the attainment of the graduate outcomes in
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addition to the roles of others on campus (e.g. dean or provost) with respect to these
areas must all be well documented.
2.7 Criterion 7: Administrative Support

The administrative support of the program is expressed by institutional services in
addition to the attraction, retention and development of faculty and
technical/administrative staff in a way that is adequate to meet all program needs.

2.7.1 Leadership and Administrative Services
Leadership and administrative services must be adequate to ensure the quality and
continuity of the program, and to provide an environment in which graduate outcomes
can be attained. Creative interactive leadership must be assured. The leadership must
be capable to formulate effective policies, set plans, maximizes funding resources and
make decisions for performance development within time frames through a
comprehensive quality management system. All tasks must clearly be assigned and
authorities must be clearly delegated. An effective published organizational structure
that comprises quality assurance entities must be in place. There should be efficient
documentation for all activities and issues. Selection of academic leaders must be
based on fair logical bases.
2.7.2 Faculty Support

Sufficiency of administrative support for faculty recruitment, retention, promotion
and development (including scientific research and post-graduate studies if any)
must be well documented including the following:
2.7.2.1 Faculty Recruitment

Efficiency of the policies and processes used for recruiting new faculty to satisfy the
program requirements must be well documented.
2.7.2.2 Faculty Retention and Promotion

Efficiency of the strategies used to retain current qualified faculty and promote their
ranks must be well documented.
2.7.2.3 Faculty Development

Adequacy of administrative support for continual faculty professional development
and how activities such as scientific sabbaticals, scientific fellowships and attending
scientific activities abroad are planned and supported must be well documented.
Scientific research and post-graduate studies are also included if any.
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2.7.3 Technical and Administrative Staff Support

The adequacy of technical and administrative staff to meet the program needs and to
provide an environment in which graduate outcomes can be attained must be well
documented including the following:
2.7.3.1 Staff Size and Qualification

Adequacy of the technical and administrative staff number and how adequate
qualifications do they have.
2.7.3.2 Staff Recruitment and Retention

Efficiency of the policies and processes used for recruiting new technical and
administrative staff that satisfy the program requirements and the strategies used to
retain qualified staff.
2.7.3.3 Staff Development and Promotion

Adequacy of administrative support for continual professional development of the
technical and administrative staff and the strategies used for their promotion must be
well-documented.
2.8 Criterion 8: Financial Support

The financial support of the program is expressed by adequacy of the program budget
and its funding resources to support teaching and learning, facilities, faculty and staff in a
way that is adequate to meet all program needs.

2.8.1 Funding Resources
The process used to establish and maintain the program budget and all financial
resources including both permanent and temporary funds accompanied with evidence of
its adequacy and continuity to support the program must be well documented.
Cooperation mechanisms with industry can be maintained through research, consultancy
and continual education activities.
2.8.2 Program Budget:
2.8.2.1 Teaching and Learning Financial Support:

How adequate financial support is allocated by the institution to facilitate
teaching and learning activities and environment with respect to enabling
students to attain the graduate outcomes must be well documented.
2.8.2.2 Facilities Financial Support

How sufficient financial resources are provided to acquire, maintain, upgrade,
and operate the infrastructures, facilities and equipment appropriate for the
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program, and to provide an environment in which graduate outcomes can be

attained must be well documented.
2.8.2.3 Faculty Financial Support
How sufficient financial resources are provided for continual faculty
professional development such as scientific sabbaticals, scientific fellowships
and attending scientific activities abroad. Scientific research and post-graduate
studies are also included if any.
2.8.2.4 Staff Financial Support
How sufficient financial resources are provided for continual professional
development of the technical and administrative staff.
2.9 Criterion 9: Facilities

The program shall provide classrooms, laboratories, offices, libraries, and all other
spaces required to create an effective and encouraging academic environment which in
turn supports the attainment of graduate outcomes. Furthermore, modern tools,
equipment, computing resources have to be available too. They shall be maintained and
upgraded periodically and be accessible for students with suitable direction.

2.9.1 Built Spaces and Associated Equipment
The adequacy of the program facilities, such as classrooms, laboratories, offices,
libraries, other program-related spaces and their associated equipment to support the
attainment of the graduate outcomes and to provide an atmosphere conducive to
learning must be well documented.
2.9.1.1 Offices and associated equipment for administration, faculty, staff and
teaching assistants that are typically available are included.
2.9.1.2 Classrooms and associated equipment that are typically available where the
program courses are taught are included.
2.9.1.3 Laboratories and associated tools and equipment including those containing
computers (hardware and software) used by the program in addition to the
facilities used by the students are included.
2.9.1.4 Campus infrastructure and supportive facilities including hostels, sport

centers, recreation centers, health centers, land scape and transportation means
shall be adequate to facilitate students’ life on campus and to enhance building
student character.
2.9.2 Computing Assets

The adequacy and accessibility of all computing resources (workstations, servers,
storage, networks and software) used by the students in the program must be well
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documented. The hours the various computing facilities are open to students must be
stated.
2.9.3 Students Direction and Safety Precautions

How students in the program are provided appropriate direction regarding the use of
learning and laboratory tools, equipment, computing resources and other information
sources must be well documented.
How the program ensures the facilities, tools, and equipment used in the program are
safe for their intended purposes must be well documented.
2.9.4 Maintenance and Upgrading of Facilities

The policies and procedures for maintaining and upgrading learning and laboratory
tools, equipment, computing resources, other information sources used by students in
the program must be well documented.
2.9.5 Library Services

The adequacy of the library and other information sources to serve the program must
be well documented including the adequacy of the library’s technical collection
relative to the needs of the program and the faculty, the process by which faculty may
request the library to order books or subscriptions, the library’s systems for locating
and obtaining electronic information and any other library services relevant to the
needs of the program.
2.10 Specific Program Criteria

Specific program criteria define additional criteria for the curriculum, faculty and
other aspects (if any) for each engineering discipline as explained in Appendix (G)
where:
i. Each program must satisfy applicable specific program criteria for a given
discipline.
ii. Requirements stipulated in the specific program criteria of Appendix (G) are
mainly directed to the areas of curricular topics and faculty qualifications.
iii. If a program, by virtue of its title, becomes subject to two or more sets of specific
program criteria, then that program must satisfy each set of them; however,
overlapping requirements need to be satisfied only once.
iv. The only lead society for all Engineering Programs in Iraq is the Iraqi Engineers
Syndicate.
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CHAPTER THREE
PROGRAM EVALUATION
The Iraqi accreditation criteria and their corresponding aspects have been already
explained in chapter two. This chapter elucidates how these aspects are measured through
specific performance indicators using rubrics. The aim of setting performance indicators
and rubrics is to help evaluators and programs' administrations to reach objective
evaluation judgments.
3.1 PERFORMANCE INDICATORS
3.1.1 for Criterion 1: Program Educational Objectives

The performance indicators of this criterion are summarized for each corresponding
aspect as follows:
3.1.1.1 Strategic Planning: Including the following performance indicator:
3.1.2.1.1 Applicable published strategic plan including its vision, mission and
objectives (statement is well-defined, achievable and publicized)
3.1.2.1.2 Consistency of the program strategic plan with the institutional one
3.1.1.2 Statement of the Program Educational Objectives: Including the following

performance indicator:
3.1.2.2.1 Applicable published and publicized PEOs (statements are well-defined,

measurable and achievable)
3.1.1.3 PEOs Consistency with the Mission Statement: Including the following
3.1.2.3.1 Relating PEOs to the institution's mission
3.1.1.4 Program Constituencies: Including the following performance indicators:
3.1.2.4.1 What Constituencies are involved?

3.1.2.4.2 How the PEOs meet the needs of these constituencies
3.1.1.5 PEOs Review Process: Including the following performance indicators:
3.1.2.5.1 Processes for periodical review of the PEOs

3.1.2.5.2 How constituencies are involved in this process
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3.1.2.5.3 How to ensure that PEOs remain consistent with the institutional
mission, the program constituents’ needs and these criteria
3.1.2 for Criterion 2: Graduate Outcomes

aspect as follows:
3.1.2.1 Adopted Graduate Outcomes: Including the following performance

indicator:
3.1.2.1.1 Applicable published and publicized GOs.

3.1.2.1.2 Coherence with the seven GOs of this criterion. It is required to
recognize the wider scope of ethics including societal and environmental
aspects
3.1.2.2 Relating GOs to PEOs: Including the following performance indicator:
3.1.3.2.1 How the GOs prepare graduates to attain the PEOs
3.1.3 for Criterion 3: Curriculum

aspect as follows:
3.1.3.1 Program Structure and Content: Including the following performance

indicators:
3.1.3.1.1 Study Plan: adequate attention and time to each component including
summer training as a practice-oriented component for industrial training or
training in engineering practice
3.1.3.1.2 Alignment with PEOs: consistent with the objectives of the program
and institution
3.1.3.1.3 Attainment of GOs: support the development of a range of intellectual
and practical skills and attainment of GOs
3.1.3.1.4 Prerequisite Structure: prerequisite flowchart of the program’s
required courses showing dependency and integration of a balanced
curriculum
3.1.3.1.5 Subject Area Requirements: (in terms of hours and depth) including
study for one year of college level mathematics and basic sciences
(biological, chemical, and physical sciences; some with experimental
experience), study for one and one-half years of engineering topics
appropriate to the field of study, study for general education that
complements the technical content in consistence with program and
institution objectives
3.1.3.1.6 Major Design Experience: that prepares students for engineering
practice where public health and safety, global, cultural, social,
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environmental, and economic factors must be considered (final-year

design project based on knowledge and skills acquired in earlier course
work and incorporating appropriate engineering standards and multiple
realistic constraints)
3.1.3.1.7 Teaching and Learning Strategies: How program teaching/learning
and assessment strategies are appropriate to, consistent with, and support
the attainment of GOs.
3.1.3.2 Relating Courses Learning Outcomes to GOs: Including the following

performance indicators:
3.1.3.2.1 Abbreviated syllabus of each course must be available showing CLOs.
3.1.3.2.2 Mapping CLOs to GOs: How the courses learning outcomes actually
lead to the achievement of graduate outcomes. The relationships of CLOs
to GOs might need preparing a “Course Portfolio” for each course. A
typical course portfolio contents are: course number and name, credits and
contact hours, instructor’s or course coordinator’s name, text book (title,
author and year), other supplemental materials, specific course information
(brief description of the content of the course or catalog description,
prerequisites or co-requisites and indicating whether a required, elective,
or selected elective course in the program), specific objectives of the
course and specific learning outcomes, mapping of CLOs with GOs,
strategies of teaching/learning and assessment to achieve the outcomes,
copy of notes, copies of exams (instruction copies), and copies of student
work.
3.1.4 for Criterion 4: Continuous Improvement

aspect as follows:
3.1.4.1 Achievement of Graduate outcomes: Including the following performance

indicators:
3.1.4.1.1 Assessment Processes: used to gather data upon which the evaluation of
each student outcome is based. Examples of data collection processes may
include, but are not limited to, specific exam questions, student portfolios,
internally developed assessment exams, senior project presentations,
nationally-normed exams, oral exams, focus groups, industrial advisory
committee meetings, or other processes that are relevant and appropriate to
the program
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3.1.4.1.2 Frequency of Assessment Processes

3.1.4.1.3 Expected Level of Attainment for each of the GOs
3.1.4.1.4 Results of Evaluation and Analysis: the extent to which each of the
graduate outcomes is being attained
3.1.4.1.5 Documentation: how the data gathered and the results of the
performance are documented and maintained in addition to the materials,
including student work and other tangible materials that demonstrate
achievement of the GOs
3.1.4.2 Actions for Continuous Improvement: Including the following performance

indicators:
3.1.4.2.1 Systematic Data Utilization in Continuous Improvement: how the

results of evaluation processes for the graduate outcomes and any other
available information have been systematically used as input in the
continuous improvement of the program
3.1.4.2.2 Re-assessment of Changes Results: how results of any changes are
subjected to re-assessment to find whether effective or not
3.1.4.2.3 Future Plans: any significant future program improvement plans based
upon recent evaluations
3.1.4.2.4 Brief Rationale of Planned Changes: for each of the planned changes
3.1.4.3 Documentation: Including the following performance indicators:
3.1.4.3.1 What does the Quality Management System provide for PEOs, GOs
and curriculum review? Information such as minutes from meetings where
the assessment results are evaluated and recommendations are made is
required.
3.1.4.3.2 The feedback and inputs from stakeholders (industry advisors, students
and alumni), benchmarking and external examiners. For a new program, it
also needs to discuss the feasibility of introducing the new program.
3.1.4.3.3 Other information, if available, used to assist in continuous
improvement such as (participation of faculty, support staff and students in
the continual quality improvement process, their professional practice in
industry or collaborative projects and invited lecturers or speakers from
industry or public bodies
3.1.5 for Criterion 5: Students

aspect as follows:
3.1.5.1 Student Admission: Including the following performance indicators:
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3.1.5.1.1 Requirements of admission (have policies for accepting new students)

3.1.5.1.2 Processes of admission (enforce policies for accepting new students)
3.1.5.1.3 High-school grades for freshman admissions for past five years
3.1.5.2 Student Performance and Progress: Including the following performance

indicators:
3.1.5.2.1 Processes by which student performance is evaluated in relation to

student learning outcomes
3.1.5.2.2 Processes by which student progress is monitored in relation to
prerequisites attainment
3.1.5.2.3 How the program ensures that students are meeting prerequisites and
how it handles the situation when a prerequisite has not been met
3.1.5.2.4 How the program documents that students are meeting prerequisites
3.1.5.3 Students Transfer: Including the following performance indicators:
3.1.5.3.1 Requirements and processes for accepting transfer students (Have

enforced policies for accepting transfer students)
3.1.5.3.2 Transfer credits and clearing (equivalence/exempt) instructions (Have
and enforce policies for awarding academic credit for courses taken at
other institutions)
3.1.5.3.3 Ministry-mandated articulation requirements that impact the program
3.1.5.3.4 Transfer students for past five years
3.1.5.4 Students' Advising and Extracurricular Activities: Including the following

3.1.5.4.1 Processes by which students are advised regarding curricular and carrier
matters
3.1.5.4.2 Processes by which students are advised regarding extracurricular
activities for enthusiasm, motivation and character building in
management, leadership, arts, sports, societal and environmental activities
3.1.5.4.3 How often students are advised and who provides the advising (program
faculty, departmental, college or university advisor). Sufficiency of faculty
members for advising and counseling students in four major areas;
psychological, academic, professional, and extracurricular aspects
3.1.5.5 Graduation Requirements: Including the following performance indicators:
3.1.5.5.1 Graduation requirements for the program (the degree awarded)
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3.1.5.5.2 Have and enforce well-documented procedures to ensure that students

who graduate meet all graduation requirements
3.1.1.5.3 Transcripts of some of the most recent graduates: how the program and
any program options are designated on the transcript
3.1.6 for Criterion 6: Faculty

aspect as follows:
3.1.6.1 Faculty Qualifications: Including the following performance indicators:
3.1.6.1.1 Appropriate faculty qualifications: Composition, size, credentials, and

experience of the faculty including industrial experience and industrial
involvement
3.1.6.1.2 Adequate faculty to cover curricular areas: adequate to cover all the
curricular areas of the program and meet the program criteria including
their competencies in implementing the outcome-based approach to
education
3.1.6.1.3 The overall competence of the faculty may be judged by such factors as
education, diversity of backgrounds, engineering experience, teaching
effectiveness and experience, ability to communicate, enthusiasm for
developing more effective programs, level of scholarship and participation
in professional societies.
3.1.6.2 Faculty Workload: Including the following performance indicator:
3.1.6.2.1 Percentage of faculty work time devoted to the program
3.1.6.3 Faculty Size: Including the following performance indicators:
3.1.6.3.1 Extent and quality of student-faculty interaction: effective teaching

3.1.6.3.2 Extent and quality of student advising and counseling
3.1.6.3.3 Extent and quality of university service activities: program service and
services required to the university, industry and community through
research, publication, and consultancy activities
3.1.6.3.4 Extent and quality of interactions with industrial and professional
practitioners and employers
3.1.6.4 Faculty Development: Including the following performance indicators:
3.1.6.4.1 Extent and quality of professional development activities for each

faculty member including opportunities in further education, industrial
exposure, and implementing the outcome-based approach to education
3.1.6.4.2 Role of scientific research achievements in the professional development
of the faculty
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3.1.6.4.3 Role of the offered post-graduate programs in the professional

development of the faculty
3.1.6.5 Faculty Authority and Responsibility: Including the following performance
indicators:
3.1.6.5.1 Role of the faculty with respect to course creation, modification, and
evaluation
3.1.6.5.2 Role of the faculty in the definition and revision of PEOs and GOs and
their role in the attainment of the GOs
3.1.6.5.3 Roles of others on campus (e.g. dean or provost) with respect to these
areas
3.1.7 for Criterion 7: Administrative Support

aspect as follows:
3.1.7.1 Leadership and Administrative Services: Including the following

3.1.7.1.1 Leadership adequacy to ensure the quality and continuity of the program
3.1.7.1.2 Leadership involvement in making decisions that affect the program
3.1.7.1.3 How clearly tasks are assigned and authorities are delegated
3.1.7.1.4 How effective is the organizational structure in serving the Quality
Management System
3.1.7.1.5 Efficiency of documentation for all activities and issues
3.1.7.1.6 Adequacy of administrative services provided to the program
3.1.7.2 Faculty Hiring and Retention: Including the following performance

indicators:
3.1.7.2.1 Policies and processes used to recruit new faculty

3.1.7.2.2 Strategies used to retain and promote current qualified faculty
3.1.7.2.3 Strategies used for faculty professional development
3.1.7.2.4 Scientific research activities and post-graduate studies if any
3.1.7.3 Technical and Administrative Staff Support: Including the following

