Eric Guilbeau, PhD

1. Eric 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 …

2. Duties ofAccreditation 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

3. Committee Member Functions • Committee Chair – Eric Guilbeau • Assignment Coordinator – Stan Napper • Training Coordinators – John Enderle and John Gassert • Mentoring Coordinator – John Gassert

4. Professional Component – Criterion 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

5. Economic Environmental Sustainability Manufacturability Ethical Health and Safety Social Political Professional Component – Criterion 4 • 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:

6. Professional Component Subject 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

7. Criterion 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

8. Faculty - Criterion 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

9. Criterion 5 - Issues • 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.

10. Criterion 5 - Issues • 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

11. Criterion 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

12. Criterion 5 - Issues • Faculty Quality • For teaching design (program criteria issues) • Excessive reliance on adjuncts

13. Program Criteria – Criterion 8 • Each program must satisfy applicable Program Criteria • Curricular topics • Faculty qualifications • Current Program Criteria are on the ABET server (www.abet.org) • Must satisfy all Program Criteria implied by title of program

14. Program Criteria – Criterion 8 • 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.

15. Program Criteria – Criterion 8 • 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

16. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING 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

17. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING PROGRAMS • These program criteria apply to: • bioengineering programs • biomedical engineering programs • These program criteria do NOT apply to: • agriculturally-based engineering programs.

18. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING PROGRAMS • The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.

19. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING PROGRAMS • 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.

20. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING PROGRAMS • 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?

21. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING PROGRAMS • 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.”

22. Program Criteria BIOENGINEERING AND BIOMEDICAL ENGINEERING PROGRAMS • 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?