ABET Student Outcomes, by commission
Student Outcomes describe what students should know and be able to do by the time they graduate. Criterion 3 sets the outcomes every program must include; this page summarizes them for the four commissions in the 2026–27 cycle.
Every program must document its Student Outcomes and show, under Criterion 4, how far they are attained. A program may add outcomes of its own, and some Program Criteria add one. The summaries below are ours; the binding wording is in each commission’s ABET accreditation criteria.
Engineering (EAC): seven outcomes
| # | Outcome | In short |
|---|---|---|
| 1 | Complex problem solving | Identify, formulate and solve complex engineering problems by applying engineering, science and mathematics. |
| 2 | Engineering design | Design solutions that meet specified needs, considering public health, safety and welfare and global, cultural, social, environmental and economic factors. |
| 3 | Communication | Communicate effectively with a range of audiences. |
| 4 | Ethics and professional responsibility | Recognize ethical and professional responsibilities and make informed judgments that consider the impact of engineering solutions in global, economic, environmental and societal contexts. |
| 5 | Teamwork | Work effectively on a team whose members together lead, collaborate, set goals, plan tasks and meet objectives. |
| 6 | Experimentation | Develop and conduct experiments, analyze and interpret data, and use engineering judgment to draw conclusions. |
| 7 | Learning new knowledge | Acquire and apply new knowledge as needed, using appropriate learning strategies. |
EAC Program Criteria add requirements on curriculum and faculty, not further outcomes.
Computing (CAC): five outcomes, plus a discipline outcome
| # | Outcome | In short |
|---|---|---|
| 1 | Problem analysis | Analyze a complex computing problem and apply principles of computing and related disciplines to identify solutions. |
| 2 | Solution design | Design, implement and evaluate a computing-based solution that meets a given set of requirements in the program’s discipline. |
| 3 | Communication | Communicate effectively in a variety of professional contexts. |
| 4 | Professional responsibility | Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles. |
| 5 | Teamwork | Function effectively as a member or leader of a team. |
Each CAC discipline with Program Criteria adds a sixth outcome. Computer science programs, for example, must also show that graduates can apply computer science theory and software development fundamentals to produce computing-based solutions; cybersecurity, data science, information systems and information technology each add their own. See CAC Program Criteria.
Engineering technology (ETAC): five outcomes at each level
ETAC distinguishes well-defined problems (practical, narrow in scope, using conventional processes) at the associate level from broadly-defined problems (broader, more complex, possibly using new processes or techniques) at the bachelor’s level.
| # | Associate degree | Bachelor’s degree |
|---|---|---|
| 1 | Apply mathematics, science, engineering and technology, with modern tools, to solve well-defined problems. | The same, for broadly-defined problems. |
| 2 | Design solutions for well-defined technical problems and assist with the design of systems, components or processes. | Design systems, components or processes meeting specified needs for broadly-defined problems. |
| 3 | Written, oral and graphical communication in well-defined settings; find and use technical literature. | The same, in broadly-defined settings. |
| 4 | Conduct standard tests, measurements and experiments and analyze the results. | The same, and use the results to improve processes. |
| 5 | Function effectively as a member of a technical team. | Function effectively as a member and as a leader of technical teams. |
Applied and natural science (ANSAC): five or six outcomes
| # | Associate degree (5) | Bachelor’s degree (6) |
|---|---|---|
| 1 | Solve broadly defined technical or scientific problems using mathematics, science and technical knowledge of the discipline. | The same. |
| 2 | Conduct experiments or test theories, and analyze and interpret data. | Formulate or design a system, process, procedure or program for its intended purpose. |
| 3 | Function on teams. | Develop and conduct experiments or test hypotheses, analyze data and use scientific judgment to draw conclusions. |
| 4 | Understand professional and ethical responsibility. | Communicate effectively with a range of audiences. |
| 5 | Communicate effectively. | Understand ethical and professional responsibilities and the impact of solutions in global, economic, environmental and societal contexts. |
| 6 | Work effectively on teams that set goals, plan tasks, meet deadlines and analyze risk and uncertainty. |
From outcomes to evidence
An outcome such as “communicate effectively” is too broad to score directly. Most programs break each outcome into a few performance indicators, measure those in specific course work, and compare the results with a target. That evidence is what Criterion 4 asks programs to evaluate and act on.
In Academix, Student Outcome templates follow each commission’s 2026–27 criteria, including the CAC discipline outcomes, and every figure traces back to the courses and students behind it. See Student Outcomes assessment.
More ABET guides
- What is ABET accreditation?
- Performance indicators for ABET Student Outcomes
- ABET Criterion 4: continuous improvement
- How long does ABET accreditation take?
- How much does ABET accreditation cost?
- How to choose ABET accreditation software
Last reviewed: 2026-09-26. Academix is independent software and is not affiliated with or endorsed by ABET.