3.1.7.3.1 Adequacy of technical and administrative staff in providing adequate

support to the educational program (current size and qualifications)
3.1.7.3.2 Policies and processes used to recruit new staff and retain current staff
3.1.7.3.3 Strategies used for continual professional development of the technical
and administrative staff and the strategies used for their promotion
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3.1.8 for Criterion 8: Financial Support

aspect as follows:
3.1.8.1 Funding Resources: Including the following performance indicator:
3.1.8.1.1 Process used to establish the program’s budget and continuity of funding
resources needed to meet the program needs including sources of both
permanent and temporary funds
3.1.8.2 Program Budget: Including the following performance indicators:
3.1.8.2.1 Sufficiency of financial support to provide for teaching and learning in

terms of graders, teaching assistants, teaching workshops, learning
facilitation … etc.
3.1.8.2.2 Sufficiency of financial support to acquire, maintain and upgrade the
infrastructures, facilities and equipment used in the program
3.1.8.2.3 Sufficiency of financial support to provide for faculty professional
development
3.1.8.2.4 Sufficiency of financial support to provide for staff professional
development
3.1.9 for Criterion 9: Facilities

aspect as follows:
3.1.9.1 Built Spaces and Associated Equipment: Including the following

3.1.9.1.1 Offices and associated equipment: for administration, faculty, staff and
teaching assistants are adequate to support attainment of graduate
outcomes and provide an atmosphere conducive to learning
3.1.9.1.2 Classrooms and associated equipment: are adequate to support
attainment of graduate outcomes and provide an atmosphere conducive to
learning
3.1.9.1.3 Laboratories and associated tools and equipment: including those
containing computers (hardware and software) are adequate to support
learning
3.1.9.1.4 Campus infrastructure and supportive facilities: including hostels,
sport centers, recreation centers, health centers, land scape and
transportation means shall be adequate to facilitate students’ life on
campus and to enhance building student character
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3.1.9.2 Computing Assets: Including the following performance indicators:
3.1.9.2.1 Adequate computing and information resources in addition to those

described in laboratories, which are used by the students in the program
including workstations, servers, storage, networks and software.
3.1.9.2.2 Accessibility of university-wide computing resources available to all
students via various locations and the hours the various computing
facilities are open to students
3.1.9.2.3 Adequacy of these facilities to support the scholarly and professional
activities of the students and faculty in the program
3.1.9.3 Students Direction and Safety Precautions: Including the following

3.1.9.3.1 How students in the program are provided appropriate direction

regarding the use of the tools, equipment, computing resources, and
laboratories
3.1.9.3.2 How the facilities, tools, and equipment used in the program are safe for
their intended purpose
3.1.9.4 Maintenance and Upgrading of Facilities: Including the following

3.1.9.4.1 Policies and procedures for maintaining and upgrading the tools,
equipment, computing resources, and laboratories used by students and
faculty in the program
3.1.9.5 Library Services: Including the following performance indicators:
3.1.9.5.1 Adequacy of the library’s technical collection relative to the needs of the
program and the faculty
3.1.9.5.2 Adequacy of the process by which faculty may request the library to
order books or subscriptions
3.1.9.5.3 Library’s systems for locating and obtaining electronic information, and
any other library services relevant to the needs of the program
3.1.10 for Specific Program Criteria

aspect as follows:
3.1.10.1 Curricular Topics (if any): to be imbedded in criterion 5.

3.1.10.2 Faculty Qualifications (if any): to be imbedded in criterion 6.
3.1.10.3 Other (if any): to be imbedded in the suitable criterion.
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3.2 EVALUATION JUDGMENT

The program evaluation worksheets summarize the initial evaluation judgment of each
program being considered for accreditation and/or extension of accreditation. Initial
evaluation worksheets come in two parts (see 3.4). The first part summarizes the
identification of shortcomings with respect to criteria and policies. The second part is a
detailed description of any identified shortcomings. Shortcomings are shown as a
Deficiency (D), Weakness (W), or Concern (C). If no shortcomings are identified the
program is considered to be in Compliance to criteria and policies (Y). Sometimes
suggestions (Observations) are offered to assist compliant programs in its continuous
improvement (O). The evaluation judgment of each performance indicator is carried out
by the aid of rubrics specially designed for this purpose (see 3.3). The full definitions are
as follows:
3.2.1 Deficiency (D): A deficiency indicates that a criterion, policy, or procedure is not
satisfied. Therefore, the program is not in compliance with the criterion, policy, or
procedure.
3.2.2 Weakness (W): A weakness indicates that a program lacks the strength of
compliance with a criterion, policy, or procedure to ensure that the quality of the program
will not be compromised. Therefore, remedial action is required to strengthen
compliance with the criterion, policy, or procedure prior to the next review.
3.2.3 Concern (C): A concern indicates that a program currently satisfies a criterion,
policy, or procedure; however, the potential exists for the situation to change such that
the criterion, policy, or procedure may not be satisfied.
3.2.4 Observation (O): An observation is a comment or suggestion that does not relate
directly to the current accreditation action but is offered to assist the institution in its
continuing efforts to improve its programs.
3.3 RECOMMENDED ACCREDITATION ACTIONS:

Recommended accreditation actions may vary according to the results of the initial
evaluation of each program being considered for accreditation and/or extension of
accreditation. Recommended accreditation actions can be one of the following:
3.3.1 NGR (Next General Review): This action indicates that the program has no
Deficiencies or Weaknesses. This action is taken only after a Comprehensive General
Review and has a typical duration of six years.
3.3.2 IR (Interim Report): This action indicates that the program has no Deficiencies
but has one or more Weaknesses. The Weaknesses are such that a progress report will be
required to evaluate the remedial actions taken by the institution. This action has a typical
duration of two years.
3.3.3 RE (Report Extended): This action indicates that satisfactory remedial action has
been taken by the institution with respect to Weaknesses identified in the prior IR action.
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This action is taken only after an IR review. This action extends accreditation to the next
General Review and has a typical duration of either two or four years.
3.3.4 IV (Interim Visit): This action indicates that the program has no Deficiencies but
has one or more Weaknesses. The Weaknesses are such that an on-site review will be
3.3.5 VE (Visit Extended): This action indicates that satisfactory remedial action has
been taken by the institution with respect to Weaknesses identified in the prior IV action.
This action is taken only after an IV review. This action extends accreditation to the next
General Review and has a typical duration of either two or four years.
3.3.6 SCR (Show Cause Report): This action indicates that a currently accredited
program has one or more Deficiencies. The Deficiencies are such that a progress report
will be required to evaluate the remedial actions taken by the institution. This action has a
typical duration of two years. This action cannot follow a previous SC action for the same
Deficiency(s).
3.3.7 SCV (Show Cause Visit): This action indicates that a currently accredited program
has one or more Deficiencies. The Deficiencies are such that an on-site review will be
duration of two years. This action cannot follow a previous SC action for the same
Deficiency(s).
3.3.8 SE (Show Cause Extended): This action indicates that satisfactory remedial action
has been taken by the institution with respect to all Deficiencies and Weaknesses
identified in the prior SC action. This action is taken only after either a SCR or SCV
review. This action typically extends accreditation to the next General Review and has a
typical duration of either two or four years.
3.3.9 NA (Not to Accredit): This action indicates that the program has Deficiencies such
that the program is not in compliance with the applicable criteria. This action is usually
taken only after a SCR or SCV review, or the review of a previously unaccredited
program. Accreditation is not extended as a result of this action.
Note:
If it is a new program, the date at which accreditation is to begin must be indicated.
Normally accreditation is retroactive for one year such that it applies to all students who
graduated after October 1 of the year preceding the on-site review.
3.4 ASSESSMENT RUBRICS

In order to enable the program evaluator to assess each performance indicator
according to the program shortcomings (D, W, and C) (if any), the evaluation judgment
of each performance indicator is carried out by the aid of rubrics specially designed for
this purpose as listed in Appendix (E). The following is an example of these rubrics:
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3.4.1 for Criterion 5: Students

3.4.1.1 Rubrics Title: Have and enforce policies for accepting new students
3.4.1.1.1 Covered Aspect:
3.4.1.1.2 Covered Performance Indicators:
3.1.1.1.1 Requirements of admission
3.1.1.1.2 Processes of admission
3.1.1.1.3 High-school grades for freshman admissions
3.4.1.1.3 Deficiencies:
 No policy (requirements and processes) is adopted for accepting new
students.
 The adopted policy (requirements and processes) for accepting new students
is not implemented.
3.4.1.1.4 Weaknesses:
 Weak policy (requirements and processes) is adopted for accepting new
students.
is not firmly enforced.
3.4.1.1.5 Concerns:
 The policies (requirements and processes) for accepting new students are
better to be more firmly enforced.
 The trend in high-school grades of freshman accepted in the last five years are
better to be noticed.
3.5 PROGRAM EVALUATOR WORKSHEETS

The program evaluator worksheets summarize the initial evaluation judgment of each
performance indicators. These worksheets come in two parts as shown in Appendix (F).
The first part summarizes the identification of shortcomings (D, W, and C) (if any). If no
shortcomings are identified the program is considered to be in Compliance to criteria and
policies (Y). The second part is a detailed description of any identified shortcomings.
Sometimes suggestions (Observations) are offered in the second part to assist compliant
programs in its continuous improvement (O).
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CHAPTER FOUR
ACCREDITATION POLICIES AND PROCEDURES
This chapter clarifies the policies and procedures followed for accreditation, appeals,
reconsiderations and complaints.
4.1 Public Release of Information by the Institution

4.1.1 Institutions are required to represent the accreditation status of each program
accurately and without ambiguity. Programs are either accredited or not accredited.
The Council does not rank programs. An institution may not use the same program
name to identify both an accredited program and a non-accredited program.
4.1.2 Unauthorized use of the Council’s official logo is prohibited. Accredited programs
are authorized to use special logos provided by the Council for use on websites, in
course catalogs, and in other similar publications. These logos can be requested
through the Council at the Council web site.
4.1.3 When the Council awards accreditation to a program, the accreditation action
indicates only the nature of the next review and is not an indicator of the program’s
quality. A program must not publish or imply the length of the period of
accreditation. Public announcement of the accreditation action should only relate to
the attainment of accredited status. All statements on accreditation status must refer
only to those programs that are accredited. No implication should be made that
accreditation by the Council applies to any programs other than the accredited ones.
4.1.4 Direct quotation in whole or in part from any Council statement to the institution is
unauthorized, except as required by a Show Cause action. Correspondence and
reports between the Council and the institution are confidential documents and
should only be released to authorized personnel at the institution. Any document so
released by the institution must clearly state that it is confidential. Wherever law or
institution policies require the release of any confidential document, the entire
document must be released.
4.1.5 The institution must avoid any implication that a program is accredited under
criteria against which it has not been evaluated.
4.1.6 Institution catalogs and similar publications must clearly indicate the programs
accredited by the Council as separate and distinct from any other programs or kinds
of accreditation. Each accredited program must be specifically identified as
“accredited by the Council accompanied by the Council web site.”
4.1.6.1 Each accredited program must publicly state the program’s educational
objectives and graduate outcomes.
4.1.6.2 Each accredited program must publicly post annual student enrollment and
graduation data per program.
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4.1.7 When a program submits a request for evaluation to the Council, it agrees to
disclose publicly its accreditation status to assist external stakeholders, such as
students, parents, and the general public, in making appropriate education decisions.
4.1.7.1 The Council publicly identifies programs whose accreditation has been denied
or withdrawn by the Council itself.
4.1.7.2 The Council publicly identifies programs whose accreditation has been placed
on Show Cause due to one or more cited deficiencies in Criteria compliance.
4.1.7.3 If the Council places a program on Show Cause or denies or withdraws a
program’s accreditation, then the institution must provide, upon request from the
public, a statement summarizing the Council’s reasons for the Show Cause
accreditation action or the denial or withdrawal of accreditation; that statement
can be accompanied by a response from the affected program addressing the
Council decision. This statement must be available within 60 days of the final
decision by the Council. The Council will post on its public website a notice
regarding the availability of this statement from the institution.
4.1.7.4 In the event that the program files an official request for appeal,
reconsideration, or immediate re-visit in accordance with Section (4.12.6), the
60-day period for public notification will begin when the Section (4.12.6)
processes have provided a final accreditation action.
4.1.8 The institution must make a public correction if misleading or incorrect information
is released regarding the items addressed in Section (4.1.1).
4.2 Confidentiality of Information

4.2.1 The Council requires ethical conduct by each volunteer and staff member engaged
in fulfilling the mission of the Council. The Council requires that every volunteer
and staff member exhibit the highest standards of professionalism, honesty, and
integrity. The services provided by the Council require impartiality, fairness, and
equity. All persons involved with the Council activities must perform their duties
under the highest standards of ethical behavior. Information provided by the
institution is for the confidential use of the Council and its agents, and will not be
disclosed without specific written authorization of the institution concerned.
4.2.2 The contents of all materials furnished for review purposes and discussion during
the Council meetings are considered privileged information. The contents of those
documents and the accreditation actions taken may be disclosed only by the
Council staff and only under appropriate circumstances. All communications
between institutions and evaluators or the Council members regarding final
accreditation actions must be directed to the Council Chair.
4.2.3 The Council publicly identifies programs that have been accredited, placed on Show
Cause, and programs for which accreditation was denied or withdrawn by the
Council, in accordance with Section (4.1.7) of this manual.
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4.3 Conflict of Interest

4.3.1 Service as a Council Member, Editor, Team Chair, Program Evaluator or Staff
Member creates situations that may result in conflicts of interest or questions
regarding the objectivity and credibility of the accreditation process. The Council
expects these individuals to behave in a professional and ethical manner, to disclose
real or perceived conflicts of interest, and to recuse themselves from discussions or
decisions related to real or perceived conflicts of interest. The intent of this policy
is to maintain credibility in the accreditation process and confidence in the
decisions of these individuals, assure fairness and impartiality in decision-making
and avoid the appearance of impropriety.
4.3.2 Individuals representing the Council must not participate in any decision-making
capacity if they have or have had a close and active association with the institution
that is being considered for official action by the Council. Close and active
association includes, but is not limited to:
4.3.2.1 Current or past employment as faculty, staff, or consultant by the institution;
4.3.2.2 Current or past discussion or negotiation of employment with the institution;
4.3.2.3 Attendance as a student at the institution;
4.3.2.4 Receipt of an honorary degree from the institution;
4.3.2.5 Involvement of a close family relative as a student or employee of the
institution;
4.3.2.6 An unpaid official relationship with the institution, e.g., membership of the
institution’s industry advisory board; or
4.3.2.7 Any reason that prohibits the individual from rendering an unbiased decision.
4.3.3 The Council members are not eligible to serve concurrently on the Apparatus of
Supervision; nor are staff member in the Apparatus of Supervision eligible to serve
as a Council member. Editors serve as ex-officio non-voting members of the
Council. The Apparatus of Supervision staff members may observe an accreditation
visit, but they are not eligible to serve as program evaluators or Team Chairs.
4.3.4 A record of known conflicts of interest will be maintained for every individual
involved in the accreditation process. Each individual will be provided the
opportunity to update this record annually. The records of conflicts of interest will
be utilized in selection of Team Chairs and program evaluators.
4.3.5 Each individual representing the Council must sign a conflict of interest and
confidentiality statement indicating that s/he has read and understands the Council
policy on conflict of interest and confidentiality. The policy on conflict of interest
and confidentiality will be presented and discussed at the start of each Council
meeting.
4.3.6 Individuals must recuse themselves from any portion of a Council meeting
involving discussions or decisions for which they have a real or perceived conflict
of interest.
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4.3.7 The Council will maintain a record of the names of individuals recusing themselves
for conflicts of interest at each meeting related to accreditation decision making.
4.4 Accreditation Criteria and Definition of Terms

4.4.1 The General Criteria of Chapter three address requirements for all programs
accredited by the Council. These criteria are posted on the Council web site.
4.4.2 The Program specific Criteria of Appendix (G) address program-specific
requirements within areas of specialization. These criteria are posted on the Council
web site.
4.4.3 Any proposed new criteria or changes to existing criteria will be published for a
period of public review and comment. During the review and comment period,
proposed criteria will be published in the “Proposed Criteria” section of the
appropriate criteria document. The typical review and comment period is one year.
4.5 Eligibility of Programs for Accreditation Review

4.5.1 The Council defines an educational program as an integrated, organized experience
that culminates in the awarding of a degree. The program will have program
educational objectives, graduate outcomes, a curriculum, faculty and facilities.
4.5.2 Programs will be considered for accreditation if they are offered by an institution of
higher education that has verifiable governmental, recognition to confer degrees.
The Council accredits individual educational programs. The Council does not
accredit departments or institutions.
4.5.3 Programs accredited by the Council are those leading to the professional practice of
engineering. The Council accredits a program at the bachelor degree level. All
engineering program names must include the word “engineering”.
4.5.4 Program names must meet the Council requirements.
4.5.4.1 The program name must be descriptive of the content of the program.
4.5.4.2 The program name must be shown consistently on transcripts of its graduates,
in the institution’s electronic and print publications and on the Council Request
for Evaluation (RFE).
4.5.4.3 The program name determines the criteria applicable to its review. Every
program must meet the General Criteria of chapter three. If a program name
implies specialization(s) for which Program Specific Criteria have been
developed, the program must satisfy all applicable Program Specific Criteria. A
program may choose to have an option, or similar designation implying
specialization within the program, reviewed as a separate program.
4.5.5 To be eligible for an initial accreditation review, a program must have at least one
graduate within the academic year prior to the academic year of the on-site review.
4.5.6 A Program Readiness Review (PRR) must be completed for Initial Program Review
(IPR) of a program(s) within an institution without previously accredited programs.
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An institution contemplating a review for the first time must contact the Council for
more information prior to making a formal request.
4.5.6.1 Occurring before the RFE deadline, PRR is a mandatory document screening
process that determines an institution’s preparedness to have its program(s)
reviewed. It serves to reduce the possibility that an institution without previous
accreditation experience will expend resources for an on-site review before there
are adequate preparations and that the Council will commit volunteer resources
before a program is sufficiently prepared for the review.
4.5.6.2 A committee comprising current/former Council staff will perform the
screening process.
4.5.6.3 The outcome of a PRR for a program is one of three non-binding options:
i) a recommendation to submit the RFE in the immediate upcoming accreditation
review cycle, addressing the PRR suggestions, if any;
ii) a recommendation to postpone the RFE submission unless substantive
changes in the Self-Assessment Report (SAR) preparation and documentation
are made; or
iii) a recommendation not to submit the RFE in the immediate upcoming
accreditation review cycle because it is likely to be rejected.
4.5.7 The Council will inform the public about the harm of degree mills and accreditation
mills by posting on the Council website.
4.6 Application and Timeline for Accreditation Review

