ABET Alignment

A sample of a Feedback Letter that is sent to the team advisers post-contest can be viewed here:

Sample Feedback Letter 

The WERC Environmental Design Contest aligns well with ABET items a, b, c, d, e, f, g, h, j, and k.  Specifically the Design Contest provides outcomes such as critical thinking, quantitative reasoning, interpersonal skills, problem solving, integrating and transferring learning, communication skills, ethical understanding, and current event challenges related to engineering, as well as global issues and challenges.  The students must be able to design and demonstrate functionality of a complex engineering system in an interdisciplinary manner.  We believe that the Design Contest also addresses ABET item i as it serves as a technique to energizing the students and inspire life-long learning.

The Design Contest also provides professional evaluation of the strengths and areas for improvement, feedback and assessment after the contest addressing the ABET feedback requirement. Previous teams have successfully submitted their papers and posters from the contest to various conferences and journals for publication.

The design contest scores are based on the following criteria:


Executive summary, basis for design, equipment and process selection, depth of research, laboratory evaluation, testing, waste generation, discussion of legal and health implications, economic analysis and/or cost benefit discussion, professional audits/public involvement, overall quality/succinctness, clarity of communication.

Oral Presentation

Completeness of presentation, inclusion of key sections, effectiveness, team participation, audio-visual materials, and ability to answer questions


Effectiveness and overall performance, originality, craftsmanship, completeness, safety, environmental and public health considerations, waste generation, cost effectiveness, scalability, processing time, ease of use, reliability, communication and ability to answer questions


Effectiveness, graphic impact, presentation, completeness, and ability to answer questions

General ABET Criterion 3 Student Outcomes:

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(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

(d) an ability to function on multidisciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.