CET - ABET Self-Study - Indiana State University

CHAPTER 1. BACKGROUND AND OVERVIEW 4
Involvement of a wider array of constituents such as advisory board, alumni and employers
seeks inputs for larger perspectives, namely curriculum and program level adjustments.
The survey is the most common format for soliciting feedback. Recruiting and
outreach are other venues. Faculty study and debate the input, and decide the action
needed with respect to the department’s facility, manpower, and resources. This is considered
macro-adjustment as it may result in changes to curriculum, program objectives and
outcomes. It demands a longer cycle and even a phased plan to implement the solutions
generated through the process.
1.5 Report Organization
This self-study was developed during the 2011-12 academic year, and follows the 2012-13
criteria approved by the ABET Board of Directors on October 29, 2011. The report is presented
using the chapter organizational scheme with each chapter dedicated to addressing
one criterion. The chapter titles are as follows:
Chapter 2: Students (Criterion 1)
Chapter 3: Educational Objectives (Criterion 2)
Chapter 4: Student Outcomes (Criterion 3)
Chapter 5: Continuous Improvement and Assessment (Criterion 4)
Chapter 6: Curriculum (Criterion 5)
Chapter 7: Facilities (Criterion 6)
Chapter 8: Faculty (Criterion 7)
Chapter 9: Institutional Support (Criterion 8)
Chapter 10: Program Criteria
1.6 Contact Information
The direct contact personnel for ABET accreditation at ISU for CET program are: Dr. Joe
Ashby and Dr. Yuetong Lin. Their contact information are listed in Table 1.1 and Table 1.2.