4.6.1 Programs are considered for accreditation review only at the written request of the
institution. An institution contemplating a Council review for the first time must
contact the Council for more information prior to making the formal request.
4.6.1.1 An institution wishing to have programs considered for accreditation or
reaccreditation must submit to the Council a Request for Evaluation (RFE) not
less than six months before the academic year in which the review is desired.
The RFE must be signed by the institutional Chief Executive Officer (Dean or
equivalent) and must be submitted with one official transcript of a recent
graduate for each program listed on the RFE.
4.6.1.2 The Council conducts all reviews in English. Programs must submit all
documentation including the SAR, transcripts, display materials, and
correspondence in English.
4.6.1.3 An RFE may be modified or withdrawn by the institution at any time up to the
beginning of the Council’s decision meeting. Changes to the RFE must be in
writing, signed by the institutional administrative officer responsible for the
accredited programs, and transmitted to the Council Secretary via electronic and
physical mail.
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4.6.2 The Accreditation Fee Schedule is posted on the Council web site. The institution
will receive an invoice for fees associated with the requested review. Payment is
due 45 days from date of the invoice.
4.6.3 Prior to the final appointment of the team, the institution will have the opportunity
to review all assigned team members with regard to the Council’s published
Conflict of Interest Policy (Section 4.3). The institution may reject a team member
only in the case of real or perceived conflicts of interest.
4.6.4 The institution and the Team Chair will mutually determine dates for any on-site
review that is required. On-site reviews are normally conducted during September
through December of the calendar year in which the review is requested.
4.6.5 The institution will submit a SAR or an Interim Report (IR), as required, for each
program to be reviewed.
4.6.5.1 The SAR or IR is due to the Council Secretary no later than July 1 of the
calendar year in which the review is to be conducted.
4.6.5.2 The institution will provide the appropriate report directly to the Team Chair
no later than July 1.
4.6.5.3 The institution will provide the appropriate report directly to each program
evaluator at the direction of the Team Chair.
4.6.6 When an on-site review is required, the duration of the review is normally three
days from team arrival to departure but may be extended or shortened depending on
review requirements. Typically the on-site review is conducted from Sunday
through Tuesday.
4.6.7 As a result of the review, the institution will typically receive a Draft Statement
(DS) to the Institution for review and comment.
4.6.8 The institution has 30 days from receipt to provide a Due Process Response (DPR)
to the DS. This response will be evaluated and used as the basis for revising the DS
to create the Final Statement (FS).
4.6.9 Final action on each program will be based upon the Council’s consideration of the
findings in the DS, the analysis of the DPR, and the analysis of additional
information received in time for proper consideration. The DS will be modified to
reflect these analyses, resulting in a FS that reflects the final action by the Council.
4.6.10 The institution will receive the FS and the Summary of Accreditation Actions
(SAA) no later than August 31 of the calendar year following the review.
4.7 Program Reviews

4.7.1 Reviews are conducted to verify that a program is in compliance with the
appropriate accreditation criteria, policies, and procedures. In order for a program
to be accredited, all paths to completion of the program must satisfy the appropriate
criteria.
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4.7.2 Types of Review

4.7.2.1 A Comprehensive Program Review (CPR) addresses all applicable criteria,
policies, and procedures.
4.7.2.1.1 A Comprehensive Program Review consists of:
i) The examination of a SAR prepared by the program and
ii) An on-site review by a team.
4.7.2.1.2 An Initial Program Review, conducted on a program that is not already
accredited, must be a CPR.
4.7.2.1.3 Comprehensive Program Reviews must be conducted for each accredited
program at intervals no longer than six years for continuous accreditation,
except as provided in Section (4.10).
i) The Council establishes a six-year cycle of scheduled general reviews for
each institution. This general review applies to all programs accredited by
the Council. A year in which such a review occurs is called a General
Review Year (GRY).
ii) In a GRY for a given institution, all accredited programs under the
purview of the Council will receive a CPR simultaneously.
iii) The general review cycle will be set by the date on which that the Council
accredits its first program at the institution.
4.7.2.2 An IPR occurs between CPRs when Weaknesses or Deficiencies remain
unresolved in a prior review. An IPR typically uses the accreditation criteria in
effect at the time of the previous CPR. However, an institution may elect to base
its IPR on criteria in effect at the time of the last CPR or on those in effect at the
time of the IPR.
4.7.2.2.1 A review following an Interim Report (IR) or a Show Cause Report (SCR)
accreditation action consists of the examination of an IR prepared by the
program addressing Concerns, Weaknesses, and/or Deficiencies that
remained unresolved in the FS from the prior review.
4.7.2.2.2 A review following an Interim Visit (IV) or a Show Cause Visit (SCV)
accreditation action consists of:
i) The examination of an IR prepared by the program addressing Concerns,
Weaknesses, and/or Deficiencies that remained unresolved in the FS from
the prior review, and
ii) An on-site review focused on Concerns, Weaknesses, and/or Deficiencies that
remained unresolved in the FS from the prior review.
4.7.2.2.3 New Concerns, Weaknesses, and/or Deficiencies can be cited if they
become evident during the conduct of an IR.
4.7.3 Self-Assessment Report: Educational programs at an institution will be evaluated,
in part, on the basis of information and data submitted to the Council in the form of
a SAR. The SAR addresses how a program meets each criterion in addition to
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applicable policy requirements. The SAR must include information about all
methods of program delivery, all possible paths to completion of the degree, and
remote offerings if any. To assist programs in completing a SAR, the Council has
developed a SAR template that is posted on the Council website.
4.7.4 Final Preparation for On-Site Review
4.7.4.1 Submittal of Transcripts: Prior to arriving on-site, the team will request official
transcripts of the most recent graduates from each program. Each program being
evaluated will provide official transcripts with associated worksheets and any
guidelines used by the advisors.
4.7.4.2 Additional Information: Prior to arriving on-site, the team may request
additional information it deems necessary for clarification.
4.7.5 On-Site Review: the PEV team conducts an on-site review to assess factors that
cannot be adequately described in the SAR.
4.7.5.1 Teams for on-site reviews will typically consist of a Team Chair and one
program evaluator for each program being reviewed. The typical minimum team
size is three members.
4.7.5.1.1 Team Chairs will typically be a program evaluator trainee from the
approved list maintained by the Council. Program evaluators will typically be
selected from the Council list.
4.7.5.1.2 In the case where a program must satisfy more than one set of Program
Specific Criteria, there typically will be one program evaluator for each set of
Program Specific Criteria to be used in the review.
4.7.5.1.3 For cases such as the following, the team size and/or duration of the on-
site review may be adjusted:
i) A very high degree of overlap between two programs being reviewed.
ii) A program with multiple sites or nontraditional delivery method.
iii) An Interim Program Review with a very limited focus.
iv) A single program seeking reaccreditation.
4.7.5.1.5 A Review Team may include observers at the discretion of the Team
Chair and the institution. Observers are typically current or former members
of the Council.
4.7.6 Comprehensive Program Review: The Review Team will examine all program
aspects to judge compliance with criteria and policies. The team will assist each
program in recognizing its strong and weak points. To accomplish this, the team
will:
4.7.6.1 Interview faculty, students, administrators, and staff to obtain an understanding
of program compliance with the applicable criteria and policies and of specific
issues that arise from the examination of the SAR and from the on-site review.
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4.7.6.2 Examine the following:

4.7.6.2.1 Facilities: to assure the instructional and learning environments are
adequate and are safe for the intended purposes. Neither the Council nor its
representatives offer opinions as to whether, or certify that, the institution’s
facilities comply with any applicable rules or regulations pertaining to: fire,
safety, building, and health codes, or consensus standards or recognized best
practices for safety.
4.7.6.2.2 Materials: Evaluators will review samples of displayed course materials
including course syllabi, textbooks, example assignments and exams, and
examples of student work, typically ranging from excellent through poor.
4.7.6.2.3 Evidence that the program educational objectives stated for each program
are based on the needs of the stated program constituencies.
4.7.6.2.4 Evidence of a documented, systematically utilized, and effective process,
involving constituents, for periodic review of the program educational
objectives stated for each program.
4.7.6.2.5 Evidence of the assessment, evaluation, and attainment of graduate
outcomes for each program.
4.7.6.2.6 Evidence of actions taken to improve the program.
4.7.6.2.7 Student support services to confirm adequacy of services appropriate to
the institution’s mission and the program’s educational objectives and
graduate outcomes.
4.7.6.2.8 The process for certifying completion of the program and awarding of the
degree, including visits with persons responsible to ascertain that the process
works as reported.
4.7.6.3 Present the team's factual findings orally at the conclusion of the visit in an
Exit Meeting (EM) for the institution's chief executive officer or designee and
such personnel as the chief executive officer wishes to assemble.
4.7.6.4 Provide to the dean or other appropriate academic officer, a copy of the
Program Audit Form (PAF) for each program reviewed along with an
explanation of the seven-day period in which the institution can provide the
Team Chair with corrections to any errors of fact in the oral statement or on the
PAFs.
4.7.7 Effective Date of Initial Accreditation: For a program obtaining initial accreditation,
the accreditation normally will apply to all students who graduated from the
program no earlier than the academic year prior to the on-site review. The Council,
at the time of the accreditation decision, has the authority to set the date of initial
accreditation as conditions warrant, but the date of initial accreditation can be no
earlier than two academic years prior to the on-site review. In order for a program
to be considered for retroactive accreditation two academic years prior to the on-
site review, the program must inform the Team Chair and the program reviewer
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prior to the on-site review. The program must also provide the following additional
information to the Review Team:
4.7.7.1 Documentation in the SAR that no changes that potentially impact the extent to
which an accredited program satisfies the accreditation criteria and policies have
occurred during the two academic years prior to that of the Initial Program
Review.
4.7.7.2 Transcripts and sample student work for both academic years prior to that of
the Initial Program Review.
4.7.8 Interim Program Review
4.7.8.1 Types of Interim Program Reviews: There are two types of IPRs:
4.7.8.1.1 Those that do not require an on-site review (resulting from an Interim
Report or Show Cause Report action), and
4.7.8.1.2 Those that require an on-site review (resulting from an Interim Visit or
Show Cause Visit action).
4.7.8.2 Composition of IPR Team
4.7.8.2.1 If an on-site review is not required, a Team Chair will typically review an
Interim Report or a Show Cause Report.
4.7.8.2.2 If an on-site review is required, Review Teams will typically consist of a
Team Chair and one Program Evaluator for each program having an on-site
review. The minimum team size for an IPR following a Show Cause Visit
action is three persons.
4.7.9 Draft Statement to the Institution: The Team Chair prepares a Draft Statement of
preliminary findings and recommendations to be edited by designated member of
the Council and for transmission to the institution. The Team Chair will prepare a
Draft Statement to the Institution for each review conducted. The Draft Statement
will consist of general information plus a program-specific section for each
program reviewed.
4.7.9.1 The statement to each program will typically include the following:
4.7.9.1.1 Findings of Fact: A finding of fact indicate a program characteristic that
exists and is verifiable through the review process.
4.7.9.1.2 Findings of Shortcomings:
i) Deficiency: A Deficiency indicates that a criterion, policy, or procedure is not
satisfied. Therefore, the program is not in compliance with the criterion,
policy, or procedure.
ii) Weakness: A Weakness indicates that a program lacks the strength of
compliance with a criterion, policy, or procedure to ensure that the quality
of the program will not be compromised. Therefore, remedial action is
required to strengthen compliance with the criterion, policy, or procedure
prior to the next review.
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iii) Concern: A Concern indicates that a program currently satisfies a criterion,

policy, or procedure; however, the potential exists for the situation to
change such that the criterion, policy, or procedure may not be satisfied.
4.7.9.1.3 Findings of Observation: An Observation is a comment or suggestion that
does not relate directly to the current accreditation action but is offered to
assist the institution in its continuing efforts to improve its programs.
4.7.10 30-Day Due Process: The Team Chair provides the institution with a Draft
Statement. The institution may respond in 30 days to report progress in addressing
shortcomings or to correct errors of fact in the Draft Statement. This is referred to
as the 30-day Due Process Response.
4.7.10.1 Shortcomings are considered to have been resolved only when the correction
or revision has been implemented during the academic year of the review and
substantiated by official documents signed by the responsible administrative
officers.
4.7.10.2 All unresolved shortcomings will be evaluated by the Evaluation Team at the
time of the next review.
4.7.10.3 Supplemental Information from the Institution: The Team Chair may, at his or
her discretion in consultation with the Council Chair, accept additional
information after the 30-day Due Process period. Any such information must be
received in time for proper consideration prior to the Decision Meeting of the
Council.
4.7.11 Final Statement to the Institution: The Team Chair will prepare a draft of the Final
Statement after reviewing the institution’s Due Process Response. Designated
Member of the Council will edit the draft and the Council will determine the
accreditation actions based on this draft. The Final Statement to the Institution will
be completed after all updates from the Decision Meeting are incorporated.
4.7.12 Accreditation Actions: The decision on program accreditation rests with the
Council. The following actions are available to the Council.
4.7.12.1 NGR (Next General Review): This action indicates that the program has no
Deficiencies or Weaknesses. This action is taken only after a Comprehensive
General Review and has a typical duration of six years.
4.7.12.2 IR (Interim Report): This action indicates that the program has one or more
Weaknesses. The Weaknesses are such that a progress report will be required to
evaluate the remedial actions taken by the institution. This action has a typical
4.7.12.3 IV (Interim Visit): This action indicates that the program has one or more
Weaknesses. The Weaknesses are such that an on-site review will be required to
evaluate the remedial actions taken by the institution. This action has a typical
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4.7.12.4 SCR (Show Cause Report): This action indicates that a currently accredited
program has one or more Deficiencies. The Deficiencies are such that a progress
report will be required to evaluate the remedial actions taken by the institution.
This action has a typical duration of two years. This action cannot follow a
previous SC action for the same Deficiency(s). The Council expects the
institution to provide a statement to the students, faculty, and the public
summarizing the Council’s reasons for the Show Cause accreditation action and
specific corrective actions the program intends to implement to maintain
accreditation.
4.7.12.5 SCV (Show Cause Visit): This action indicates that a currently accredited
program has one or more Deficiencies. The Deficiencies are such that an on-site
review will be required to evaluate the remedial actions taken by the institution.
This action has a typical duration of two years. This action cannot follow a
previous SC action for the same Deficiency(s). The Council expects the
institution to provide a statement to the students, faculty, and the public
summarizing the Council’s reasons for the Show Cause accreditation action and
specific corrective actions the program intends to implement to maintain
accreditation.
4.7.12.6 RE (Report Extended): This action indicates that satisfactory remedial action
has been taken by the institution with respect to Weaknesses identified in the
prior IR action. This action is taken only after an IR review. This action extends
accreditation to the next General Review and has a typical duration of either two
or four years.
4.7.12.7 VE (Visit Extended): This action indicates that satisfactory remedial action
has been taken by the institution with respect to Weaknesses identified in the
prior IV action. This action is taken only after an IV review. This action extends
accreditation to the next General Review and has a typical duration of either two
or four years.
4.7.12.8 SE (Show Cause Extended): This action indicates that satisfactory remedial
action has been taken by the institution with respect to all Deficiencies and
Weaknesses identified in the prior SC action. This action is taken only after
either a SCR or SCV review. This action typically extends accreditation to the
next General Review and has a typical duration of either two or four years.
4.7.12.9 NA (Not to Accredit): This action indicates that the program has Deficiencies
such that the program is not in compliance with the applicable criteria. This
action is usually taken only after a SCR or SCV review, or the review of a new,
unaccredited program. Accreditation is not extended as a result of this action.
This action can be appealed as specified in the Appeals Section (4.12.6) of this
document.
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4.7.12.9.1 An Executive Summary of the findings leading to the not-to-accredit

action will be provided to the institution along with the Final Statement.
4.7.12.9.2 A “Not to Accredit” action, as a result of a “Show Cause” focused
review, is effective September 30 of the year of the “not to accredit” decision,
pending final action on any request from the institution for immediate revisit,
reconsideration, or appeal.
4.7.12.9.3 For accredited programs, the Council will require the institution to
formally notify students and faculty affected by the revocation of the
program’s accredited status, not later than September 30 of the calendar year
of the “not to accredit” action and to remove the accreditation designation
from all program catalog copy, electronic and print.
4.7.12.10 T (Terminate): This action is generally taken in response to a request by an
institution that accreditation be extended for a program that is being phased out.
The intent is to provide accreditation coverage for students remaining in the
program. The duration of this action may be up to three years. This action may
not follow either Show Cause action.
4.8 Changes during the Period of Accreditation

