Accreditation

The Florida A&M University School of Architecture & Engineering Technology’s Division of Engineering Technology offers a Construction Engineering Technology and Electronic Engineering Technology ABET accredited degree programs.

The Florida A&M University School of Architecture Division of Architecture offers the following NAAB accredited degree programs such as B. Arch. (150 undergraduate credits), M. Arch. (pre-professional degree 55 graduate credits) and M. Arch. (non-pre-professional degree 90 credits).

ABET-ETAC

The Construction Engineering Technology program was accredited by ETAC of ABET since 1991 and the Electronic Engineering Technology program was accredited by ETAC of ABET since 1974 (http://www.abet.org). With this long-standing accreditation, the Engineering Technology programs are among of the most seasoned accredited programs in the university. With that there is a wealth of experience and transformation that allows students to graduate with above average standards which makes them competitive in the industry. To graduate with a Bachelor of Science in Construction Engineering Technology or a Bachelor of Science in Electronic Engineering Technology, students are required to complete 124 credit hours.

ABET student outcomes. (1 thru 5)
1.    An ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline;
2.    An ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline;
3.    An ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;
4.    An ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes; and
5.    An ability to function effectively as a member as well as a leader on technical teams.

Electronic Engineering Technology ABET Criteria
The curriculum must include the following topics:
a. Application of circuit analysis and design, computer programming, associated software, analog and digital electronics, microcontrollers, and engineering standards to the building, testing, operation, and maintenance of electrical/electronic(s) systems;
b. Application of natural sciences and mathematics at or above the level of trigonometry to the building, testing, operation, and maintenance of electrical/electronic systems;
c. Analysis, design, and implementation of one or more of the following: control systems, instrumentation systems, communications systems, computer systems, power systems or energy systems;
d. Application of project management techniques to electrical/electronic(s) systems; and
e. Utilization of differential and integral calculus, as a minimum, to characterize the performance of electrical/electronic systems.

Construction Engineering Technology ABET Criteria
The curriculum must include the following topics:
a. Utilization of techniques that are appropriate to administer and evaluate construction contracts, documents, and codes;
b. Estimation of costs, estimation of quantities, and evaluation of materials for construction projects;
c. Utilization of measuring methods, hardware, and software that are appropriate for field, laboratory, and office processes related to construction;
d. Application of fundamental computational methods and elementary analytical techniques in sub-disciplines related to construction engineering;
e. Production and utilization of documents related to design, construction, and operations;
f. Performance of economic analyses and cost estimates related to design, construction, and maintenance of systems associated with construction engineering;
g. Selection of appropriate construction materials and practices;
h. Application of appropriate principles of construction management, law, and ethics; and
i. Performance of standard analysis and design in at least one sub-discipline related to construction engineering.

Program Educational Objectives EET
Program Educational Objectives CET


Enrollment

Electronic Engineering Technology

Academic
Year
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Enrollment 25 25 22 18 22 27


Construction Engineering Technology

Academic
Year
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Enrollment 48 52 63 58 43 46




Degrees Awarded
Electronic Engineering Technology

Academic
Year
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Degrees Awarded 8 7 9 11 5  



Construction Engineering Technology

Academic
Year
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Degrees Awarded 17 9 5 23 9  

 

NAAB

In the United States, most state registration boards require a degree from an accredited professional degree program as a prerequisite for licensure. The National Architectural Accrediting Board (NAAB), which is the sole agency authorized to accredit U.S. professional degree programs in architecture, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted a 6-year, 3-year, or 2-year term of accreditation, depending on the extent of its conformance with established educational standards.

Doctor of Architecture and Master of Architecture degree programs may consist of a pre-professional undergraduate degree and a professional graduate degree that, when earned sequentially, constitute an accredited professional education. However, the pre-professional degree is not, by itself, recognized as an accredited degree.

