The 2022-23 ABET Accreditation process has started!  For an effective review package that will help achieve another six-year accreditation, please keep these activities and deadlines in mind.

  • Faculty liaison David Kraemer – 410-516-3368 or
  • Staff liaison Mike Bernard – 410-516-7154 or

Summer 2018 – Continuous Improvement

  • Determine process to document in detail our curriculum and course review, outcomes assessment, objective review with constituents. What data is necessary? What should we change from current practice so we expand beyond grades as the primary measure?
  • What process will update or replace Partial Score Assessments to gather data needed to identify needs and actions for continuous improvement? How will documentation be achieved?
  • Begin documentation – save in JHBox or other accessible system.
  • Streamline the process and document very specifically.


  • Employ process to identify and act to achieve continuous improvement every year.
  • Participate in Whiting School kickoff meetings and planning.
  • Identify courses taught every other year to be taught in 2021-22 that will miss the 2022-23 academic year. Arrange for course syllabi and course sample collection.
  • Pre-Accreditation Orientation meeting with the Whiting School – August 2021
  • Fall 2021 – ask Advisory Committee members to be available for the Fall 2023 ABET visit.

These items and actions will occur or will be due:

  • Identify courses taught every other year to be taught in 2021-22 that will miss the 2022-23 academic year. Arrange for course syllabi and course sample collection.
  • Spring 2022 Course Samples that will not be taught in 2023 – throughout the semester, due May 31, 2022
  • Assessment Findings – the results of any course assessments done previously – June 30, 2022
  • Assessment Plan for 2022-23 courses – July 15, 2022
  • Faculty and Instructor CVs – August 1, 2022
  • Fall 2022 Course Syllabi – August 15, 2022
  • Work with Instructors and TAs to explain course sample collection process – August/September 2022
  • Work with Instructors to confirm criterion and assignments being measured for Fall 2022 courses – mid-October 2022

These items will occur or are due:

  • Self-Study Writing – begins January 2023
  • Fall 2022 Course Samples – throughout the semester, due January 6, 2023
  • Fall 2022 Assessments and Skill Definitions
    February 2, 2023
  • Meetings with Instructors and TAs to explain course sample collection process – January 2023
  • Contact with Instructors to confirm Partial Score Assessment criterion and assignments being measured for Spring 2023 courses – late-January 2023
  • Spring 2023 Course Syllabi – February 12, 2023
  • Self-Study Complete Draft – February 15, 2023
  • Self-Study Final Drafts – May 15, 2023
  • Spring 2023 Course Samples – throughout the semester, due May 27, 2023
  • Spring 2023 Assessments and Skill Definitions –May 27, 2023
  • Interactive Self-Study Creation – begins June 2023
  • Self-Studies due to ABET – July 1, 2023

These items will occur or are due:

  • Transcript Review – early-August 2023
  • Textbook Collection – September 1, 2023
  • ABET Mock Visit, if done – September 2023
    • Eileen Webb, a consultant hired by the Whiting School, conducted a mock visit in September 2017 to prepare the department for the final review and visit in November. This is a “dress rehearsal” where we will present everything we plan to present at the Final Visit in November.
    • We will know in 2022 if the Whiting School will hold a Mock Visit for 2023.
  • ABET Final Review and Visit – late-Fall 2023. Included are:
    • Syllabus, Homework, and Textbook Display
    • Evaluator Review
    • Faculty and Instructor Meetings
    • Class and Lab Tours
    • Student / Evaluator Meetings

ABET changed the criteria effective 2019-20 and later to the following:

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

These were the outcomes in which ABET assessed our programs for the 2011-2017 assessment period:

  • A – Math / Science Skills
  • B – Laboratory Experimental Skills
  • C – Design Skills
  • D – Teamwork
  • E – Solve Engineering Problems
  • F – Professional and Ethical Responsibility
  • G – Written and Oral Communications
  • H – Global Impact / Broad Perspectives
  • I – Lifelong Learning
  • J – Contemporary Issues
  • K – Modern Engineering Tools

See the ABET EAC webpage (Criterion 3) for more detailed definitions.

