Using ABET Assessment Requirements as a Catalyst for Change: Enhancing and Streamlining the Engineering Management Undergraduate Program at Missouri S&T

The Engineering Management (EM) undergraduate degree program at Missouri University of Science & Technology (formerly University of Missouri-Rolla) was the first program of its kind. The program started over 40 years ago and it is one of only five ABET accredited undergraduate EM programs [1]. The initial degree program included a senior year of management courses in conjunction with three years of courses in common engineering disciplines such as mechanical, electrical, and civil engineering. In the 1990s the program underwent a major restructure and students combined core engineering management classes with an emphasis area inside the department. Industrial, manufacturing, packaging, and quality engineering emphasis were added as well as management of technology, while maintaining the ability to pursue traditional engineering emphasis areas. Recently major changes were made to extend the set of core courses and to streamline the technical emphasis areas. The need for these changes was clear, but attempts to make changes in the past have proven difficult. The new, more stringent ABET accreditation criteria [2], specifically those which relate to Educational Objectives, Program Outcomes, Continuous Improvement, and Curriculum provided the needed impetus and assistance to make significant changes to the undergraduate curriculum. This paper describes the processes which were used to make the changes, and how the ABET criteria influenced these processes. In addition, we also discuss the hurdles and challenges faced as the process moved forward, ultimately leading to the revised curriculum. The paper concludes with specific recommendations for revising undergraduate curriculum in light of the current ABET guidelines