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ABET

Program Educational Objectives | Student Outcomes

Our Bachelor of Science degree program in Electrical Engineering (BSEE) is accredited by the Engineering Accreditation Commission (EAC) of ABET, http://www.abet.org. ABET is the recognized accreditor of college and university programs in applied science, computing, engineering, and technology. ABET accreditation demonstrates a program's commitment to providing its students with a quality education.

Our BSEE program was evaluated in the fall of 2012 and was informed in the summer of 2013 that our program was reaccredited.

Accreditation is a voluntary, peer-review process that requires programs to undergo comprehensive, periodic evaluations. The evaluations, conducted by teams of volunteer professionals working in industry, government, academe, and private practice within the ABET disciplines; focus on program curricula, faculty, facilities, institutional support, and other important areas.

One of the key elements of ABET accreditation is the requirement that programs continuously improve the quality of education provided. As part of this continuous improvement requirement, programs set specific, measurable goals for their students and graduates, assess their success at reaching those goals, and improve their programs based on the results of their assessment.

In addition to providing colleges and universities a structured mechanism to assess, evaluate, and improve their programs, accreditation also helps students and their parents choose quality college programs, enables employers and graduate schools to recruit graduates they know are well-prepared, and is used by registration, licensure, and certification boards to screen applicants.

ABET is a not-for-profit organization, owned and operated by its more than 25 professional and technical member societies. An internationally respected organization with some 1,500 volunteers, ABET has set the higher-educational standards in its fields for nearly 75 years. More information about ABET, its member societies, and the evaluation criteria used to accredit programs can be found at www.abet.org.


Current Program Educational Objectives

Program Educational ObjectiveBroad Category
PEO 1: Advance the mission of their organization by significantly contributing to any of the following disciplines: component and/or system design, R&D, manufacturing, application engineering, technical training, sales and marketing. Technical Contributions and Professional Development
PEO 2: Demonstrate leadership in one or more significant roles since graduation, as evidenced for example by successful entrepreneurship in a start-up, significant promotions and awards in a company or engineering firm. Professional Leadership and Achievements
PEO 3: Successfully build on the BSEE degree from UTA by: completing a graduate degree; or taking professional course(s); or earning professional certificate(s). Lifelong Learning

Students graduating from the Electrical Engineering Program at UTA will be expected and prepared to exercise the skills and abilities as defined in ABET’s Student Outcomes (a) through (l). The department’s faculty believes these Student Outcomes are sufficient to prepare its graduates to attain the previously described PEOs. These outcomes are listed below. ABET’s Program Criteria for Electrical, Computer, and Similarly Named Engineering Programs requires that probability and statistics be included in the program’s curriculum. An additional Student Outcome “l” was included to directly address this program criteria curriculum requirement.

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

The following table summarizes student enrollment and faculty size for the fall 2012 semester (last general review) and the 2017 fall semester. Tenure/tenure track faculty decreased by 12% while total enrollment remained approximately the same. On the average, there were 26.9 students per tenure/tenure track faculty in 2012 versus 30.6 in 2017.

Year (fall semester)Tenured and tenure track facultyTotal enrollmentUG enrollmentMS enrollmentPhD enrollment
2012 26 699 416 193 90
2017 23 703 407 215 81