In 2018, ABET changed the criteria to the following:

The program must have documented student outcomes. Attainment of these outcomes prepares graduates to enter the professional practice of engineering. Student outcomes are outcomes (1) through (7) plus any additional outcomes that may be articulated by the program.

  1. An ability to identify, formulate, and solve engineering problems by applying principles of engineering, science, and mathematics.
  2. An ability to apply both analysis and synthesis in the engineering design process, resulting in designs that meet desired needs.
  3. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
  4. An ability to communicate effectively with a range of audiences.
  5. An ability to 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.
  6. An ability to recognize the ongoing need for additional knowledge and locate, evaluate, integrate, and apply this knowledge appropriately.
  7. An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty

We need Curriculum Vitae from every tenure-track faculty member and adjunct instructor who teach our courses.

Faculty Curriculum Vitae must be formatted according to ABET requirements: two pages maximum in Times New Roman font, 12 point.

  • Name
  • Education – degree, discipline, institution, year
  • Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-1995), full time or part time
  • Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-1999), full time or part time
  • Certifications or professional registrations
  • Current membership in professional organizations
  • Honors and awards
  • Service activities (within and outside of the institution)
  • Briefly list the most important publications and presentations from the past five years – title, co-authors if any, where published and/or presented, date of publication or presentation
  • Briefly list the most recent professional development activities

Faculty will be asked to upload a Microsoft Word document of their CVs to a file to be named soon. Do not send a .pdf file or any other document that cannot be edited.

Outcomes assessments affect ALL courses on which outcomes assessments are measured. Needed are:

  • Partial Score Assessments: complete tally sheets for each outcome being assessed.
  • Skill Definitions: concise “definitions” of skills being assessed. This is included within the Partial Score Assessments paperwork. Note that this is a separate requirement than in the Course Samples requirement.
  • Course Displays affect all Mechanical Engineering undergraduate courses. The department will collect display materials, including course syllabus, textbooks, and course samples.
  • Course Samples:  the previous definition was three sets of three samples of all work in a course – excellent, average, and below average work, plus the assignment itself. Now, it is a department-determined sampling of assignments that demonstrate that departmental and ABET criteria are met. Prof. David Kraemer can guide instructors on what is appropriate.

  • Fall 2022 – due August 1, 2022
  • Spring 2023 – due January 20, 2023

Submit your course syllabi to the designated file when notified. Send your questions to Mike Bernard at

Please use the Whiting School Course Syllabus template:

Faculty are strongly encouraged to use this template when preparing the syllabus for their courses.

First, there is certain key information that students ought to be provided at the start of the semester. This template will ensure that they have that information. For example, many faculty may be unaware that we should be providing information about disability services on our syllabi; this template gives you wording to fulfill that. Further, a clear statement on ethics will help to avoid problems. Different faculty members have different expectations on how students collaborate; laying out those expectations clearly is important.

Second, nationally – and at Johns Hopkins -there is a growing emphasis on student learning outcomes. Students should be given (and regulators expect us to provide) information about the objectives of your course and the expectations of what they will learn.

Third, a consistent format across the school not only is helpful to students, but will be valuable during accreditation (for ABET and for Middle States). We’ve set up this template to be sure that the information accreditors want to see is present and easy to find.

No. Indeed some departments will prepare a variation on the template because their ABET Outcomes are different (as in Computer Science) or arranged differently.

There may be parts of this that simply do not apply to your course. For example, an advanced graduate research course might require rather different information and various pieces of this document might not apply.

Yes, but if you can change to this format it would be helpful for the sake of consistency and accreditation. Be sure your version includes the important information as laid out here.