4.8.1 The institutional administrative officer responsible for the accredited programs will
notify the Council Secretary of changes that potentially impact the extent to which
an accredited program satisfies the accreditation criteria or policies. A third party
may also notify the Council Secretary of a change to an accredited program. The
institution provides the Council Secretary with detailed information about the
nature of each change and its impact on the accredited program. Such changes
include, but are not limited to:
4.8.1.1 Changes related to criteria
4.8.1.1.1 Students
4.8.1.1.2 Program Educational Objectives
4.8.1.1.3 Graduate outcomes
4.8.1.1.4 Continuous Improvement
4.8.1.1.5 Curriculum
4.8.1.1.6 Faculty
4.8.1.1.7 Facilities
4.8.1.1.8 Institutional Support
4.8.1.1.9 Program Criteria
4.8.1.2 Changes related to policies
4.8.1.2.1 Program name
4.8.1.2.2 Methods or Venues of Program Delivery
4.8.1.2.3 Institutional Authority to Provide Post-secondary Education
4.8.1.2.4 Status of Institutional Accreditation
4.8.1.2.5 Decision to Terminate a Program’s Accreditation
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4.8.1.2.6 Decision to Terminate an Accredited Program (Section 4.9)

4.8.2 The Council will review the information provided by the institution and any third
party as follows:
4.8.2.1 The Council Secretary sends copies of the information provided by the
institutions or the third party to the Council Chair and to two of the Council
members.
4.8.2.2 The selected Council members review the documentation provided and make
recommendations to the Council Chair within 30 days.
4.8.2.2.1 These Council members may request additional information through the
Council Secretary.
4.8.2.2.2 These Council members will recommend either that accreditation be
maintained for the duration of the current accreditation period or that a
focused on-site review be required to determine the accreditation status of the
changed program.
4.8.2.3 The Council Chair will review the recommendations and make one of the
following decisions:
4.8.2.3.1 The program must provide specific additional information.
4.8.2.3.2 Accreditation will be maintained for the duration of the current
accreditation period.
4.8.2.3.3 A focused on-site review is required to determine the accreditation status
of the changed program and the review will be scheduled in the earliest
available review cycle. Based on the recommendation coming from the
focused on-site review, the accreditation status of the program may be
changed upon vote of the Council members.
4.8.2.4 The Council Secretary will notify the institution of the Council’s decision.
4.8.2.5 If an immediate focused on-site review is required and the institution declines
to do so, this action shall be cause for revocation of accreditation of the program
under consideration (Sections 4.11.5 and 4.11.6).
4.8.2.6 If an accredited program ceases to exist or ceases to be offered by an
institution, the program accreditation will terminate as of the date the program
ceases to exist or ceases to be offered.
4.9 Program Termination by Institution

4.9.1 An institution may decide to terminate an accredited program from its offerings. In
the case where the program’s termination date is beyond the expiration date of the
current period of accreditation, extension of accreditation up to three years may be
granted to cover students remaining in the program.
4.9.1.1 If the request for termination is synchronous with a scheduled review of the
program, the institution submits a Request for Evaluation (RFE) indicating the
decision to terminate the program. The program submits a Termination Plan, in
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lieu of the SAR or IR, by July 1 after the RFE is submitted. The normal review
process is followed per Section (4.6), as appropriate.
4.9.1.2 If the request for termination is not synchronous with a scheduled review of the
program, the institutional administrative officer responsible for accredited
programs will notify the Council Secretary per Section (4.8.1). The institution
provides a Termination Plan, as described below. The process described in
Section (4.8.2) above will be invoked.
4.9.1.3 The Termination Plan demonstrates the program’s ability to continue delivery
of an accredited program during its phase-out. The Plan should include the
following information:
4.9.1.3.1 Name of Institution;
4.9.1.3.2 Name of Program;
4.9.1.3.3 The number of students remaining in the program with the expected date
of graduation for the last student;
4.9.1.3.4 Copies of all notices to students in the program regarding the
discontinuation of the program;
4.9.1.3.5 The name, official position, and contact information of the individual
responsible for the continuing administration of the program;
4.9.1.3.6 The names of the faculty members teaching all required technical courses
and any other courses specific to the program. Courses being taught in
connection with other programs whose accreditation is being continued need
not be covered in the report;
4.9.1.3.7 Biographical data sheets for all persons included in (4.9.1.3.5) and
(4.9.1.3.6) above;
4.9.1.3.8 Description of how the program will continue to support student
attainment of the outcomes;
4.9.1.3.9 Descriptions of any substitutions or major changes in the curriculum since
the time of the last accreditation review or that are planned through to the
termination of the program;
4.9.1.3.10 Descriptions of how instructional laboratory facilities will be maintained
for remaining students;
4.9.1.3.11 Descriptions of advising processes that will be available to students
remaining in the program; and
4.9.1.3.12 Descriptions of any remedial actions taken with respect to any
Weaknesses remaining at the time of the last accreditation review.
4.9.1.4 If the requested extension is more than six years from the date of the most
recent general review, an on-site termination review will be required.
4.9.1.4.1 The on-site termination review will be focused on the Termination Plan.
4.9.1.4.2 The on-site termination review will be conducted by a Team Chair only
and will typically be a one-day visit.
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4.9.1.5 If an on-site termination review is not required, the Termination Plan will be
reviewed by a Council member.
4.9.1.6 A decision on the “Termination” action will be made by the Council.
4.10. Continuation of Accreditation

From time to time programs may find it necessary to seek an extension of
accreditation outside a scheduled review.
4.10.1 The program must submit an official request to the Council with a detailed
rationale for the request.
4.10.2 Continuation of accreditation beyond a normal scheduled review year requires the
Council approval and can be granted only under very limited circumstances:
4.10.2.1 Events clearly beyond the control of the institution that prevent the program
from preparing for the review and/or prevents the team from conducting a
complete on-site review.
4.10.2.1.1 Length of continuation is limited to one year.
4.10.2.1.2 General review year would not change.
4.10.2.2 Desire of the Council to change the general review year to achieve a better
balance in the Council workload.
4.10.2.2.1 The change must be agreeable to the institution.
4.10.2.2.2 Length of continuation is limited to one year.
4.10.2.2.3 General review year would change accordingly.
4.11 Revocation of Accreditation

If, during the period of accreditation, a program appears to be no longer in compliance
with criteria or policies, the Council may institute Revocation for Cause according to the
following procedures:
4.11.1 The Council will notify the institution, providing a comprehensive document
showing the reasons why revocation is being considered.
4.11.2 The institution will be asked to provide an analysis and response to the reasons
provided by the Council.
4.11.3 An on-site review may be scheduled to evaluate the reasons provided by the
Council.
4.11.4 If the on-site review and/or the institution’s response fail to demonstrate
compliance with accreditation criteria and/or policies, accreditation will be
revoked.
4.11.5 The Council will promptly notify the institution of such revocation. The notice
will be accompanied by a supporting statement detailing the cause for revocation.
4.11.6 Revocation for Cause constitutes a Not to Accredit (NA) action and the institution
may appeal.
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4.12. Appeals, Reconsiderations, and Immediate Re-Visits

4.12.1 Appeals, requests for reconsideration, and requests for immediate revisits may be
made only in response to not-to-accredit actions. Further, those appeals or requests
for reconsideration may be based only upon the grounds that the not-to-accredit
decision of the Council was inappropriate because of errors of fact or failure to
conform to the Council’s published criteria, policies, or procedures. Only
conditions known to the Council at the time of the Council’s decision will be
considered by the Council in the cases of appeals or requests for reconsideration. In
the case of a request for immediate revisit, substantive improvements and corrective
actions taken prior to the request and documented by the institution will also be
considered.
4.12.2 In lieu of an immediate appeal, an institution may first request reconsideration or
an immediate revisit. If such a request is denied, the institution may appeal the
original not-to-accredit action. Requests for reconsideration or an immediate revisit
must be made in writing to the Council Chair within 30 days of receiving
notification of the not-to-accredit action.
4.12.3 Appeals must be made in writing to the Council Chair within 30 days of receiving
notification of the not-to-accredit action or notification of the denial of a request for
reconsideration or an immediate revisit.
4.12.4 Immediate Revisit

4.12.4.1 A program that has received a not-to-accredit action may be a candidate for
an immediate revisit if it will undergo substantive and documented improvement
before the onset of the next accreditation cycle. In such cases, the institution
must submit a written request for an immediate revisit to the Council Chair
within 30 days of receiving notification of the not-to-accredit action. This
request must be accompanied by 10 copies of a report stating the actions already
taken to eliminate the deficiencies cited in the Council’s statement to the
institution. This report should contain appropriate documentation of substantive
improvements and corrective actions taken, and should support the request for a
revisit. The institution is cautioned, however, that the extent to which corrective
actions have not been made effective may make a revisit unproductive.
4.12.4.2 The Council shall accept or deny the institution’s request within 15 days of
the Council’s receipt of the institution’s request for immediate revisit. This
action will be based solely on the report and supporting documentation supplied
by the institution in accordance with the nature of the deficiencies which led to
the not-to-accredit action.
4.12.4.3 If the Council judges that an immediate revisit is not warranted, the request
will be denied with a statement of reasons and a reiteration of the institution’s
right to pursue an appeal of the not-to-accredit action.
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4.12.4.4 When an immediate revisit is granted by the Council, the institution shall be
deemed to have waived its right to appeal either the original not-to-accredit
action or the action that will result from the revisit. If the request for revisit is
granted, the institution will be charged the regular visitation fee for the revisit.
4.12.4.5 If, following the immediate revisit, the Council, upon unanimous vote, judges
that the institution is correct in its claim of substantive improvement, the Council
may overturn the not-to-accredit decision and grant whatever accreditation
action it deems appropriate, within the choices that were available to the Council
itself.
4.12.5 Reconsideration
4.12.5.1 A program that has received a not-to-accredit action may be a candidate for
reconsideration if it can demonstrate that there were major, documented errors of
fact in the information used by the Council in arriving at the not-to-accredit
decision. In such cases, the institution must submit a written request for
reconsideration to the Council Chair within 30 days of receiving notification of
the not-to-accredit action. This request must be accompanied by 10 copies of a
report specifying the major, documented errors of fact and how such errors
contributed to the not-to-accredit action, along with substantiating
documentation.
4.12.5.2 The Council Chair shall accept or deny the institution’s request for
reconsideration of the not-to-accredit decision within 15 days of the Council’s
receipt of the institution’s request for reconsideration. This action will be based
solely on the report and supporting documentation supplied by the institution in
accordance with the nature of the deficiencies which led to the not-to-accredit
action.
4.12.5.3 If the Council judges that reconsideration is not warranted, the request for
reconsideration will be denied with a statement of reasons and a reiteration of
the institution’s right to pursue an appeal of the not-to-accredit action.
4.12.5.4 When reconsideration is granted by the Council, the institution shall be
deemed to have waived its right to appeal either the original not-to-accredit
action or the action that will result from the reconsideration.
4.12.5.5 If, following reconsideration, the Council, upon unanimous vote, judges that
the institution is correct in its claim of such error leading to an erroneous
conclusion by the Council, the executive committee may overturn the not-to-
accredit decision and grant whatever accreditation action it deems appropriate,
within the choices that were available to the Council itself. The new
accreditation action must be decided by unanimous vote of the Council.
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4.12.6 Appeal
4.12.6.1 Only not-to-accredit actions may be appealed. A notice of appeal must be
submitted in writing by the chief executive officer of the institution to the
Council Chair within 30 days of receiving notification of the not-to-accredit
action. This submission must include the reasons why the not-to-accredit
decision of the Council is inappropriate because of either errors of fact or failure
of the Council to conform to the Council’s published criteria, policies, or
procedures.
4.12.6.2 Upon receipt of a notice of appeal, the Council Chair will notify the Council
of the appeal and will select three or more past members of the Council to serve
as an appeal committee. Current members of the Council are ineligible to serve
on the appeal committee. At least one former member of the Council will be
experienced as a program evaluator. The Council Chair will designate one
former member of the Council as chair of the appeal committee.
4.12.6.3 The appeal committee will be provided with copies of all documentation that
has been made available to the institution during the different phases of the
accreditation cycle, including the institution’s due process response and other
materials submitted by the institution or by the Council.
4.12.6.4 The institution is required to submit a response (normally one page) to the
Council’s executive summary previously sent to the institution. The institution
may also submit other material it deems necessary to support its appeal.
However, such materials must be confined to the status of the program at the
time of the accreditation action of the Council and to information that was then
available to the Council.
4.12.6.5 It is emphasized that improvements made to a program subsequent to the
decision meeting of the Council will not be considered by the appeal committee.
4.12.6.6 The Council may submit written materials beyond the statement to the
institution and the executive summary for clarification of its position. Such
materials must be provided to the institution and appeal committee at least 60
days prior to the date of the committee’s meeting. Any rebuttal by the institution
must be submitted to the committee at least 30 days prior to the committee
meeting.
4.12.6.7 The appeal committee will meet and, on behalf of the Council Chair, consider
only the written materials submitted by the institution and the Council in
arriving at its determination. Representatives from the institution and the
Council may not attend this meeting. The appeal committee’s decision is limited
to the options available for the not-to-accredit determination. The appeal
committee’s findings and its decision will be reported to the Council in writing
by the appeal committee chair. The decision rendered by the appeal committee is
the final decision of the Council.
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4.12.6.8 The institution and the Council will be notified in writing of this decision, and
the basis for the decision, by the Council Chair within 15 days of the final
decision.
4.13 Complaints
4.13.1 It is the policy of the Council to review all complaints received from any source,
including students, against either an accredited program or the Council itself that
are related to compliance with the Council’s criteria, policies or procedures and to
resolve any such complaints in a timely, fair, and equitable manner. Furthermore, it
is the policy of the Council to retain all documentation associated with any such
complaint received against an accredited program for a period of not less than one
accreditation cycle (typically six years), and for a period of not less than (5) years
for any complaints received against the Council itself.
4.13.2 Accredited programs must maintain a record of student complaints made to the
institution and upon written request make that record available to the Council.
4.13.3 The Council will not pursue complaints that are not in writing or that are
anonymous. The receipt of a complaint will be acknowledged to the complainant
within (14) days.
4.13.4 The Council cannot assume authority for enforcing the policies of programs or
institutions regarding faculty, professional staff, or student rights. The Council does
not adjudicate, arbitrate, or mediate individual grievances against a program or
institution.
4.13.5 Complaints will be reviewed initially by the Council Chair. If the complaint is not
within the purview of the Council, the complainant will be notified and no further
action will be taken. If the complaint appears to warrant further investigation, the
Council Chair will forward a copy of the complaint to the Council or institutional
authorities within (14) days of receipt of the complaint. The complainant will be
notified within (14) days of the receipt whether the complaint falls within the
purview of the Council and the next steps in the investigative process.
4.13.6 Complaints against an Institution or its Programs

4.13.6.1 If the complaint appears to warrant further investigation, the Council Chair
will forward a copy of the complaint to the Council and to the principal
administrative officers of the institution within (14) days of receipt of the
complaint with a request for an institutional response within (30) days. The
institutional response will be reviewed by the Council within (30) days of receipt
of the institutional response.
4.13.6.2 If the Council determines that the institutional response satisfactorily
addresses the issue or issues raised in the complaint, the matter will be
considered closed. Within (14) days of the determination, the complainant will
be informed in writing of the results of the determination.
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4.13.6.3 In the event that an institutional response is not received by the Council
within (30) days of the request for the response, or if the response is not deemed
to have satisfactorily resolved the issue, the Council may initiate further
proceedings as circumstances warrant, up to and including revocation of
accreditation.
4.13.6.4 If the institution has released incorrect or misleading information regarding
the accreditation status of the institution or program, the contents of visit reports
and final statements, or the accreditation action taken by the Council, the
institution will be required to make a public correction.
4.13.7 Complaints against the Council

4.13.7.1 If the complaint is concerned with the Council’s criteria, policies, or
procedures or with the implementation of these, the Council Chair will forward a
copy of the complaint to the Council within (14) days of receipt.
4.13.7.2 If it appears that a Council representative or an individual working on behalf
of the Council may have violated the Council’s criteria, policies, or procedures,
that individual will be asked to respond to the issues raised in the complaint
within (30) days. The Council will make its determination within (30) days of
receipt of the response. The complainant will be notified of the final action of
the Council in writing within (14) days of the determination.
4.13.7.3 If the Council determines that a violation has occurred, the Council will
counsel the responsible party and may take further action as circumstances
warrant, up to and including termination as a Council representative. If the
Council finds that a violation of its policies or procedures has occurred which
may have had an effect on the accreditation action, the Council may initiate
further proceedings as circumstances warrant, up to and including an immediate
revisit to the institution.
4.13.7.4 Complaints against the Council employees will be handled in accordance with
the Council Employee Operations & Procedures Manual and may result in
actions up to and including termination of employment.
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APPENDIX (A)
GENERAL DEFINITIONS (AFTER ABET)
Mission Statement
Mission statement is a formal, short, written statement of the purpose of the institution.
The mission statement should guide the actions of the institution, spell out its overall goal,
provide a sense of direction, and guide decision-making. It provides the framework or
context within which the institution's strategies are formulated.
Program Educational Objectives

Program educational objectives are broad statements that describe what graduates are
expected to attain within a few years of graduation. Program educational objectives are
based on the needs of the program’s constituencies.
PEOs in general can be:

- Have the knowledge and skills, including design and problem analysis and solving
necessary for a successful career in engineering.
- Continue to develop knowledge using modern design tools and new technologies in
engineering.
- Continue to learn through appropriate continuing education processes.
- Be admitted to and succeed in graduate study in internationally recognized
universities.
Graduate outcomes
Graduate outcomes describe what students are expected to know and be able to do by
the time of graduation. These relate to the skills, knowledge, and behaviors that students
acquire as they progress through the program.
Performance Criteria
Specific, measurable statements identifying the performance required to meet the
outcomes, confirmable through evidence (standards, rubrics, specification, metrics, etc.).
ABET Engineering Criteria (EC2000)