Architecture Program Report (APR) 2017: Supplemental Documents
NAAB Architecture Program Report (APR) 2011
NAAB Visiting Team Report (VTR) 2012
NAAB Decision Letter (2012)
NAAB Focused Evaluation Report 2014
NAAB Focused Evaluation Report 2015

SAET Student Performance Criteria Matrix: M.Arch (55 credit hours)
SAET Student Performance Criteria Matrix: M.Arch (90 credit hours)
SAET Student Performance Criteria Matrix: B.Arch (150 credits)

SAET Faculty Credentials Matrix
SAET Faculty Résumés
SAET Course Descriptions
SAET Studio Culture Policy
SAET Student Handbook
SAET Policy for Academic Integrity
SAET Advisement
SAET Long Range Plan
SAET Tenure/Promotion
SAET 2017/2018 Committees and Task Forces
 

 

Academic Learning Compact

  Methods of Assessment and Criteria for Success      
Intended Program Outcomes Direct Measures Indirect Measures
1. COMMUNICATION SKILLS:
Graduates will demonstrate proficiency in oral, written, and traditional graphic communication skills when explaining issues in the field of architecture and demonstrate the ability to speak and write effectively on subject matter contained in the curriculum. Graduates will demonstrate proficiency in digital communication skills.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 4th and 5th year student will demonstrate proficiency in oral, written, and graphic communication through their comprehensive studio project. The project will be evaluated using the SOA Studio Rubric by a jury of at least three faculty members.
4th Year Portfolio: 80% of a faculty jury, using the SOA Portfolio Rubric, will conclude that each graduating student’s graphic and written communication skills meet or exceed the professional standards for an entry-level position.

5th and 6th Year Student Surveys: 80% of graduating students responding to a survey that includes questions like: “How well did the program help to develop your communication skills?” and “How well did the program help to develop your digital communication skills?” will evaluate the program’s ability to prepare students’ communication skills as above average or higher.

2. CRITICAL THINKING:
Graduates will exhibit critical thinking skills in the selection of different building material assemblies and primary structural systems appropriate for an architectural design and demonstrate the ability to make a comprehensive analysis and evaluation of a building, building complex, or urban space. Graduates will also exhibit critical thinking skills throughout the schematic and design development phases of design projects.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 4th and 5th year student will be evaluated on the critical thinking components of their comprehensive studio project. The project components will be evaluated and graded using the SOA Studio Rubric by three or more faculty.
4th Year Portfolio: 80% of a faculty jury, using the SOA Portfolio Rubric, will conclude that each graduating student’s critical thinking skills meet or exceed the professional standards for an entry-level position.

5th and 6th Year Student Surveys: 80% of graduating students responding to a survey that includes questions like: “How well did the program help to develop your ability to exhibit critical thinking skills throughout the design process?” will evaluate the program’s ability to prepare students’ critical thinking skills as above average or higher.

3. PROFESSIONAL AND CAREER SUCCESS:
Graduates will demonstrate the ability to work both individually and collaboratively in the examination of architectural topics, the ability to cooperate with other students when working as members of a design team and in other settings, and the ability to employ basic methods of data collection and analysis to inform the programming and design process. Graduates will also demonstrate the ability to formulate ethical responses to clients’ needs.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 4th and 5th year student will be evaluated by a jury of three or more faculty using the SOA Studio Rubric, and will be judged able to function successfully in an entry-level position within the profession.
4th Year Portfolio: 80% of a faculty jury using the SOA Portfolio Rubric, will conclude that each graduating student’s potential for career and professional success meets or exceeds the professional standards for an entry-level position.

5th and 6th Year Student Surveys: 80% of graduating students responding to a survey that includes questions like: “How well did the program help to develop your potential for career and professional success?” and “How well did the program prepare you to formulate ethical responses to client’s needs?” will evaluate the program’s ability to prepare students’ for success and ethical behavior as above average or higher.

4. CONTENT - HISTORY AND THEORY:
Graduates will demonstrate the ability to examine architectural history and theory, an understanding of the Western architectural canons and traditions in architecture and urban design, an awareness of the parallel and divergent canons and traditions of architecture and urban design in the non-Western world, and the ability to integrate historical and theoretical concepts into their architectural solutions.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 4th and 5th year student will be evaluated by a minimum of two faculty on the history and theory components of their comprehensive studio project. The project components will be evaluated and graded using the SOA Studio Rubric by a professional jury (including faculty members, employers, and/or other professionals)
4th Year Portfolio: 80% of a Professional Jury (including faculty members, employers, and/or other professionals), using the SOA Portfolio Rubric, will conclude that each graduating 4th year student’s ability to examine history and theory meets or exceeds the expected standards for a graduating 4th year student.

5th and 6th Year Student Surveys: 80% of graduating students responding to a survey that includes questions like: “How well did the program help to develop your ability to examine history and theory?” will evaluate the program’s ability to prepare students to examine and integrate history and theory as above average or higher.