Copy the template file you prefer (Word, HTML, or LaTeX) and edit these:

  1. Heading – department, course number, course title, semester/year, number of credits, and distribution codes.
  2. Description – Copy/paste from the catalog description.
  3. Prerequisites – Include formal (mandatory) prerequisites and add comments (e.g., “familiarity with a programming language”).
  4. Instructor – This needs revision and include all co-instructors.
  5. Teaching Assistant(s) – Edit or delete if there are no TAs.
  6. Meetings – Edit and include location(s) if known. If locations are not yet posted, ok to write “location TBD, check SIS”.
  7. Textbook(s) – Provide info here and distinguish between recommended and required. If you are putting materials on reserve, you can list those here.
  8. Online Resources – If using Blackboard or some other website for communicating with students, mention it here (with URL if not using Blackboard).
  9. Objectives – This is different from ABET outcomes. It’s a short list of key skills/concepts that students will be learning in this course. It adds a bit to the course description.
  10. Topics – This is a typically chronological list of topics that will be covered.
  11. Expectations and Grading – Explain what work students will be expected to do and how they will be graded.
  12. Key dates – Some instructors know well in advance exactly when tests will be given and projects/papers will be due. List them here (or refer to Blackboard/website).
  13. Assignments and Readings – This can be here or online. For example, if there are weekly problem sets, the choice of problems you assign might be decided later. In which case, it makes more sense to direct students to an online resource.
  14. Ethics – Keep the introduction the same, but edit the “In addition…” paragraph. Be clear with students what your rules are for collaboration. Can they work on homework together?
  15. Students with disabilities – Leave this as is.
  16. ABET Outcomes – List only the outcomes that apply.

Mike will collect textbooks that will be used for display during the ABET Accreditation visit in Fall 2023. This includes all courses assessed in Spring 2022, Fall 2022, and Spring 2023.

Course Samples will be collected for courses being assessed.

ABET requires course samples for assignments, quizzes, exams, reports, homework relevant to departmental and ABET criteria and other work for your courses this semester.  Appropriate samples will be determined individually per course.  Prof. David Kraemer can assist in this process.

 These samples must be collected from you or your Teaching Assistants. We must obtain a copy of the assignments for each assignment.

Note that we will need homework samples only for required courses and not electives.  You can submit samples for all homework if that’s easier but that’s not required.


Spring 2022 – due May 31, 2022

The following courses must collect samples in Spring 2022:

  • 530.410 Biomechanics of the Cell
  • 530.432 Jet and Rocket Propulsion
Fall 2022 – due January 10, 2023
  • All undergraduate courses
Spring 2023 – due May 27, 2023
  • All undergraduate courses

We will be collecting samples in One Drive or Microsoft Teams. Mike Bernard will assist you with the process .

  1. Obtain samples: a cross-sampling of excellent, average, and below-average examples of homework, assignments, quizzes, exams, reports, and other work. You may be able to download these directly from your course’s Blackboard system or scan them from paper samples.
  2. Label each sample
    • On the Top of the form, write the assignment type and sample type, for example: “Homework 1, Excellent 1” or “Homework 2, Average 1.”
    • If you have multiple samples of the same assignment, you can label the sample type “(assignment type and number), Excellent 1,” “(assignment type and number), Excellent 2,” “(assignment type and number), Excellent 3,” “(assignment type and number), Average 1,” “(assignment type and number), Average 2,” and so on until the last one “(assignment type and number), Below-Average 3.”
  3. Provide problem sets or questions: please have the problem sets or questions of every assignment that you plan to upload.
  4. Upload the file:  You will be given “Editor” access to the file to which courses will be uploaded, which will be established soon. You will see a folder for each of your files. Simply upload your samples and problem sets/questions to your course’s folder.

Do this as you go instead of waiting until the last days of the semester. If you can spread out the work through the semester, it will be much easier.

The department has been collecting information on continuous improvement of courses and processes.  Dave Kraemer has been collecting data each semester for the affected courses.  This data will be available to create our Self-Study.  The information below is derived from past accreditations and may not directly apply.  It remains as an archival record.

TO BE COLLECTED IN 2018-19, 2020-21, 2022-23
Fall semesters due ~February 2
Spring semesters due ~August 15

It is vital that instructors provide partial score assessments for every semester that describes the concepts and work samples used to achieve competency in our students in each of the outcome criteria. The department must describe these for specific criteria on the tabs below.

NOTE: Effective Spring 2016, the department has decided to focus only on core courses.  Assessments will no longer be needed for electives.


  • 530.111 Intro to Design and CAD – criteria TBD
  • 530.115 / 116 Mechanical Engineering Freshman Lab – criteria TBD
  • 530.123 / 124 Introduction to Mechanics I/II – criteria TBD

If you have concerns about the criteria assigned to your courses, please contact Mike to discuss them.