It is a set of outcomes-based criteria by which the program is evaluated. It focuses on
what the students have learned or what they can actually do. It requires engineering
programs to:
i. Define their own objectives and outcomes in consultation with their constituencies.
ii. Measure their performance.
iii. Introduce program improvement where appropriate.
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Assessment
Assessment is one or more processes that identify, collect, and prepare data to evaluate
the attainment of graduate outcomes. Effective assessment uses relevant direct, indirect,
quantitative and qualitative measures as appropriate to the outcome being measured.
Appropriate sampling methods may be used as part of an assessment process.
Evaluation
Evaluation is one or more processes for interpreting the data and evidence accumulated
through assessment processes. Evaluation determines the extent to which graduate
outcomes are being attained. Evaluation results in decisions and actions regarding program
improvement.
Constituencies
Constituencies may include students, alumni, faculty, parents, employers, community
and the government.
Advisory Committee
An advisory committee with representation from organizations being served by the
program graduates must be utilized to periodically review the program’s curriculum and
advise the program on the establishment, review, and revision of its program educational
objectives. The advisory committee must provide advisement on current and future aspects
of the technical fields for which the graduates are being prepared.
Faculty Vitae
Appendices of abbreviated consistent 2-page resumes (Times New Roman 12 point
font) for each instructor or above in rank showing; Name and rank, Education (degree,
discipline, institution and year), Academic experience (institution, rank, title, when and full
time or part time), Non-academic experience (company or entity, title, brief description of
position, when and full time or part time), Certifications or professional registrations,
Current membership in professional organizations, Honors and awards, Service activities
(within and outside of the institution), Brief list of the most important publications and
presentations from the past five years (title, co-authors if any, where published and/or
presented and date of publication or presentation), and Brief list of the most recent
professional development activities.
Program Background
Background information about the program and the institution must be included at the
beginning of the Self-Study or Self-Assessment Report prepared by the Department.
Background information consist of; Contact information (contact persons names, mail,
telephone and e-mail), Program history (start year and major changes thereafter,
especially recent ones), Options (including tracks and concentrations), Organizational
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structure (text and chart to describe the administrative structure of the program and
above), Program delivery modes (traditional lecture/laboratory is the only mode adopted
in Iraq), Program Locations (All locations where the program or a portion of the program
is regularly offered including dual degrees, international partnerships, etc., Public
Disclosure (information concerning all the places where the PEOs, GOs, annual student
enrollment and graduation data is posted or made accessible to the public including URLs,
Results of previous evaluation in case of being evaluated before (observed deficiencies,
weaknesses and concerns) and Actions taken (to address them including effective dates).
Institutional Summary
An institutional summary must be appended to the Self-Study Report including; The
Institution (Name and address of the institution, Name and title of the chief executive
officer of the institution, Name and title of the person submitting the Self-Study Report and
Name the organizations by which the institution is now accredited and the dates of the
initial and most recent accreditation evaluations), Type of Control (Description of the type
of managerial control of the institution, e.g., governmental or privet-profit), Educational
Unit (Describe the educational unit in which the program is located including the
administrative chain of responsibility from the individual responsible for the program to
the chief executive officer of the institution including names and titles. An organization
chart may be included), Academic Support Units (List the names and titles of the
individuals responsible for each of the units that teach courses required by the program
being evaluated), Non-academic Support Units (List the names and titles of the individuals
responsible for each of the units that provide non-academic support to the program being
evaluated, e.g., library, computing facilities, placement, tutoring, etc.), Credit Unit (It is
assumed that one semester or quarter credit normally represents one class hour or three
laboratory hours per week. One academic year normally represents at least 28 weeks of
classes, exclusive of final examinations. If other standards are used for this program, the
differences should be indicated, and finally Program Enrollment and Degree Data and
Personnel.
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APPENDIX (B)
DEFINITIONS RELATED TO GRADUATE OUTCOMES
(AFTER ABET)
Engineering Problem-Solving
It is the use of sound reasoning, engineering analysis, creativity and judgment to
identify problems and formulate solutions both for well-defined and ill-defined problems.
Application of Mathematics and Science

Understanding and properly applying principles from math. and science to engineering
problems.
Use of Engineering Tools

Using appropriate engineering tools and techniques including computational hardware
& software to simplify & automate problem solving
Design and Conduct Experiments and Analyze Data

Design and conduct experiments to test hypotheses, to understand component function
or to investigate phenomena using appropriate interpretive methods to understand data,
analyze trends and draw conclusions.
Design a Component, System or Process

It means the iterative process of designing a component, system or process in which
mathematics, basic sciences and engineering sciences are applied to convert resources
optimally to meet stated needs.
Team Work (Multidisciplinary)

It means two or more individuals from different disciplines using skills to work
together toward successful completion of a mutual objective.
Professionalism and Ethics

Recognizing the need for an ethical response to an issue and acting in a manner
consistent with integrity, moral standards and codes.
Communication Skills
It means efficient and effective writing, speaking and presenting of concepts and
results of a project in an understandable manner to audience.
Global and Social Context of Engineering

It means understanding the effect of engineering solutions on the local, national and
global community.
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Lifelong Learning Skills

Pursuing and maintaining currency of knowledge and professional needs continually
improving.
Knowledge of Contemporary Issues

Exhibiting knowledge of current issues that apply to the discipline and being able to
intelligently discuss world happenings.
Leadership
Responsibly providing or accepting delegations, implicitly or explicitly leading and/or
managing people or technical projects in a way that will achieve excellent results.
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APPENDIX (C)
CURRICULUM-RELATED DEFINITIONS
(AFTER ABET)
Engineering Design
It is the process of devising a system, component, or process to meet desired needs. It
is a decision-making process (often iterative), in which the basic sciences, mathematics,
and the engineering sciences are applied to convert resources optimally to meet these
stated needs.
Study Year
One study year is the lesser of; 32 semester hours (or equivalent) or one-fourth of the
total credits required for graduation.
Subject Areas
The curriculum must effectively develop the following subject areas in support of
graduate outcomes and program educational objectives; mathematics, physical and
natural science, technical content, social sciences and humanities and communications in
an integrated program.
Mathematics
The program must develop the ability of students to apply mathematics to the solution
of technical problems including the application of integral and differential calculus or
other mathematics appropriate to the graduate outcomes and program educational
objectives. Algebra, trigonometry, and an introduction to mathematics above the level of
algebra and trigonometry, Integral and differential calculus, or other appropriate
mathematics above the level of algebra and trigonometry, constitutes the foundation
mathematics for baccalaureate programs.
Physical and Natural Science

The basic science content of the program must include physical or natural science with
laboratory experiences as appropriate to the discipline. The basic science content can
include physics, chemistry, or life and earth sciences that support program educational
objectives. This component must include laboratory experiences which develop expertise
in experimentation, observation, measurement, and documentation.
Technical Content
The technical content of the program must focus on the applied aspects of science and
engineering in that portion of the engineering spectrum closest to product improvement,
manufacturing, construction and operational functions. It must develop the skills,
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knowledge, methods, procedures, and techniques associated with the discipline and
appropriate to the goals of the program. It also must develop the depth of technical
specialty and:
i. Represent at least 1/3 of the total credit hours for the program but no more than 2/3
of the total credit hours for the program.
ii. Include a technical core that prepares students for the increasingly complex
technical specialties they will experience later in the curriculum. The technical core
must provide the prerequisite foundation of knowledge necessary for the technical
specialties.
iii. Laboratory activities must develop student competence in the use of analytical and
measurement equipment common to the discipline and appropriate to the goals of
the program.
iv. Technical courses must develop student knowledge and competence in the use of
standard design practices, equipment and tools, techniques, and computer hardware
and software appropriate to the discipline and goals of the program.
v. Capstone (Final Year Project) or other integrating experiences must draw together
diverse elements of the curriculum and develop student competence in focusing
both technical and non-technical skills in solving problems.
Social Sciences and Humanities

The social sciences and humanities content must support technical education by
broadening student perspective and imparting an understanding of diversity and the
global and societal impacts of technology.
Communications
The communications content must develop the ability of graduates to:
i. Plan, organize, prepare, and deliver effective technical reports in written, oral, and
other formats appropriate to the discipline and goals of the program.
ii. Incorporate communications skills throughout the technical content of the
program.
iii. Utilize the interpersonal skills required to work effectively in teams.
The Integration of Content

Programs must provide a capstone or integrating experience that develops student
competencies in applying both technical and non-technical skills in solving problems.
Cooperative Education
When used to satisfy prescribed elements of these criteria, credits based upon
cooperative/internships or similar experiences must include an appropriate academic
component evaluated by the program faculty.
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APPENDIX (D)
GRADUATES ATTRIBUTES IN THE IRAQI ENGINEERING
PROGRAMS FOR BSc DEGREES
Graduates attributes are descriptive of what it means to be a graduate of a higher

education institution in terms of attitudes and approaches in addition to skills and abilities
and how to approach learning and knowledge, self-development and contributing to the
world development. Skills, abilities and attributes mean different things in different
contexts and disciplines. They are not simply taught but developed through meaningful
experiences and the processes of learning and reflection. Although there are some
common areas, graduates attributes are unique to every student because students will
have their own starting points, progress and experiences in these areas while at the
University which will shape them as individuals.
Knowledge Profile
1. A systematic, theory-based understanding of the natural sciences applicable to the
discipline (e.g. calculus-based physics).
2. Conceptually-based mathematics, numerical analysis, statistics and formal aspects

of computer and information science to support analysis and modeling applicable to
the discipline.
3. A systematic, theory-based formulation of engineering fundamentals required in the

engineering discipline.
4. Engineering specialist knowledge that provides theoretical frameworks and bodies

of knowledge for the accepted practice areas in the engineering discipline; much is
at the forefront of the discipline.
5. Knowledge that supports engineering design in a practice area.
6. Knowledge of engineering practice (technology) in the practice areas in the

engineering discipline.
7. Comprehension of the role of engineering in society and identified issues in

engineering practice in the discipline: ethics and the professional responsibility of
an engineer to public safety; the impacts of engineering activity: economic, social,
cultural, environmental and sustainability.
8. Engagement with selected knowledge in the research literature of the discipline.
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Attributes Profile
1. Engineering Knowledge: Apply knowledge of mathematics, science, engineering
fundamentals and an engineering specialization to the solution.
2. Problem Analysis: Identify, formulate, research literature and analyze complex

engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering

problems and design systems, components or processes that meet specified needs
with appropriate consideration for public health and safety, cultural, societal, and
environmental considerations.
4. Investigation: Conduct investigations of complex problems using research-based

knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of information to provide valid conclusions.
5. Modern Tool Usage: Create, select and apply appropriate techniques, resources,
and modern engineering and IT tools, including prediction and modeling, to
complex engineering activities, with an understanding of the limitations.
6. The Engineer and Society: Apply reasoning informed by contextual knowledge to

assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant professional engineering practice.
7. Environment and Sustainability: Understand the impact of professional

engineering solutions in societal and environmental contexts and demonstrate
knowledge of and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and

responsibilities and norms of engineering practice.
9. Individual and Team work: Function effectively as an individual, and as a

member or leader in diverse teams and in multi-disciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with

the engineering community and with society at large, such as being able to
comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
11. Project Management and Finance: Demonstrate knowledge and understanding of

engineering and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary
environments.
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12. Lifelong learning: Recognize the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest context of
technological change.
Range of Problem Solving

Engineering problems which cannot be resolved without in-depth engineering
knowledge, much of which is at, or informed by, the forefront of the professional
discipline, and have some or all of the following characteristics:
1. Range of conflicting requirements: Involve wide-ranging or conflicting

technical, engineering and other issues.
2. Depth of analysis required: Have no obvious solution and require abstract

thinking, originality in analysis to formulate suitable models.
3. Depth of knowledge required: Requires research-based knowledge much of

which is at, or informed by, the forefront of the professional discipline and which
allows a fundamentals-based, first principles analytical approach.
4. Familiarity of issues: Involve infrequently encountered issues.
5. Extent of applicable codes: Are outside problems encompassed by standards and

codes of practice for professional engineering.
6. Extent of stakeholder involvement and level of conflicting requirements:

Involve diverse groups of stakeholders with widely varying needs.
7. Consequences: Have significant consequences in a range of contexts.
8. Interdependence: Are high level problems including many component parts or

sub-problems.
Range of Engineering Activities

Complex activities mean engineering activities or projects that have some or all of the
following characteristics:
1. Range of resources: Involve the use of diverse resources (and for this purpose
resources includes people, money, equipment, materials, information and
technologies).
2. Level of interactions: Require resolution of significant problems arising from

interactions between wide-ranging or conflicting technical, engineering or other
issues.
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3. Innovation: Involve creative use of engineering principles and research-based

knowledge in novel ways.
4. Consequences to society and the environment: Have significant consequences

in a range of contexts, characterized by difficulty of prediction and mitigation.
5. Familiarity: Can extend beyond previous experiences by applying principles-

based approaches.
Professional Competency Profiles

1. Comprehend and apply universal knowledge: Comprehend and apply advanced
knowledge of the widely-applied principles underpinning good practice.
2. Comprehend and apply local knowledge: Comprehend and apply advanced

knowledge of the widely-applied principles underpinning good practice specific to
the jurisdiction in which he/she practices.
3. Problem analysis: Define, investigate and analyze complex problems.
4. Design and development of solutions: Design or develop solutions to complex

problems.
5. Evaluation: Evaluate the outcomes and impacts of complex activities.
6. Protection of society: Recognize the reasonably foreseeable social, cultural and

environmental effects of complex activities generally, and have regard to the need
for sustainability; recognize that the protection of society is the highest priority.
7. Legal and regulatory: Meet all legal and regulatory requirements and protect
public health and safety in the course of his or her activities.
8. Ethics: Conduct his or her activities ethically.
9. Manage engineering activities: Manage part or all of one or more complex

activities.
10. Communication: Communicate clearly with others in the course of his or her
activities.
11. Lifelong learning: Undertake CPD activities sufficient to maintain and extend his
or her competence.
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12. Judgment: Recognize complexity and assess alternatives in light of competing

requirements and incomplete knowledge. Exercise sound judgment in the course
of his or her complex activities.
13. Responsibility for decisions: Be responsible for making decisions on part or all
of complex activities.
Terminology
The following definitions apply to the terms used in this document which are
equivalent to the terms used in other engineering education standards.
Branch of Engineering: a generally-recognized, major subdivision of engineering such

as the traditional disciplines of Chemical, Civil, or Electrical Engineering, or a cross-
disciplinary field of comparable breadth including combinations of engineering fields, for
example Mechatronics, and the application of engineering in other fields, for example
Bio-Medical Engineering.
Complementary (Contextual) Knowledge: Disciplines other than engineering, basic

and mathematical sciences, that support engineering practice, enable its impacts to be
understood and broaden the outlook of the engineering graduate.
Continuing Professional Development: the systematic, accountable maintenance,

improvement and broadening of knowledge and skills, and the development of personal
qualities necessary for the execution of professional and technical duties throughout an
engineering practitioner’s career.
Engineering Sciences: include engineering fundamentals that have roots in the

mathematical and physical sciences, and where applicable, in other natural sciences, but
extend knowledge and develop models and methods in order to lead to applications and
solve problems, providing the knowledge base for engineering specializations.
Engineering Design Knowledge: Knowledge that supports engineering design in a

practice area, including codes, standards, processes, empirical information, and
knowledge reused from past designs.
Engineering Discipline: synonymous with branch of engineering.
Engineering Fundamentals: a systematic formulation of engineering concepts and

principles based on mathematical and natural sciences to support applications.
Engineering Management: the generic management functions of planning, organizing,

leading and controlling, applied together with engineering knowledge in contexts
including the management of projects, construction, operations, maintenance, quality,
risk, change and business.
Engineering Problem: is a problem that exists in any domain that can be solved by the
application of engineering knowledge and skills and generic competencies.
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Engineering Practice Area: a generally accepted or legally defined area of engineering

work or engineering technology.
Engineering Specialty or Specialization: a generally-recognized practice area or major

subdivision within an engineering discipline, for example Structural and Geotechnical
Engineering within Civil Engineering; the extension of engineering fundamentals to
create theoretical frameworks and bodies of knowledge for engineering practice areas.
Engineering Technology: is an established body of knowledge, with associated tools,

techniques, materials, components, systems or processes that enable a family of practical
applications and that relies for its development and effective application on engineering
knowledge and competency.
Formative Development: the process that follows the attainment of an accredited

education program that consists of training, experience and expansion of knowledge.
Manage: means planning, organizing, leading and controlling in respect of risk, project,
change, financial, compliance, quality, ongoing monitoring, control and evaluation.
Mathematical Sciences: mathematics, numerical analysis, statistics and aspects of

computer science cast in an appropriate mathematical formalism.
Natural Sciences: Provide, as applicable in each engineering discipline or practice area,

an understanding the physical world including physics, mechanics, chemistry, earth
sciences and the biological sciences,
Practice Area: in the educational context: synonymous with generally-recognized

engineering specialty; at the professional level: a generally recognized or distinctive area
of knowledge and expertise developed by an engineering practitioner by virtue of the path
of education, training and experience followed.
Solution: means an effective proposal for resolving a problem, taking into account all
relevant technical, legal, social, cultural, economic and environmental issues and having
regard to the need for sustainability.
Sub-discipline: Synonymous with engineering specialty.
Substantial Equivalence: applied to educational programs means that two or more

programs, while not meeting a single set of criteria, are both acceptable as preparing their
respective graduates to enter formative development toward registration.
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APPENDIX (E)
ASSESSMENT RUBRICS
For Criterion 1: Program Educational Objectives

