Assessment of realistic design constraints in engineering programs

Abstract

The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of criteria for accrediting engineering programs. According to the new regulations, departments will be required to demonstrate that various design constraints listed in the professional component section of the criteria are utilized by students in their design sequence. This paper investigates the level, according to construction related students, at which the constraints have been considered in a specific curriculum. In particular, the findings suggest that both undergraduate and graduate students believe that 3 design constraints have been incorporated into the civil engineering program at a high level. These include: engineering codes and standards, manufacturability (constructability), and ethical considerations. In contrast, 3 areas have been rated at a lower level. They include: social ramifications, political factors, and legal issues.