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The Accreditation Board for Engineering and Technology

ABET Logo

The Accreditation Board for Engineering and Technology (ABET) is recognized in the United States as the sole agency responsible for the accreditation of educational programs leading to degrees in engineering. The first statement of the Engineers' Council for Professional Development (ECPD, now ABET) relating to the accreditation of engineering educational programs was proposed by the Committee on Engineering Schools and approved by the Council in 1933. The original statement, with subsequent amendments, was the basis for accreditation until 2000. The statement presented here is required of programs beginning in 2001. These criteria are called Engineering Criteria 2000 (EC2000).

Engineering education programs may be accredited at the basic or the advanced level; however, a program may be accredited at only one level in a particular curriculum at a particular institution. All accredited engineering programs must include "engineering" in the program title. To be considered for accreditation, engineering programs must prepare graduates for the practice of engineering at a professional level.

The ABET accreditation process is a voluntary system of accreditation:

  1. assures that graduates of an accredited program are prepared adequately to enter and continue the practice of engineering
  2. stimulates the improvement of engineering education
  3. encourages new and innovative approaches to engineering education
  4. identifies these programs to the public.

The undergraduate degree program in the Department of Civil Engineering is accredited by ABET. It was last reviewed in fall 2017 and accredited to September 30, 2024. The undergraduate degree program in civil engineering is accredited by the Engineering Accreditation Commission. (EAC). 

ABET Website: www.abet.org

Clemson University's ABET Accredited Programs Enrollment and Graduation Data.

Objectives

We will provide our students with a quality civil engineering education founded in technical and professional skills development with a global perspective. The program will emphasize creativity, vision, teamwork, and environmental awareness. We will adapt to the changing needs of the students, the state, the engineering profession, and society by generating, disseminating, and applying knowledge in the field of civil engineering.

Graduates of our undergraduate program will:

  1. Develop a professional platform to provide leadership in the expanding field of civil engineering to meet 21stcentury infrastructure and environmental challenges at the local, regional, national, and global levels.
  2. Be leaders in their profession through achieving professional licensure, developing innovative and cross-disciplinary solutions, providing meaningful service, and participating in cutting edge research.
  3. Pursue a strategy of continuous learning and professional development.

Approved by Civil Engineering Faculty February 10, 2020.

Outcomes

Our civil engineering graduates will demonstrate the attainment of the following outcomes: 

  1. Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. 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. Communicate effectively with a range of audiences
  4. 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. Function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. Develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. Acquire and apply new knowledge as needed, using appropriate learning strategies