The Textile Engineering Program at NC State is the only ABET-accredited program in the country. ABET is a nonprofit, non-governmental organization recognized by the Council for Higher Education Accreditation that focuses on the accreditation of disciplines of applied science, computing, engineering, and engineering technology.  The ABET accreditation criteria focus on what students experience and learn in technical disciplines, with a strong emphasis on quality, precision, and safety.  According to the ABET website, “Our accreditation assures that programs meet standards to produce graduates ready to enter critical technical fields that are leading the way in innovation, emerging technologies, and anticipating the welfare and safety needs of the public.” More information about ABET and its accreditation process can be found on their website.

As part of ABET accreditation, each program needs to define Program Educational Objectives and Student Suboutcomes that map to the ABET A-K Student Outcomes, all of which are given below for the Textile Engineering program.

Program Educational Objectives

Within a few years after graduation, alumni from the Textile Engineering program will have attained:
1. Recognized contributions in the workplace that involve creative and critical thinking in applying the discipline’s body of knowledge and for tackling contemporary issues and engineering challenges that face our global society;
2. A reputation of problem solving in a professional, ethical and safe manner;
3. Established communication and teaming skills in a professional environment;
4. Evidence of continuous learning through seeking educational and developmental opportunities and by adapting to ever-changing economic, social, and technological environments.

ABET (A-K) Student Outcomes and TE Student Suboutcomes:

The student outcomes for the Textile Engineering Program are the ABET (a) through (k), and are documented in the NC State Program Assessment Tool (PAT): http://www.webtools.ncsu.edu/myengr/pat/

Student suboutcomes are directly mapped to these student outcomes, as given below:

  • (a) An ability to apply knowledge of mathematics, science, and engineering
    • (a1) Employ general principles, theories, concepts, and formulas from mathematics, science, and engineering.
  • (b) An ability to design and conduct experiments, as well as to analyze and interpret data
    • (b1) Conduct experiments properly, safely, and with appropriate documentation so that others can understand and verify the conclusions and recommendations of those experiments.
    • (b2) Measure and record raw data, and assess the quality of that data.
    • (b3) Create a design of experiments (DOE) for hypothesis testing, which includes defining pertinent dependent and independent variables as well as determining where to take measurements and how many measurements to take based on a thorough understanding of accuracy and precision.
    • (b4) Evaluate data using statistical and engineering analysis tools.
    • (b5) Interpret the results of experimental analysis to make sound judgments in the solution of engineering problems, where those judgments and solutions are supported according to standards of practice in the field.
  • (c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
    • (c1) Identify and assess needs, constraints, and assumptions in order to solve an engineering problem.
    • (c2) Develop project management skills, which include distilling and presenting project management information into executive summaries; developing a feasible budget; constructing and employing a practical time management plan; and utilizing technology to aid in effective team communications.
  • (d) An ability to function on multidisciplinary teams
    • (d1) Develop team building skills, which include working cooperatively with people who bring different skills, expertise, and perspectives to a project; encouraging active participation of all team members; dealing productively with conflict; avoiding dangers of groupthink; performing self-assessments; and establishing individual roles for all team members.
  • (e) An ability to identify, formulate, and solve engineering problems
    • (e1) Identify and formulate an engineering problem by specifically describing the problem conditions that presently exist and possible causes for the problem, evaluate what is known from previous experience relevant to the problem, and establish the criteria and constraints.
    • (e2) Create solutions by applying the appropriate engineering principles and tools.
  • (f) An understanding of professional and ethical responsibility
    • (f1) Practice the professional code of conduct for engineers, and employ, where appropriate, the code to particular cases in which ethical issues arise and to their own work in solving engineering problems.
    • (f2) Evaluate existing protected intellectual property through searching appropriate databases, and comprehend methodologies to protect intellectual property and copyrights.
    • (f3) Demonstrate professional behavior when interacting with peers, superiors and subordinates.
  • (g) An ability to communicate effectively
    • (g1) Represent data in both verbal and visual forms (equations, tables, graphs, figures, schematics, etc.) in a way that is concise yet both an accurate and an honest reflection of the data.
    • (g2) Synthesize technical concepts and analyses in written, verbal, and visual forms, in way that is appropriate to a particular audience.
    • (g3) Develop skills for obtaining and maintaining productive employment, including, when appropriate, professional networking; both one-on-one and group conversations; writing resumes, memos, letters, e-mail messages, and various types of reports and proposals; adapting technology to aid in effective communications; and interpersonal skills.
  • (h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
    • (h1) Identify, evaluate and articulate the impact of textile engineering on society, the environment, and the economy.
  • (i) A recognition of the need for, and an ability to engage in life-long learning
    • (i1) Evaluate and apply library skills for obtaining new knowledge, including searching literature databases, assessing the reliability of sources, and adapting technology for efficiently streamlining the process.
    • (i2) Demonstrate the need for self-improvement by participating in professional development activities beyond the classroom, such as seeking engineering licensure and certifications, being active in professional organizations, and planning for post-graduate education.
  • (j) A knowledge of contemporary issues
    • (j1) Identify and describe a contemporary issue in a manner that incorporates ideas relevant to textile engineering.
    • (j2) Assess, evaluate and reference peer-reviewed technical literature from the past decade.
  • (k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
    • (k1) Apply engineering mechanics, dynamics, and thermodynamics to model and analyze engineering systems.
    • (k2) Perform mathematical modeling, computer modeling, and computer-aided design to solve engineering problems.
    • (k3) Evaluate and apply the techniques and tools that are appropriate to current practice in textile engineering.