Eric Guilbeau, PhD

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Eric Guilbeau, PhDEric Guilbeau, PhD

Department Chair, ASU, has overseen 4 visits to ASU (2 BME, 1 ChE, 1 Mat’ls Eng)

Lead 1 PEV visit (Bioengineering) Attended 4 training workshops Attended IEEE Accreditation Activities

workshop Attended 1 EAC meeting Chair BMES ABET board …

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Duties ofDuties ofAccreditation Activities CommitteeAccreditation Activities Committee

Coordinates all BMES activities related to accreditation of engineering and technology programs in Bioengineering and Biomedical Engineering

Propose program evaluators for nomination by BMES to ABET

Train program evaluators and review their performance Review program evaluator reports Propose BMES representatives and alternates for

nomination to ABET Board of Directors and Commissions Propose, review, comment upon and facilitate development

of program criteria for BMES approval and submission to ABET. This activity is performed in conjunction with Cooperating Societies

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Committee Member FunctionsCommittee Member Functions

Committee Chair – Eric Guilbeau

Assignment Coordinator – Stan Napper

Training Coordinators – John Enderle and John Gassert

Mentoring Coordinator – John Gassert

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Professional Component – Professional Component – Criterion 4Criterion 4

Faculty must assure that the curriculum devotes adequate attention and time to each component, consistent with objectives of the program and institution

Preparation for engineering practice Major design experience

Subject areas appropriate to engineering

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Major Design Experience• A culminating experience, based on knowledge and

skills acquired in earlier coursework

• Must incorporate engineering standards and realistic constraints, including most of the following considerations:

– Economic

– Environmental

– Sustainability

– Manufacturability

– Ethical

– Health and Safety

– Social

– Political

Professional Component – Criterion 4Professional Component – Criterion 4

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Professional ComponentProfessional ComponentSubject Areas

One year of a combination of college-level mathematics and basic sciences (some with experimental experience) appropriate to the discipline

One and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study

A general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives

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Criterion 4 - IssuesCriterion 4 - Issues

Quality of the major design experience No culminating experience - analysis or

research instead of design; several courses with elements of design

Multiple capstone courses with widely varying quality

Design experience does not address many of the constraints

Engineering topics satisfied by electives, but advising doesn’t assure adequate coverage

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Faculty -Faculty -Criterion 5Criterion 5 Sufficient in number and competencies to

cover all curricular areas Sufficient in number to accommodate

adequate levels of student-faculty interaction, advising and counseling, service, professional development, and interactions with industrial and professional practitioners and employers

Ensure proper guidance of the program and its evaluation, development, and improvement

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Sufficient in number and competencies to cover all curricular areas: Do the faculty who teach engineering

science have the education and experience to truly teach engineering.

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Is there a sufficient number to: accommodate adequate levels of

student-faculty interaction, advising and counseling, service, professional development, interactions with industrial and

professional practitioners and employers

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Criterion 5 - IssuesCriterion 5 - Issues Is there a sufficient number to:

Ensure proper guidance of the program Ensure proper evaluation, development, and

improvement of the program To support concentrations, electives, etc. To provide student advising

Poor faculty morale affecting program Lack of professional development Excessive workloads Retention/turnover rate

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Faculty Quality For teaching design (program criteria

issues) Excessive reliance on adjuncts

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Program Criteria – Criterion 8Program Criteria – Criterion 8

Each program must satisfy applicable Program CriteriaCurricular topicsFaculty qualifications

Current Program Criteria are on the ABET server (www.abet.org)

Must satisfy all Program Criteria implied by title of program

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The ABET Criteria requires that each program must satisfy applicable Program Criteria.

The ABET Program Criteria provide the specificity needed for interpretation of the basic level criteria as applicable to a given discipline.

This is where we differentiate between Bio/Biomedical engineering and other engineering.

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Requirements stipulated in the Program Criteria are limited to: the areas of curricular topics faculty qualifications.

If a program, by virtue of its title, becomes subject to two or more sets of Program Criteria, program must satisfy each set of Program Criteria; overlapping requirements need to be satisfied only once.

E.g., biomedical and computer engineering


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Program Criteria Program Criteria BIOENGINEERING AND BIOMEDICAL BIOENGINEERING AND BIOMEDICAL

ENGINEERING PROGRAMSENGINEERING PROGRAMS

Lead Society: Biomedical Engineering Society

Cooperating Societies: American Institute of Chemical Engineers, American Society of Agricultural Engineers, American Society of Mechanical Engineers, Institute of Electrical and Electronics Engineers, National Institute of Ceramic Engineers

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These program criteria apply to: bioengineering programs biomedical engineering programs

These program criteria do NOT apply to: agriculturally-based engineering programs.

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The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.

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The program must demonstrate that graduates have: an understanding of biology and physiology, the capability to apply advanced mathematics (including

differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology;

the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems.

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What constitutes an understanding of biology and physiology? Does a single course in biology? Does a single course in physiology? Does it have to be both biology and

physiology?

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What constitutes a capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology? Do courses in advanced mathematics, including

differential equations and statistics, satisfy this requirement?

The operative phrase is “to solve the problems at the interface of engineering and biology.”

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What constitutes an ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems?

Does the curriculum address the problems associated with the interaction between living and non-living materials and systems?

Documents

Eric Guilbeau, PhD