  • 530.202 Dynamics – criteria TBD
  • 530.215 Mechanics Based Design – criteria TBD
  • 530.216 Mechanics Based Design Lab – criteria TBD
  • 530.231 Thermodynamics – criteria TBD
  • 530.232 Thermodynamics Lab – criteria TBD
  • 530.241 Electronics and Instrumentation – criteria TBD
  • 530.243 Electronics and Instrumentation Lab – criteria TBD
  • 530.254 Manufacturing Engineering – criteria TBD

If you have concerns about the criteria assigned to your courses, please contact Mike to discuss them.


  • 530.327 Intro to Fluid Mechanics – criteria TBD
  • 530.329 Intro to Fluid Mechanics Lab – criteria TBD
  • 530.334 Heat Transfer – criteria TBD
  • 530.335 Heat Transfer Lab – criteria TBD
  • 530.343 Design and Analysis of Dynamical Systems – criteria TBD
  • 530.344 Design and Analysis of Dynamical Systems Lab – criteria TBD
  • 530.352 Materials Selection – criteria TBD

If you have concerns about the criteria assigned to your courses, please contact Mike to discuss them.


  • 530.403 / 404 Engineering Design Project – criteria TBD

If you have concerns about the criteria assigned to your courses, please contact Mike to discuss them.

Per Criterion

We will soon determine which courses will be assessed in these criteria:

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7

If you have concerns about the criteria assigned to your courses, please contact Mike to discuss them.


Step-by-step instructions to view and update the Assessments will be determined soon.  The information below is for past ABET Accreditations.


  • In the MechE ABET Calendar, find your course in the Partial Score Assessment tabs – Freshman, Sophomore, Junior, and Senior/Electives – to see which ABET outcomes need your PGAs.
  • If you disagree or have questions about the outcomes selected for your course, please contact me.

VIEW THE FILE – “MechE – ABET Files” JHBox. Select this link to the 2014-15 Partial Score Assessments.

  • File contents:
    • A sample file from the 2012-13 PGAs
    • Editable Word documents for each of the criterion for which we write PGAs. Criterion I is not included as that’s addressed in a different format. The Word documents are editable and will be saved directly to JHBox. No printing or forwarding by e-mail is necessary.
  • View the sample file. You will see three items they explain how the criterion is met for each course: a sample “concept”, work samples, and a performance assessment chart. You are asked to update or complete each of these areas for your course.


  • Open the document by clicking on the document title. You will see a preview. To edit the document, select the “pencil” icon in the upper right corner. The document will open in Word.
  • “Sample concept used” and “work samples” – review the information provided. Make changes as needed or add new info.
  • Performance assessment” – you must determine the score of the work samples mentioned in the document – but not the whole course – hence the term “partial score assessment.”
    • ABET wants one average score for each student’s set of work samples. For example, if you have four samples with grades of A, A-, B+, and B-, the student’s average grade is B. If you use “all coursework” as your sample, then the student’s final grade is the average grade.
    • All of the students’ “average grades” are then compiled and counted. Determine the average grades for each student and complete the number of students who earned each grade on the line with your course number, e.g. 3 A, 10 A-, 5 B, and 2 C.
    • Determine the mean based on the number of average grades converted to a 4-point system. For example, the average for the 3 A, 10 A-, 5 B, and 2 C grades would be 3.49. Enter this in the “Mean” column for your course.

It’s possible that your final course grade would be appropriate to express the “partial” score assessment for the criteria for your course. If that’s the case, that’s okay, but please try to avoid using the final course grade as a shortcut to avoid having to calculate the actual “partial score assessment.” Mike Bernard can help you with this and do the calculations, if that will help you.

  • Save your document in Word and it will automatically save the document in JHBox. Be sure not to overwrite info provided by another instructor.
  • Repeat for each ABET outcome document you must update. Then you’re done!
  • If you are having trouble connecting to the document or following these instructions, please contact Mike Bernard for help.

If you have concerns about the criteria assigned to your courses, please contact Mike to discuss them.

The Whiting School supports the ABET process for all of its programs.