R1.1: Rubrics Title: Published PEOs and being consistent with institutional mission, the
needs of the program constituencies, and these criteria
Covered Aspects:
2.1.1 Strategic Planning
2.1.2 Statement of PEOs
2.1.3 PEOs consistency with the Mission Statement
2.1.4 Program Constituencies
Covered Performance Indicators:
3.1.1.1.1 Applicable published strategic plan
3.1.1.1.2 Consistency of the program strategic plan with the institutional one
3.1.1.2.1 Adopted published and publicized PEOs
3.1.1.3.1 Relating PEOs to the institution's mission
3.1.1.4.2 How the PEOs meet the needs of these constituencies
Deficiencies:
 No strategic plan is available or no consistency of the strategic plan with the
institutional one.
 No PEOs are available.
 PEOs are inconsistent with the institution’s mission.
 PEOs are inconsistent with the constituencies needs.
Weaknesses:
 The strategic plan is weakly consistent with the institutional one.
 PEOs are weakly consistent with the institution’s mission.
 PEOs are weakly consistent with the constituencies needs.
 PEOs are not published.
Concerns:
 PEOs are better to be more consistent with the institution’s mission.
 PEOs are better to be more consistent with the program’s constituencies
needs.
 PEOs are better to be more publicized.
R1.2: Rubrics Title: Documented PEOs are systematically utilized and periodically
reviewed involving program constituencies
Covered Aspects:
2.1.4 Program Constituencies (continued)
2.1.5 PEOs Review Process
3.1.1.4.1 What Constituencies are involved
3.1.1.5.1 Processes for periodical review of PEOs
3.1.1.5.2 How constituencies are involved
3.1.1.5.3 How to ensure that PEOs remain consistent with the institutional
mission, the program constituents’ needs and these criteria
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Deficiencies:
 No process for periodical review of PEOs is available.
 No program’s constituencies other than program administrators are involved
in the periodic review of PEOs.
 Constituencies are ineffectively involved in reviewing PEOs.
 Nothing performed to ensure that PEOs remain consistent with the
institutional mission, the program constituents’ needs and these criteria.
Weaknesses:
 Weak process for periodical review of PEOs is available.
 Few program’s constituencies other than program administrators are involved
in the periodic review of PEOs.
 Effectiveness of the constituencies' involvement in the periodic review of
PEOs is weak.
 Weak actions are performed to ensure that PEOs remain consistent with the
institutional mission, the program constituents’ needs and these criteria.
Concerns:
 It's better to involve all constituencies in the periodic review of PEOs.
 The process is better to be systematic and more effective.
 The process is better to be well documented.
For Criterion 2: Graduate outcomes

R2.1: Rubrics Title: Program has documented GOs that prepare graduates to attain PEOs
Covered Aspects:
2.2.1 Adopted Graduate outcomes
2.2.2 Relating GOs to PEOs
3.1.2.1.1 Applicable published and publicized GOs
3.1.2.2.1 How GOs prepare graduates to attain PEOs
Deficiencies:
 No GOs are adopted.
 No documentation made to show the relation between GOs and PEOs.
 No relation is noticed between GOs and PEOs.
Weaknesses:
 The adopted GOs are not published.
 Weak documentation made to show the relation between GOs and PEOs.
 Weak relations are noticed between GOs and PEOs.
Concerns:
 The published GOs need to be publicized.
 The documentation of how GOs prepares graduates to attain the related PEOs
needs to be more precise.
R2.2: Rubrics Title: Coherence of each SO with the related SO of the seven GOs of this
criterion.
Covered Aspects:
2.2.1 Adopted Graduate outcomes (continued).
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3.1.2.1.2 Coherence with the seven GOs of this criterion.
Deficiencies:
 One or more than one SO is entirely not covered by any of the adopted GOs.
Weaknesses:
 One or more than one SO is weakly covered by any of the adopted GOs.
Concerns:
 One or more than one SO is better to be more precisely covered by the
adopted GOs.
For Criterion 3: Curriculum

R3.1: Rubrics Title: Devotes adequate attention and time to each component, consistent
with the outcomes and objectives of the program and institution
Covered Aspects:
2.3.1 Program Structure and Contents
3.1.3.1.1 Study Plan
3.1.3.1.2 Alignment with PEOs
3.1.3.1.3 Attainment of GOs
3.1.3.1.4 Prerequisite Structure
Note: If there is more than one curricular path, demonstration should be provided for
each path separately.
Deficiencies:
 No supporting evidence on how the program devotes adequate attention and
time to each professional component in a balanced study plan is available
(including information on course offerings in the form of a recommended
schedule by year and term).
 No supporting evidence on how the study plan ensures consistency with the
outcomes and objectives of the program and institution is available.
 No supporting evidence on how the study plan ensures prerequisite
requirements is available.
Weaknesses:
 Weak evidence on how the program devotes adequate attention and time to
each professional component in a balanced study plan (including information
on course offerings in the form of a recommended schedule by year and
term).
 Weak evidence on how the study plan ensures consistency with the outcomes
and objectives of the program and institution.
 Weak evidence on how the study plan ensures prerequisite requirements.
Concerns:
 Evidence on how the program devotes adequate attention and time to each
professional component in a balanced study plan is better to be more precise.
 Evidence on how the study plan ensures consistency with the outcomes and
objectives of the program and institution is better to be more precise.
 Evidence on how the study plan ensures prerequisite requirements are better
to be more precise.
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R5.2: Rubrics Title: One year of college level mathematics and basic sciences
(biological, chemical, and physical sciences; some with
experimental experience)
Covered Aspects:
2.3.1 Program Structure and Content (continued)
3.1.3.1.5 Subject area requirements: Mathematics and Basic Sciences
Deficiencies:
 No supporting evidence on how the program meets the requirements of
mathematics and basic sciences.
Weaknesses:
 Weak evidence on how the program meets the requirements of mathematics
and basic sciences.
Concerns:
 Study materials (textbooks and alike) of mathematics and basic sciences are
better to be updated.
R3.3: Rubrics Title: One and one-half years of engineering topics appropriate to the field
of study
Covered Aspects:
3.1.3.1.5 Subject area requirements (continued): Engineering Topics
Deficiencies:
 No supporting evidence on how the program meets the requirements of
engineering topics.
Weaknesses:
 Weak evidence on how the program meets the requirements of engineering
topics is available.
Concerns:
 Study materials (textbooks and alike) of engineering topics are better to be
updated.
R3.4: Rubrics Title: General education component that complements the technical
content and is consistent with program and institution objectives
Covered Aspects:
3.1.3.1.5 Subject area requirements (continued): General Education
Deficiencies:
 No supporting evidence on how the program meets the requirements.
Weaknesses:
 Weak evidence on how the program meets the requirements.
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Concerns:
 Study materials (textbooks and alike) of general education are better to be
updated.
R3.5: Rubrics Title: Culminates in a major design experience based on knowledge and
skills acquired in earlier course work and incorporating
appropriate engineering standards and multiple realistic
constraints
Covered Aspects:
3.1.3.1.6 Major design experience
Deficiencies:
 No supporting evidence on how the program meets the requirements major
design experience.
Weaknesses:
 Weak evidence on how the program meets the requirements major design
experience.
Concerns:
 Major design experience is better to be slightly upgraded.
R3.6: Rubrics Title: Teaching and Learning Strategies

Covered Aspects:
3.1.3.1.7 Teaching and Learning Strategies
Deficiencies:
 No evidence that teaching and learning strategies lead to GOs attainment.
Weaknesses:
 Weak evidence that teaching and learning strategies lead to GOs attainment.
Concerns:
 Evidences that teaching and learning strategies lead to GOs attainment are to
be well-documented.
R3.6: Rubrics Title: Relating Courses Learning Outcomes and GOs

Covered Aspects:
2.3.2 Mapping Courses Learning Outcomes and GOs
3.1.3.2.2 Mapping CLOs to GOs
Deficiencies:
 No supporting evidence on how CLOs relate to GOs.
 No or weak relation between CLOs and GOs.
Weaknesses:
 Weak evidence on how CLOs relate to GOs.
Concerns:
 CLOs relation to GOs is better to be enhanced and be well-documented.
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Note: Abbreviated courses syllabi are supplementary evidence for being compliant
to (5.1). No rubrics are needed.
For Criterion 4: Continuous Improvement

R4.1: Rubrics Title: Regular use of appropriate, documented processes for assessing and
evaluating the extent to which the graduate outcomes are being
attained
Covered Aspects:
2.4.1 Achievement of Graduate outcomes
3.1.4.1.1 Assessment Processes
3.1.4.1.2 Frequency of Assessment Processes
3.1.4.1.3 Expected Level of Attainment for each of the GOs
3.1.4.1.4 Results of Evaluation and Analysis
3.1.4.1.5 Documentation
Deficiencies:
 No assessment processes for GOs attainment are adopted.
 No evaluation processes for GOs attainment are adopted.
Weaknesses:
 Weak assessment processes for GOs attainment are adopted.
 Weak evaluation processes for GOs attainment are adopted.
 Targeted levels of GOs attainment are low.
 Evaluation of GOs attainment show low achievement.
 Assessment and evaluation processes are not frequently and systematically
carried on.
 Assessment and evaluation processes are not well-documented.
Concerns:
 Targeted levels of GOs attainment are better to be elevated.
 Attainment of GOs is better to be enhanced.
 Assessment and evaluation processes are better to be more frequently and
systematically carried on.
 Assessment and evaluation processes are better to be more precisely
documented.
R4.2: Rubrics Title: Results of evaluations systematically utilized as input for the
Covered Aspects:
2.4.2 Continuous Improvement Actions
3.1.4.2.1 Systematic data utilization in continuous improvement
3.1.4.2.2 Re-assessment of changes results
3.1.4.2.3 Future plans
3.1.4.2.4 Brief rationale of planned changes
Deficiencies:
 No data utilization in continuous improvement is available.
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 Neither monitoring nor re-assessment of implemented improvement changes

is carried out.
 No future plans for continuous improvement are set.
Weaknesses:
 Weak data utilization in continuous improvement is noticed.
 Weak re-assessment of implemented improvement changes is carried out.
 Weak future plans for continuous improvement are set.
Concerns:
 Data utilization, re-assessment of implemented improvement changes and
future plans in continuous improvement is better to be more systematic.
R4.3: Rubrics Title: Documentation of other information related to continuous

improvement
Covered Aspects:
2.4.2.5 Documentation
3.1.4.3.1 What does QMS provide for the program continuous improvement?
3.1.4.3.2 The feedback and inputs from stakeholders and others
3.1.4.3.3 Other information, if available, used to assist in continuous
improvement
Deficiencies:
 No QMS is adopted.
 Feedback and inputs from stakeholders and others are not documented.
Weaknesses:
 Weak QMS is adopted.
 Feedback and inputs from stakeholders and others are weakly documented.
Concerns:
 QMS is better to be enhanced.
 Documentation of feedback and inputs from stakeholders and others is better
to be more precise.
 Other information used to assist in continuous improvement is better to be
well-documented.
For Criterion 5: Students

R5.1: Rubrics Title: Have and enforce policies for accepting new students
Covered Aspects:
3.1.5.1.1 Requirements of admission
3.1.5.1.2 Processes of admission
3.1.5.1.3 High-school grades for freshman admissions
Deficiencies:
 No policy (requirements and processes) is adopted for accepting new
students.
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is not implemented.
Weaknesses:
 Weak policy (requirements and processes) is adopted for accepting new
students.
is not firmly enforced.
Concerns:
 The policies (requirements and processes) for accepting new students are
better to be more firmly enforced.
 The trend in high-school grades of freshman accepted in the last five years are
better to be noticed.
R5.2: Rubrics Title: Evaluate student performance (to foster learning outcomes
attainment)
Covered Aspects:
2.5.2 Student Performance and Progress
3.1.5.2.1 Processes of student performance evaluation
Deficiencies:
 No processes are adopted for student performance evaluation.
Weaknesses:
 Weak processes are adopted for student performance evaluation.
 Processes are either few or weakly implemented.
Concerns:
 Processes are better to be well documented.
R5.3: Rubrics Title: Monitor student progress (meeting prerequisites)

Covered Aspects:
3.1.5.1.2 Student Performance and Progress (Continued)

3.1.5.2.2 Processes of student progress monitoring
3.1.5.2.3 How to ensure meeting prerequisites
3.1.5.2.4 How to document students meeting prerequisites
Deficiencies:
 No processes are adopted for student progress monitoring.
Weaknesses:
 Weak processes are adopted for student progress monitoring.
 Processes are either few or weakly implemented.
Concerns:
 Processes are better to be well documented.
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R5.4: Rubrics Title: Have and enforce policies for awarding academic credit for courses
taken at other institutions + 2.5.1
Covered Aspects:
2.5.3 Transfer Students
3.1.5.3.1 Requirements and processes for accepting transfer students
3.1.5.3.2 Transfer credits and clearing instructions
3.1.5.3.3 Ministry-mandated articulation impact
3.1.5.3.4 Transfer students for past five years
Note: Ministry-mandated articulation requirements that impact the program are
better to be inclusively put into consideration.
Deficiencies:
 No policies (requirements, processes and transfer credits) are adopted for
accepting transfer students.
Weaknesses:
 Weak policies (requirements, processes and transfer credits) are adopted for
accepting transfer students.
 Policies (requirements, processes and transfer credits) do exist but they are
not firmly enforced.
Concerns:
 The policies (requirements, processes and transfer credits) for accepting
transfer students are better to be more firmly enforced and the trend in high-
school grades of transfer students in the last five years are better to be
noticed.
R5.5: Rubrics Title: Advising students and extracurricular activities

Covered Aspects:
2.5.4 Advising Students and Extracurricular Activities
3.1.5.4.1 Processes for advising students regarding curricular and carrier matters
3.1.5.4.2 Processes for advising students regarding extracurricular activities
3.1.5.4.3 How often students are advised, who provides that
Deficiencies:
 No processes are adopted for student advising by program faculty,
departmental, college or university advisors.
Weaknesses:
 Weak processes are adopted for student advising by program faculty,
departmental, college or university advisors.
 Processes are either rarely or Weakly implemented (insufficient support from
higher administrations is offered)
Concerns:
 The processes for student advising are better to be frequently and
systematically carried on by program faculty, departmental, college or
university advisors.
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R5.6: Rubrics Title: Have and enforce procedures to ensure and document that students
Covered Aspects:
2.5.5 Graduation Requirements
3.1.5.5.1 Graduation requirements
3.1.5.5.2 Well-documented procedures to ensure that graduates meet the
requirements
3.1.5.5.3 Transcripts of some of the most recent graduates
Note: Transcripts of some of the most recent graduates (student records) are
provided as supplementary evidence for being compliant to (5.5). No
rubrics are needed for this aspect.
Deficiencies:
 No graduation requirements are available.
 No processes are adopted to ensure that students meet the graduation
requirements.
Weaknesses:
 Weak graduation requirements are available.
 Weak processes are adopted to ensure that students meet the graduation
requirements.
Concerns:
 The graduation requirements and processes are better to be well-documented.
For Criterion 6: Faculty

R6.1: Rubrics Title: Appropriate qualifications
Covered Aspects:
2.6.1 Faculty Qualifications
3.1.6.1.1 Appropriate faculty qualifications
Deficiencies:
 No supporting evidence on faculty qualifications is available.
Weaknesses:
 Weak evidence on faculty qualifications is available.
Concerns:
 Faculty qualifications are better to be upgraded.
R6.2: Rubrics Title: Sufficient number and competencies to cover all curricular areas
Covered Aspects:
2.6.1 Faculty Qualifications (continued)
2.6.2 Faculty Workload
3.1.6.1.2 How adequate to cover all areas
3.1.6.1.3 The overall competence of the faculty
3.1.6.2.1 Share of time devoted to the program
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Deficiencies:
 No supporting evidence on faculty number to cover all curricular areas is
available.
 No supporting evidence on faculty competencies to cover all curricular areas
is available.
Weaknesses:
 Weak evidence on faculty number to cover all curricular areas is available.
 Weak evidence on faculty competencies to cover all curricular areas is
available.
Concerns:
 Few faculty members are better to be added.
 Very few faculty competencies are better to be developed.
R6.3: Rubrics Title: Adequate levels of student-faculty interaction

Covered Aspects:
2.6.3 Faculty Size
3.1.6.3.1 Extent and quality of student-faculty interaction
Deficiencies:
 No supporting evidence on student-faculty interaction is available.
Weaknesses:
 Weak evidence on student-faculty interaction is available.
Concerns:
 The student-faculty interaction is better to be enhanced.
R6.4: Rubrics Title: Adequate levels of student advising and counseling

Covered Aspects:
2.6.3 Faculty Size (continued)
3.1.6.3.2 Extent and quality of student advising and counseling
Deficiencies:
 No supporting evidence on student advising and counseling is available.
Weaknesses:
 Weak evidence on student advising and counseling is available.
Concerns:
 Student advising and counseling is better to be enhanced.
R6.5: Rubrics Title: Adequate levels of university service activities

Covered Aspects:
3.1.6.3.3 Extent and quality of university service activities
Deficiencies:
 No supporting evidence on university service activities is available.
Weaknesses:
 Weak evidence on university service activities is available.
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Concerns:
 The university service activities are better to be enhanced.
R6.6: Rubrics Title: Adequate levels of interaction with practitioners and employers
Covered Aspects:
3.1.6.3.4 Extent and quality of interactions with industrial and professional
practitioners, as well as employers of students
Deficiencies:
 No supporting evidence on interaction with practitioners and employers is
available.
Weaknesses:
 Weak evidence on interaction with practitioners and employers is available.
Concerns:
 The interaction with practitioners and employers is better to be enhanced.
R6.7: Rubrics Title: Adequate levels of professional development

