IE ABET Accreditation
This page details the ABET policies and practices for the IE program at Francis Marion University. View more information on ABET.
The FMU Industrial Engineering program is accredited by the Engineering Accreditation Commission of ABET, under the General Criteria and the Industrial Engineering Program Criteria.
The Performance Improvement Process is driven by a schedule that involves IE Faculty participation and discussion every fall semester, advisory board participation and discussion every spring semester, and change/corrective action implementation (if deemed necessary) at the end of the academic year.
Student Outcome measurements and assessments are reviewed every year. Program Educational Objectives are reviewed in year 2 of the 3-year improvement cycle.
The Student Outcome platform (course mappings, question bank, and measurement/assessment methodology), as well as the IE curriculum, are reviewed and assessed during year 3 of the cycle.
Program Educational Objectives (PEOs) for the Industrial Engineering (IE) program at FMU have been developed as a representation of acknowledged and anticipated needs of the program’s constituents. These learning outcomes also represent and support the educational mission of Francis Marion University, the Department of Physics and Engineering, and the IE Program.
The objectives listed below are statements of expected accomplishments of Industrial Engineering graduates within 3-5 years of graduation.
- Demonstrate leadership in interdisciplinary projects that design, develop, or improve systems.
- Embrace professional development through the pursuit of advanced degrees, licensure, or professional certifications.
- Support community outreach and service efforts.
Constituents of the Industrial Engineering program are the following:
- Industry professionals from the Pee Dee region.
- Industrial Engineering faculty at FMU.
- FMU Industrial Engineering alumni.
Student Outcomes are defined as follows:
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- 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
- An ability to communicate effectively with a range of audiences
- 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
- 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
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Student Outcome Measurement
The measurement of student outcomes is structured to ensure that no individual course or semester is unbalanced due to expected measures. With the exception of the Senior Design class (ENGR 480), all courses that have been identified for Student Outcome measurement will focus on two or three outcomes.
With the exception of Outcome (d), all Student Outcomes are measured at least three times during the 4-year curriculum. In addition, each outcome is measured once in beginning (Fall 1, Spring 1, Fall 2), middle (Spring 2, Fall 3, Spring 3) and end (Fall 4 and Spring 4) of the curriculum.
The measurement of Student Outcomes is evenly distributed amongst faculty members, courses, and semesters.
Additionally, and most significantly, the timeline of measurement enables the industrial engineering faculty to get a clear picture of the evolution of student outcome performance through the four-year curriculum.