5. CONTENT - BUILDING TECHNOLOGIES:
Graduates will demonstrate the ability to examine architectural building technologies, an understanding of the basic principles that inform the design of environmental systems, including acoustics, lighting and climate modification systems, and energy use, and the ability to assess, select, and integrate structural systems, environmental systems, life-safety systems, building envelope systems, and building service systems into building design and the ability to integrate building technologies into their architectural solutions.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 4th year student will be judged capable of utilizing appropriate architectural building technologies, and will demonstrate use of the basic principles that inform the design of environmental systems on the building technology components of the comprehensive studio project. The project components will be evaluated and graded using the SOA Studio Rubric by a professional jury (including faculty members, employers, and/or other professionals).
4th Year Portfolio: 80% of a Professional Jury (including faculty members, employers, and other professionals), using the SOA Portfolio Rubric, will conclude that each graduating student’s design skills and understanding meets or exceeds the professional standards for an entry-level position.

5th and 6th Year Student Surveys:
80% of graduating students responding to a survey that includes questions like: “How well did the program help to develop your ability to examine and integrate architectural building technologies?” will evaluate the program’s ability to prepare students to examine and integrate architectural building technologies as above average or higher.

6. CONTENT - DESIGN STUDIO INFORMATION:
Graduates will demonstrate the ability to examine architectural design studio information, to apply basic organizational, spatial, structural, and constructional principles to the conception and development of interior and exterior spaces, building elements, and components, and to provide a coherent rationale for the programmatic and formal precedents employed in the conceptualization and development of architecture and urban design projects.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 4th year student will be evaluated on the design skills and understanding components of their comprehensive studio project. Project components will be evaluated and graded using the SOA Studio Rubric by a professional jury (including faculty members, employers, and/or other professionals).
4th Year Portfolio: 80% of a Professional Jury (including faculty members, employers, and other professionals), using the SOA Portfolio Rubric, will conclude that each graduating student’s design skills and understanding meets or exceeds the professional standards for an entry-level position.

5th and 6th Year Student Surveys:
80% of graduating students responding to a survey that includes questions like: “How well did the program help to develop your design skills?” will evaluate the program’s ability to prepare students’ design skills and understanding as above average or higher.

7. DIVERSITY AND CULTURAL PERSPECTIVES:
Graduates will demonstrate the ability to examine culturally diverse architectural traditions and perspectives in their architectural studies, an awareness of the relationships between human behavior and the physical environment, an awareness of the diversity of needs, values, behavioral norms, and social and spatial patterns that characterize different culture, and the ability to integrate culturally diverse architectural traditions and perspectives in their architectural studies.
Competency Coursework:
4th Year Comprehensive Project and 5th Year Capstone Project:
Every graduating 5th year student will receive a “Pass” (or higher) evaluation on the diversity and cultural perspective components of the capstone studio project. Project components will be evaluated and graded using the SOA Studio Rubric by a professional jury (including faculty members, employers, and/or other professionals).
4th Year Portfolio: 80% of a Professional Jury (including faculty members, employers, and/or other professionals), using the SOA Portfolio Rubric, will conclude that each graduating student’s graphic and written communication skills meet or exceed the professional standards for an entry-level position.

5th and 6th Year Student Surveys:
80% of graduating students responding to a survey that includes questions like: “How well did the program help you to examine culturally diverse architectural traditions and perspectives?” and “How well did the program help you to integrate culturally diverse architectural traditions and perspectives into your design solutions?” will evaluate the program’s ability to prepare students’ ability to integrate diversity and culture into design as above average or higher.

8. COLLABORATION: Graduates will demonstrate the ability to collaborate with their peers and work together in productive team relationships in their architectural studies. Competency Coursework:
Every graduating student will have successfully participated in one or more team projects. Their ability to successfully organize a self-directed work group and to negotiate decisions by con census will be evaluated by a project jury that includes two or more faculty members.
4th Year Portfolio: 80% of a Professional Jury (including faculty members, employers, and other professionals), using the SOA Portfolio Rubric, will conclude that each graduating student has participated in a group project in which they have demonstrated collaboration skills that meet or exceed the professional standards for an entry-level position.

5th and 6th Year Student Surveys: 80% of graduating students responding to a survey that includes questions like: “How well did the program help you to develop effective collaborations with other students?” will confirm that the program has prepared them for collaborative work.