Covered Aspects:
2.6.4 Faculty Development
3.1.6.4.1 Extent and quality of professional development
3.1.6.4.2 Role of scientific research achievements
3.1.6.4.3 Role of the offered post-graduate programs
Note: It is believed that scientific research achievements and rolling post-graduate
programs will have significant effect in professional development of faculty.
Programs shall benefit from recommended observations (O) in this context.
So the minimum judgment of these two aspects is (O) in order not to affect
ABET scale of assessment.
Deficiencies:
 No supporting evidence on professional development is available.
Weaknesses:
 Weak evidence on professional development is available.
Concerns:
 Professional development is better to be enhanced.
R6.8: Rubrics Title: Sufficient authority for program guidance and implementation of
processes for evaluation, assessment, and continuous
improvement
Covered Aspects:
2.6.5 Faculty Authority and Responsibility
3.1.6.5.1 Role of faculty in course creation, modification and evaluation.
3.1.6.5.2 Role of faculty in definition and revision of PEOs and GOs and GOs
attainment
3.1.6.5.3 Roles of others on campus
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Deficiencies:
 No supporting evidence on faculty authority is available.
Weaknesses:
 Weak evidence on faculty authority is available.
Concerns:
 The extent of faculty authority is better to be enhanced.
For Criterion 7: Administrative Support

R7.1: Rubrics Title: adequate leadership and administrative services to meet program
needs
Covered Aspects:
2.7.1 Leadership and administrative services
3.1.7.1.1 Leadership adequacy to ensure the quality and continuity of the
program
3.1.7.1.2 Leadership involvement in making decisions
3.1.7.1.3 How clearly tasks are assigned and authorities are delegated
3.1.7.1.4 How effective is the organizational structure
3.1.7.1.5 Efficiency of documentation for all activities and issues.
3.1.7.1.6 Adequacy of administrative services provided to the program
Deficiencies:
 No supporting evidence is available on how leadership and administrative
services are adequate to ensure the quality and continuity of the program.
 No supporting evidence is available on leadership involvement, tasks and
authorities, organizational structure efficiency and documentation system.
Weaknesses:
 Weak evidence is available on how leadership and administrative services are
adequate to ensure the quality and continuity of the program.
 Weak evidence is available on how the leadership involvement, tasks and
authorities, organizational structure efficiency and documentation system.
Concerns:
 Leadership and administrative support is better to be enhanced to ensure the
quality and continuity of the program including leadership involvement, tasks
and authorities, organizational structure efficiency and documentation system.
R7.2: Rubrics Title: adequate administrative support to faculty to meet program needs
Covered Aspects:
2.7.2 Faculty Support
3.1.7.2.1 Policies and processes used to recruit new faculty
3.1.7.2.2 Strategies used to retain and promote current qualified faculty
3.1.7.2.3 Strategies used for faculty professional development
3.1.7.2.4 Scientific research activities and post-graduate studies if any
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Deficiencies:
 No supporting evidence is available on how the resources available to the
program are sufficient to attract and retain, and provide for the continued
professional development of a qualified faculty.
Weaknesses:
 Weak evidence is available on how the resources available to the program are
sufficient to attract and retain, and provide for the continued professional
development of a qualified faculty.
Concerns:
 The resources available to the program are better to be enhanced in order to
attract and retain a qualified faculty and to provide for the continued
professional development of a qualified faculty.
R7.3: Rubrics Title: adequate administrative support to staff to meet program needs
Covered Aspects:
2.7.3 Technical and Administrative Staff Support
3.1.7.3.1 Adequacy of staff size and qualifications
3.1.7.3.2 Policies and processes to recruit and retain staff
3.1.7.3.3 Strategies used for continual professional development and promotion
Deficiencies:
 No evidence is available on how staff (both administrative and technical)
provided to the program is adequate to meet program needs.
 No evidence is available on how staff (both administrative and technical) is
recruited, retained, promoted and developed in order to meet program needs.
Weaknesses:
 Weak evidence is available on how staff (both administrative and technical)
provided to the program is adequate to meet program needs.
 Weak evidence is available on how staff (both administrative and technical) is
recruited, retained, promoted and developed in order to meet program needs.
Concerns:
 Staff recruiting, retaining, promoting and development are better to be
enhanced to assure meeting program needs.
For Criterion 8: Financial Support

R8.1: Rubrics Title: adequate funding resources to meet program needs
Covered Aspects:
2.8.1 Funding Resources
3.1.8.1.1 Budget establishment and continuity of adequate funding sources
Deficiencies:
 No evidence is available on how the program’s budget is established and
what funding sources are available.
Weaknesses:
 Weak evidence is available on how the program’s budget is established and
what funding sources are available.
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Concerns:
 Adequate funding sources provided to the program are better to be enhanced
to assure meeting all program needs.
R8.2: Rubrics Title: adequate program budget to meet program needs

Covered Aspects:
2.8.2 Program Budget
3.1.8.2.1 Financial support to provide for teaching and learning.
3.1.8.2.2 Financial support to acquire, maintain and upgrade the assets
3.1.8.2.3 Financial support to attract, retain, promote and provide for the
continued professional development of a qualified faculty
3.1.8.2.4 Financial support to attract, retain, promote and provide for the
continued professional development of a qualified staff
Deficiencies:
 No evidence is available on how adequate is the financial support provided
for teaching and learning processes.
 No evidence is available on how adequate is the financial support provided to
acquire, maintain and upgrade the assets.
 No evidence is available on how adequate is financial support to attract,
retain, promote and provide for the continued professional development of a
qualified faculty including scientific research.
 No evidence is available on how adequate is financial support to attract,
qualified staff.
Weaknesses:
 Weak evidence is available on how adequate is the financial support provided
for teaching and learning processes.
 Weak evidence is available on how adequate is the financial support provided
to acquire, maintain and upgrade the assets.
 Weak evidence is available on how adequate is financial support to attract,
qualified faculty including scientific research.
 Weak evidence is available on how adequate is financial support to attract,
qualified staff.
Concerns:
 Financial support provided to the program is better to be enhanced to assure
meeting all program needs and to acquire, maintain and upgrade the
infrastructures, facilities, and equipment used in the program in addition to
attract, retain, promote and provide for the continued professional
development faculty and staff including scientific research.
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For Criterion 9: Facilities

R9.1: Rubrics Title: Built spaces and associated equipment are adequate to support
attainment of graduate outcomes and provide an atmosphere
conducive to learning
Covered Aspects:
2.9.1 Built Spaces and Associated Equipment
3.1.9.1.1 Offices and associated equipment
3.1.9.1.2 Classrooms and associated equipment
3.1.9.1.3 Laboratory and associated equipment
3.1.9.1.4 Campus infrastructure and supportive facilities
Deficiencies:
 No supporting evidence is available on how adequate is the built spaces and
associated equipment.
 The built spaces and associated equipment is crucially inadequate to support
learning.
Weaknesses:
 Weak evidence is available on how adequate is the built spaces and
associated equipment.
 The built spaces and associated equipment is slightly inadequate to support
learning.
Concerns:
 The built spaces and associated equipment are better to be enhanced to
support attainment of graduate outcomes and provide an atmosphere
conducive to learning.
R9.2: Rubrics Title: Modern tools, equipment, computing assets, and laboratories are
available, accessible, and systematically maintained and upgraded
Covered Aspects:
2.9.2 Computing Assets
2.9.4 Maintenance and Upgrading of Facilities
3.1.9.2.1 Adequate computing and information resources
3.1.9.2.2 Accessibility of university computing resources
3.1.9.2.3 Adequacy to support the professional activities
3.1.9.4.1 Policies and procedures for maintaining and upgrading the tools,
equipment, computing resources, and laboratories used by students
and faculty in the program
Deficiencies:
 No supporting evidence is available on how the computing and information
resources, tools, equipment, and laboratories used by students and faculty in
the program are adequate, accessible, modern or systematically maintained
and upgraded in order to support professional activities.
Weaknesses:
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 Weak evidence is available on how the computing and information resources,

tools, equipment, and laboratories used by students and faculty in the program
are adequate, accessible, modern or systematically maintained and upgraded
in order to support professional activities.
Concerns:
 Adequacy, accessibility, maintenance and upgrading of computing and
information resources, tools, equipment, or laboratories used by students and
faculty in the program is better to be enhanced to support professional
activities.
R9.3: Rubrics Title: Students provided appropriate direction regarding the use and safety
precautions of the tools, equipment, computing resources and
laboratories
Covered Aspects:
2.9.3 Students Direction and Safety Precautions
3.1.9.3.1 How appropriate direction is available
3.1.9.3.2 Safety Precautions
Deficiencies:
 No supporting evidence is available on students' direction regarding the use
and safety precautions of computing and information resources, tools,
equipment and laboratories.
Weaknesses:
 Weak evidence is available on students' direction regarding the use and safety
precautions of computing and information resources, tools, equipment and
laboratories.
Concerns:
 Students' direction regarding the use and safety precautions of computing
resources, tools, equipment and laboratories is better to be enhanced.
R9.4: Rubrics Title: Adequate library services

Covered Aspects:
2.9.5 Library Services
3.1.9.5.1 Adequacy of the library’s technical collection
3.1.9.5.2 Adequacy of the process of request by faculty
3.1.9.5.3 Library’s systems for obtaining
Deficiencies:
 No supporting evidence is available on how adequate are the library’s
technical collection, the process of request by faculty and the library’s
systems for locating and obtaining electronic information.
Weaknesses:
 Weak evidence is available on how adequate are the library’s technical
collection, the process of request by faculty and the library’s systems for
locating and obtaining electronic information.
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Concerns:
 The library’s technical collection, the process by which faculty may request
the library to order books or subscriptions and the library’s systems for
locating and obtaining electronic information are better to be enhanced.
For Program Specific Criteria

Rubrics Title: Program Specific Criteria
Covered Aspects:
- Curricular topics (if any)
- Faculty qualifications (if any)
- Other (if any)
- Curricular topics (within Criterion 3)
- Faculty qualifications (within Criterion 6)
- Other (within related Criterion)
Note 1: Curricular topics are to be embedded within (Criterion 3: Curriculum) in
order to ensure consistency of assessment and evaluation.
Note 2: Faculty qualifications are to be embedded within (Criterion 6: Faculty) in
order to ensure consistency of assessment and evaluation.
Note 3: Others are to be embedded within the related (Criterion) in order to ensure
consistency of assessment and evaluation.
Note 4: If a program, by virtue of its title, becomes subject to two or more sets of
Program Criteria, then that program must satisfy each set of Program
Criteria; however, overlapping requirements are better to be satisfied only
once.
For Accreditation Policy and Procedure Aspects

Rubrics Title: Ethical Requirements
Covered Aspects:
- Public release of information by the institution or program
- Program names must meet the requirements of this document
- Facilities adequate and safe for the intended purpose
Note: These ethical requirements are to be examined but not to be assessed.
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APPENDIX (F)
PROGRAM EVALUATION WORKSHEETS
(Academic Year) PROGRAM EVALUATOR WORKSHEET (No.1)
For each Deficiency (D), Weakness (W) and/or Concern (C) shown on the preceding program
evaluator worksheet, please summarize the basis for your conclusion in the appropriate box. If a
potential shortcoming changes in level or is resolved during the campus visit, provide an explanation
for how it was resolved or changed. This worksheet is to be filled by each evaluator.
Institution
Program Name Program Evaluator
Criterion Comments
1. PROGRAM EDUCATIONAL OBJECTIVES
Published and consistent with the institution’s mission, the needs of
the program’s constituencies and these criteria
Documented, systematically utilized and effective process, involving
program constituencies, for the periodic review of the program
educational objectives in consistence with the institution’s strategic
plan
2. GRADUATE OUTCOMES
Documented graduate outcomes that prepare graduates to attain the
program educational objectives
(1) ability to distinguish, identify, define, formulate, and solve
engineering problems by applying principles of engineering,
science and mathematics
(2) ability to produce engineering designs that meet desired needs
within certain constraints by applying both analysis and
synthesis in the design process
(3) ability to create and carry out proper measurement and tests with
quality assurance, analyze and interpret results, and utilize
engineering judgment to make inferences
(4) ability to skillfully communicate orally with a gathering of
people and in writing with various managerial levels
(5) ability to perceive ethical and professional responsibilities in
engineering cases and make brilliant judgments taking into
account the consequences in worldwide financial, ecological and
societal considerations
(6) ability to perceive the continual necessity for professional
knowledge growth and how to find, assess, assemble and apply
it properly
(7) ability to work adequately on teams and to set up objectives, plan
activities, meet due dates, and manage risk and uncertainty
Additional outcomes articulated by the program
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3. CURRICULUM
Devotes adequate attention and time to each component, consistent with
the outcomes and objectives of the program
One year of college level mathematics and basic sciences
One and one-half years of engineering topics appropriate to the field of
study
General education component that complements the technical content
and is consistent with program objectives
Culminates in a major design experience based on knowledge and skills
acquired in earlier course work and incorporating appropriate
engineering standards and multiple realistic constraints
Program teaching/learning and assessment methods are appropriate to,
consistent with, and support the attainment of GOs
Courses learning outcomes lead to the achievement of graduate outcomes
4. CONTINUOUS IMPROVEMENT
Regular use of appropriate, documented processes for assessing and
evaluating the extent of graduate outcomes attainment
Results of evaluations are systematically utilized as input for the
Documentation of QMS, feedback and inputs from stakeholders and
other information used in continuous improvement
5. STUDENTS
Have and enforce policies for accepting new students
Evaluate student performance (to foster learning outcomes attainment)
Monitor student progress (meeting prerequisites)
Have and enforce policies for accepting transfer students and awarding
academic credit for courses taken at other institutions
Advise students regarding curricular, career matters and extracurricular
activities
Have and enforce well-documented procedures to ensure that students
6. FACULTY
Appropriate qualifications
Sufficient number and competencies to cover all curricular areas
Adequate levels of student-faculty interaction
Adequate levels of student advising and counseling
Adequate levels of university service activities
Adequate levels of interaction with practitioners and employers
Adequate levels of professional development
Sufficient authority for program guidance and implementation of
processes for continuous improvement
7. ADMINISTRATIVE SUPPORT
Leadership and administrative services are adequate to ensure the quality
and continuity of the program
Administrative support is sufficient to attract and retain, and provide for
the continued professional development of a qualified faculty
Administrative support is sufficient to attract and retain, and provide for
the continued professional development of a qualified technical and
administrative staff
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8. FINANCIAL SUPPORT
Funding resources are adequate to meet the program needs (Sufficient to
acquire, maintain, and operate infrastructure, facilities, and equipment
and to provide an environment to attain graduate outcomes)
Program budget is sufficient to meet the program needs (Sufficient to
acquire, maintain, and learning and teaching activities to attain graduate
outcomes)
Program budget is sufficient to meet the program needs (Sufficient to
acquire, maintain, and operate infrastructure, facilities, and equipment
and to provide an environment to attain graduate outcomes)
Program budget is sufficient to attract and retain, and provide for the
continued professional development of a qualified faculty
Program budget is sufficient to attract and retain, and provide for the
continued professional development of a qualified technical and
administrative staff
9. FACILITIES
Adequate to support attainment of graduate outcomes and provide an
atmosphere conducive to learning: classrooms, offices, laboratories,
Campus infrastructure and supportive facilities, and associated
equipment
Modern tools, equipment , computing resources, and laboratories are
available, accessible, and systematically maintained and upgraded
Students provided appropriate direction regarding the safe use of tools,
equipment, computing resources, and laboratories
Adequate library services and computing and information infrastructure
PROGRAM SPECIFIC CRITERIA
Specific curricular topics (if any)
Specific faculty qualifications (if any)
Other (if any)
ACCREDITATION POLICY AND PROCEDURE
Public release of information by the institution or program
Program names must meet ABET requirements
Facilities adequate and safe for the intended purpose
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(Academic Year) PROGRAM EVALUATION TEAM WORKSHEET (No.2)

(Click on and type directly into shaded areas) (This worksheet is to be filled jointly by the team)
Institution
Program Name Program Evaluators
Team Chair Visit Dates
Enter “C” for concern, “W” for weakness, and “D” for deficiency Pre-visit Post-visit
If the program has no deficiencies or weaknesses, check this line.
Published and consistent with the institution’s mission, the needs of the program’s constituencies and these criteria
Documented, systematically utilized and effective process, involving program constituencies, for the periodic review of
the program educational objectives in consistence with the institution’s strategic plan
Documented graduate outcomes that prepare graduates to attain the program educational objectives
(1) ability to distinguish, identify, define, formulate, and solve engineering problems by applying principles of
engineering, science and mathematics
(2) ability to produce engineering designs that meet desired needs within certain constraints by applying both analysis and
synthesis in the design process
(3) ability to create and carry out proper measurement and tests with quality assurance, analyze and interpret results, and
utilize engineering judgment to make inferences
(4) ability to skillfully communicate orally with a gathering of people and in writing with various managerial levels
(5) ability to perceive ethical and professional responsibilities in engineering cases and make brilliant judgments taking
into account the consequences in worldwide financial, ecological and societal considerations
(6) ability to perceive the continual necessity for professional knowledge growth and how to find, assess, assemble and
apply it properly
(7) ability to work adequately on teams and to set up objectives, plan activities, meet due dates, and manage risk and
uncertainty
Additional outcomes articulated by the program
4. CURRICULUM
Devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program
One year of college level mathematics and basic sciences
One and one-half years of engineering topics appropriate to the field of study
General education component that complements the technical content and is consistent with program objectives
Culminates in a major design experience based on knowledge and skills acquired in earlier course work and incorporating
appropriate engineering standards and multiple realistic constraints
Program teaching/learning and assessment methods are appropriate to, consistent with, and support the attainment of GOs
Courses learning outcomes lead to the achievement of graduate outcomes
Regular use of appropriate, documented processes for assessing and evaluating the extent of graduate outcomes attainment
Results of evaluations are systematically utilized as input for the continuous improvement of the program
Documentation of QMS, feedback and inputs from stakeholders and other information used in continuous improvement
5. STUDENTS
Have and enforce policies for accepting new students
Evaluate student performance (to foster learning outcomes attainment)
Monitor student progress (meeting prerequisites)
Have and enforce policies for accepting transfer students and awarding academic credit for courses taken at other
institutions
Advise students regarding curricular, career matters and extracurricular activities
Have and enforce well-documented procedures to ensure that students who graduate meet all graduation requirements
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6. FACULTY
Appropriate qualifications
Sufficient number and competencies to cover all curricular areas
Adequate levels of student-faculty interaction
Adequate levels of student advising and counseling
Adequate levels of university service activities
Adequate levels of interaction with practitioners and employers
Adequate levels of professional development
Sufficient authority for program guidance and implementation of processes for continuous improvement
Leadership and administrative services are adequate to ensure the quality and continuity of the program
Administrative support is sufficient to attract and retain, and provide for the continued professional development of a
qualified faculty
Administrative support is sufficient to attract and retain, and provide for the continued professional development of a
qualified technical and administrative staff
Funding resources are adequate to meet the program needs (Sufficient to acquire, maintain, and operate infrastructure,
facilities, and equipment and to provide an environment to attain graduate outcomes)
Program budget is sufficient to meet the program needs (Sufficient to acquire, maintain, and learning and teaching
activities to attain graduate outcomes)
Program budget is sufficient to meet the program needs (Sufficient to acquire, maintain, and operate infrastructure,
facilities, and equipment and to provide an environment to attain graduate outcomes)
Program budget is sufficient to attract and retain, and provide for the continued professional development of a qualified
faculty
Program budget is sufficient to attract and retain, and provide for the continued professional development of a qualified
technical and administrative staff
9. FACILITIES
Adequate to support attainment of graduate outcomes and provide an atmosphere conducive to learning: classrooms,
offices, laboratories, Campus infrastructure and supportive facilities, and associated equipment
Modern tools, equipment , computing resources, and laboratories are available, accessible, and systematically maintained
and upgraded
Students provided appropriate guidance regarding the safe use of tools, equipment, computing resources, and laboratories
Adequate library services and computing and information infrastructure
Specific curricular topics (if any)
Specific faculty qualifications (if any)
Other (if any)
ACCREDITATION POLICY AND PROCEDURE
Public release of information by the institution or program
Program names must meet ABET requirements
Facilities adequate and safe for the intended purpose
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(Academic Year) PROGRAM AUDIT SUMMARY (Worksheet No.3)
Institution Visit Dates

Program Name Benchmark Program
Team Chair Program Evaluators
Type of Review General/Interim Corresponding year of Criteria used, if interim
Use “C” for concern, “W” for weakness, and Previous Exit Seven Day Draft Statement Final Statement
“D” for deficiency.1 Shortcomings Meeting Response T. Chair Editor T. Chair Editor
If the program has no deficiencies
or weaknesses check this line.
1. PROGRAM EDUCATIONAL
OBJECTIVES
3. CURRICULUM
5. STUDENTS
6. FACULTY
9. FACILITIES
ACCREDITATION POLICIES AND

PROCEDURES
1Definition of terms:
 Concern: A concern indicates that a program currently satisfies a criterion, policy, or procedure;
however, the potential exists for the situation to change such that the criterion, policy, or
procedure may not be satisfied.
 Weakness: A weakness indicates that a program lacks the strength of compliance with a criterion,
policy, or procedure to ensure that the quality of the program will not be compromised.
Therefore, remedial action is required to strengthen compliance with the criterion, policy, or
procedure prior to the next evaluation.
 Deficiency: A deficiency indicates that a criterion, policy, or procedure is not satisfied. Therefore,
the program is not in compliance with the criterion, policy, or procedure.
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DETAILED EXPLANATION OF SHORTCOMINGS

(To be attached to the audit summary) (Worksheet No.4)
Institution Visit Dates

Program Name Benchmark Program
Team Chair Program Evaluators
Type of Review General/Interim Corresponding year of Criteria used, if interim
The following comments provide detailed information on the shortcomings indicated on the Program Audit Summary.
3. CURRICULUM
4. CONTINOUS IMPROVEMENT
5. STUDENTS
6. FACULTY
9. FACILITIES
PROGRAM CRITERIA
ACCREDITATION POLICIES AND PROCEDURES
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APPENDIX (G)
(After ABET)
Each program must satisfy applicable Program Specific Criteria that provide the
specificity needed for interpretation of the baccalaureate level criteria as applicable to a
given discipline. Requirements stipulated in the Program Specific Criteria are limited to
the areas of curricular topics and faculty qualifications. If a program, by virtue of its title,
becomes subject to two or more sets of Program Specific Criteria, then that program must
satisfy each set of Program Specific Criteria; however, overlapping requirements need to
be satisfied only once.
Programs having Specific Criteria are:

1. Architectural Engineering
2. Biomedical Engineering
3. Chemical Engineering
4. Civil Engineering
5. Electrical, Electronics, Computer, and Communications Engineering
6. Environmental Engineering
7. Manufacturing Engineering
8. Materials Engineering
9. Mechanical Engineering
10. Mining Engineering
11. Optics and Photonic Engineering
12. Petroleum Engineering
13. Surveying Engineering
14. Software Engineering
Faculty Specific Criterion for All Aforementioned Programs:

Programs must demonstrate that faculty members teaching courses that are primarily
design in content are qualified to teach the subject matter by virtue of professional
licensure or by educational and design experience. The faculty expertise for the
professional area must encompass all major elements of the field. Evidence must be
provided that the program faculty understand professional practice and maintain currency
in their respective professional areas. Program faculty must have responsibility and
sufficient authority to define, revise, implement, and achieve program objectives.
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PROGRAM CRITERIA FOR ARCHITECTURAL ENGINEERING

(And similarly named engineering programs or similar modifiers in their titles)
Curriculum
The program must demonstrate that graduates can apply mathematics through differential
equations, calculus-based physics, and chemistry. The four basic architectural
engineering curriculum areas are building structures, building mechanical systems,
building electrical systems, and construction/construction management. Graduates are
expected to reach the synthesis (design) level in one of these areas, the application level
in a second area, and the comprehension level in the remaining two areas. The
engineering topics required by the general criteria shall support the engineering
fundamentals of each of these four areas at the specified level. Graduates are expected to
discuss the basic concepts of architecture in a context of architectural design and history.
The design level must be in a context that: Considers the systems or processes from other
architectural engineering curricular areas, Works within the overall architectural design,
Includes communication and collaboration with other design or construction team
members, Includes computer-based technology and considers applicable codes and
standards, and Considers fundamental attributes of building performance and
sustainability.
PROGRAM CRITERIA FOR BIOMEDICAL ENGINEERING

Curriculum
The structure of the curriculum must provide both breadth and depth across the range
of engineering and science topics consistent with the program educational objectives and
graduate outcomes. The curriculum must prepare graduates with experience in: Applying
principles of engineering, biology, human physiology, chemistry, calculus-based physics,
mathematics (through differential equations) and statistics; Solving bio/biomedical
engineering problems, including those associated with the interaction between living and
non-living systems; Analyzing, modeling, designing, and realizing bio/biomedical
engineering devices, systems, components, or processes; and Making measurements on
and interpreting data from living systems.
PROGRAM CRITERIA FOR CHEMICAL ENGINEERING

Curriculum
The curriculum must provide a thorough grounding in the basic sciences including
chemistry, physics, and/or biology, with some content at an advanced level, as
appropriate to the objectives of the program. The curriculum must include the
engineering application of these basic sciences to the design, analysis, and control of
chemical, physical, and/or biological processes, including the hazards associated with
these processes.
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PROGRAM CRITERIA FOR CIVIL ENGINEERING

Curriculum
The curriculum must prepare graduates to apply knowledge of mathematics through
differential equations, calculus-based physics, chemistry, and at least one additional area
of basic science; apply probability and statistics to address uncertainty; analyze and solve
problems in at least four technical areas appropriate to civil engineering; conduct
experiments in at least two technical areas of civil engineering and analyze and interpret
the resulting data; design a system, component, or process in at least two civil
engineering contexts; include principles of sustainability in design; explain basic
concepts in project management, business, public policy, and leadership; analyze issues
in professional ethics; and explain the importance of professional licensure.
PROGRAM CRITERIA FOR ELECTRICAL, ELECTRONICS, COMPUTER

OR COMMUNICATIONS ENGINEERING
Curriculum
of engineering topics implied by the title of the program.
The curriculum must include probability and statistics, including applications
appropriate to the program name; mathematics through differential and integral calculus;
sciences (defined as biological, chemical, or physical science); and engineering topics
(including computing science) necessary to analyze and design complex electrical and
electronic devices, software, and systems containing hardware and software components.
The curriculum for programs containing the modifier “electrical,” “electronic(s),”
“communication(s),” or “telecommunication(s)” in the title must include advanced
mathematics, such as differential equations, linear algebra, complex variables, and
discrete mathematics.
The curriculum for programs containing the modifier “computer” in the title must
include discrete mathematics.
The curriculum for programs containing the modifier “communication(s)” or
“telecommunication(s)” in the title must include topics in communication theory and
systems.
The curriculum for programs containing the modifier “telecommunication(s)” must
include design and operation of telecommunication networks for services such as voice,
data, image, and video transport.
Page 89 of 92
PROGRAM CRITERIA FOR ENVIRONMENTAL ENGINEERING

Curriculum
The curriculum must prepare graduates to apply knowledge of mathematics through
differential equations, probability and statistics, calculus-based physics, chemistry
(including stoichiometry, equilibrium, and kinetics), an earth science, a biological
science, and fluid mechanics. The curriculum must prepare graduates to formulate
material and energy balances, and analyze the fate and transport of substances in and
between air, water, and soil phases; conduct laboratory experiments, and analyze and
interpret the resulting data in more than one major environmental engineering focus area,
e.g., air, water, land, environmental health; design environmental engineering systems
that include considerations of risk, uncertainty, sustainability, life-cycle principles, and
environmental impacts; and apply advanced principles and practice relevant to the
program objectives. The curriculum must prepare graduates to understand concepts of
professional practice, project management, and the roles and responsibilities of public
institutions and private organizations pertaining to environmental policy and regulations.
PROGRAM CRITERIA FOR MANUFACTURING ENGINEERING

Curriculum
The program must prepare graduates to have proficiency in (a) materials and
manufacturing processes: ability to design manufacturing processes that result in products
that meet specific material and other requirements; (b) process, assembly and product
engineering: ability to design products and the equipment, tooling, and environment
necessary for their manufacture; (c) manufacturing competitiveness: ability to create
competitive advantage through manufacturing planning, strategy, quality, and control; (d)
manufacturing systems design: ability to analyze, synthesize, and control manufacturing
operations using statistical methods; and (e) manufacturing laboratory or facility
experience: ability to measure manufacturing process variables and develop technical
inferences about the process.
PROGRAM CRITERIA FOR MATERIALS ENGINEERING

Curriculum
The curriculum must prepare graduates to apply advanced science (such as chemistry,
biology and physics), computational techniques and engineering principles to materials
systems implied by the program modifier, e.g., ceramics, metals, polymers, biomaterials,
composite materials; to integrate the understanding of the scientific and engineering
principles underlying the four major elements of the field: structure, properties,
processing, and performance related to material systems appropriate to the field; to apply
and integrate knowledge from each of the above four elements of the field using
Page 90 of 92
experimental, computational and statistical methods to solve materials problems

including selection and design consistent with the program educational objectives.
PROGRAM CRITERIA FOR MECHANICAL ENGINEERING

Curriculum
The curriculum must require students to apply principles of engineering, basic science,
and mathematics (including multivariate calculus and differential equations); to model,
analyze, design, and realize physical systems, components or processes; and prepare
students to work professionally in either thermal or mechanical systems while requiring
topics in each area.
PROGRAM CRITERIA FOR MINING ENGINEERING

Curriculum
The program must prepare graduates to apply mathematics through differential
equations, calculus-based physics, general chemistry, and probability and statistics as
applied to mining engineering problem applications; to have fundamental knowledge in
the geological sciences including characterization of mineral deposits, physical geology,
structural or engineering geology, and mineral and rock identification and properties; to
be proficient in statics, dynamics, strength of materials, fluid mechanics,
thermodynamics, and electrical circuits; to be proficient in engineering topics related to
both surface and underground mining, including: mining methods, planning and design,
ground control and rock mechanics, health and safety, environmental issues, and
ventilation; to be proficient in additional engineering topics such as rock fragmentation,
materials handling, mineral or coal processing, mine surveying, and valuation and
resource/reserve estimation as appropriate to the program objectives. The laboratory
experience must prepare graduates to be proficient in geologic concepts, rock mechanics,
mine ventilation, and other topics appropriate to the program objectives.
PROGRAM CRITERIA FOR OPTICAL OR PHOTONIC ENGINEERING

Curriculum
of engineering topics implied by the title of the program. The curriculum must prepare
students to have knowledge of and appropriate laboratory experience in: geometrical
optics, physical optics, optical materials, and optical and/or photonic devices and
systems.
The curriculum must prepare students to apply principles of engineering, basic
sciences, mathematics (such as multivariable calculus, differential equations, linear
Page 91 of 92
algebra, complex variables, and probability and statistics) to modeling, analyzing,

designing, and realizing optical and/or photonic devices and systems.
PROGRAM CRITERIA FOR PETROLEUM ENGINEERING

Curriculum
The program must prepare graduates to be proficient in mathematics through
differential equations, probability and statistics, fluid mechanics, strength of materials,
and thermodynamics; design and analysis of well systems and procedures for drilling and
completing wells; characterization and evaluation of subsurface geological formations
and their resources using geoscientific and engineering methods; design and analysis of
systems for producing, injecting, and handling fluids; application of reservoir engineering
principles and practices for optimizing resource development and management; the use of
project economics and resource valuation methods for design and decision making under
conditions of risk and uncertainty.
PROGRAM CRITERIA FOR SOFTWARE ENGINEERING

Curriculum
The curriculum must provide both breadth and depth across the range of engineering
and computer science topics implied by the title and objectives of the program.
The curriculum must include computing fundamentals, software design and
construction, requirements analysis, security, verification, and validation; software
engineering processes and tools appropriate for the development of complex software
systems; and discrete mathematics, probability, and statistics, with applications
appropriate to software engineering.
PROGRAM CRITERIA FOR SURVEYING OR GEOMATICS ENGINEERING

Curriculum
The curriculum must prepare graduates to work competently in one or more of the
following areas: boundary and/or land surveying, geographic and/or land information
systems, photogrammetry, mapping, geodesy, remote sensing, and other related areas.
Page 92 of 92

Iraqi Accreditation Criteria For Engineering

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Iraqi Accreditation Criteria For Engineering

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‫وزارة التعليم العالي والبحث العلمي‬

Iraqi Accreditation Council,

‫مجلس تحسين جودة التعليم الهندسي في العراق‬

Jumada Al-Oula, 1439 February, 2018

1 Dr. Mohammed Abid Atiya Professor Vice Minister Honor Chair

2 Dr. Ihsan Y. Hussain Professor University of Baghdad Chair

3 Dr. Jalal M. Jalil Professor Univ. of Technology Member

4 Dr. Khallel Ibrahim Mahmoud Professor Univ. of Technology Member

5 Dr. Fayadh Mohamed Abed Professor Tikrit University Member

6 Dr. Alaa Karim Mohammed Professor University of Baghdad Member

7 Dr. Zeyad S. M. Khaled Asst. Prof. Al-Nahrain Univ. Member

9 Dr. Khalid Rassim Mahmood Asst. Prof. University of Anbar Member

10 Dr. Muna Sabah Kassim Asst. Prof. HE Minister Office Member

11 Dr. Ali Naji Attiyah Asst. Prof. University of Kufa Member

13 Dr. Ali Jwied Jaeel Asst. Prof. Wasit University Member

14 Dr. Maathe Abdulwahed Theeb Asst. Prof. Mustansiriyah Univ. Member

15 Dr. Amjad Barzan Abdulghafour Lecturer Univ. of Technology Member

18 Eng. Omer Ahmed Abbas Engineer MOHESR Representative

IRAQI ACCREDITATION COUNCIL, CRITERIA, POLICIES AND

IRAQI ACCREDITATION COUNCIL, CRITERIA, POLICIES AND

CHAPTER ONE: ABOUT THE COUNCIL 1

CHAPTER TWO: ACCREDIATION CRITERIA 3

2.6.5 Faculty Authority and Responsibility 11

CHAPTER THREE: PROGRAM EVALUATION 16

3.1.4 for Criterion 4: Continuous Improvement 18

CHAPTER FOUR: POLICIES AND PROCEDURES 28

1.1 The Council's Vision

1.2 The Council's Mission

1.3 The Council's Objectives

1.4 The Council's Responsibilities

1.5 Recognition of the Council

1.6 Changes to this Document

2.1 Criterion 1: Program Educational Objectives

Aspects to be considered in this criterion are:

2.1.2 Statement of PEOs

2.1.3 PEOs Consistency with the Mission Statement

2.1.4 Program Constituencies

2.1.5 PEOs Review Process

2.2 Criterion 2: Graduate outcomes

Aspects to be considered in this criterion are:

2.2.2 Relating GOs to PEOs

2.3 Criterion 3: Curriculum

Aspects to be considered in this criterion are:

2.3.1.1 Study Plan

2.3.1.2 Alignment with PEOs

2.3.1.3 Attainment of GOs

2.3.1.4 Prerequisite Structure

2.3.1.5 Subject Areas Requirements

2.3.1.6 Major Design Experience

2.3.1.7 Teaching and Learning Strategies

2.3.2 Relating Courses Learning Outcomes to GOs

2.4 Criterion 4: Continuous Improvement

Aspects to be considered in this criterion are:

2.4.1.2 Frequency of Assessment Processes

2.4.1.3 Expected Level of Attainment

2.4.1.4 Results of Evaluation and Analysis

2.4.2 Actions for Continuous Improvement

2.4.2.2 Re-assessment of Changes Results