Skip to page content
Return to Top

Engineering Physics ABET Accreditation

The ENPH program has been terminated effective 2017-2018.

The Engineering Physics program was a broad engineering degree from which both the Electrical and Mechanical degrees evolved.

ABET Status

The Accreditation Board for Engineering and Technology, ABET, is the recognized accreditor for college and university programs in applied science, computing, engineering, and technology. ABET has provided leadership and quality assurance in higher education for over 70 years.

The Engineering Physics (ENPH) program at Tarleton State University is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

ENPH Mission

The mission of the Engineering Physics program at Tarleton State University is to prepare the student for employment as a professional engineer in the area of Electrical or Computer Engineering or for graduate study in Physics or Engineering.

Extensive study in math, science, engineering, and physics gives the Engineering Physics graduate the ability to design components, processes, and systems to meet specifications and the ability to work and communicate effectively in team-oriented, project-management-driven environments. Computer simulation and modern analytical tools are used to solve physical and electrical problems. Software development, hardware integration, and testing of microcomputers, microcontrollers, and design of microelectronic circuitry provide the graduate with the tools to apply computer and software-based solutions. Additional studies in ethics assure that the graduate understands engineers' special responsibilities to protect the health and well being of the general public.

The mission of the ENPH program aligns with the mission of the College of Science and Technology, as well as the mission of Tarleton State University.

ENPH Program Educational Objectives

Program Educational Objectives (PEOs), as defined by ABET, are broad statements that describe the career and professional accomplishments the program is preparing graduates to be doing within a few years after graduation.

The Program Educational Objectives for the Engineering Physics program were developed based upon the needs of our constituents and the demands in both industry and graduate school for a modern, broad-based engineering graduate. The ENPH PEOs align with the mission of the university, the college, and the program. The PEOs for the Engineering Physics are as follows:

  • DEPTH AND BREADTH OF KNOWLEDGE: the graduate demonstrates a depth and breadth of knowledge and are able to synthesize that knowledge for the practice of, or for advanced study in, engineering physics.
  • PROFESSIONALISM: graduates work and communicate effectively in team-oriented, project-management-driven environments, uphold ethical standards and participate in professional development.
  • LEADERSHIP AND LIFELONG LEARNING: graduates take on leadership roles, advance in their careers and demonstrate an attitude of lifelong learning.

ENPH Student Outcomes

Program outcomes, as defined by ABET, are statements that describe what students are expected to know and be able to do by the time of graduation.

The Program Outcomes for the Engineering Physics program are defined as the ABET Criteria 3 A-K Outcomes:

  • 3A: an ability to apply knowledge of math, engineering & science
  • 3B: an ability to design and conduct experiments, as well as to analyze and interpret data
  • 3C: an ability to design system, component or process to meet needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  • 3D: an ability to function on multi-disciplinary teams
  • 3E: an ability to identify, formulate, and solve engineering problems
  • 3F: an understanding of professional and ethical responsibility
  • 3G: an ability to communicate effectively
  • 3H: the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
  • 3I: a recognition of need for, and ability to engage in life-long learning
  • 3J: a knowledge of contemporary issues
  • 3K: an ability to use techniques, skills, and modern engineering tools necessary for engineering practice.

Program history - The ENPH program began in 2001 with a physics and electrical engineering focus. Over the years it continued to evolve in the direction of an Electrical Engineering program. In Fall 2014, Tarleton was granted permission from the Texas Higher Education Coordinating to start an Electrical Engineering (ELEN) program. Most ENPH students changed to ELEN; the last student to graduate from ENPH with the ELEN curricular content graduated in 15-16. The next program in line for development as Tarleton continued its strategic growth of Engineering was Mechanical. A Mechanical concentration was developed within the ENPH program in 2015-2016 to develop pilot courses and demonstrate demand and feasibility.  Mechanical Engineering was approved and began Fall 2017. Existing ENPH students changed predominantly to MEEN (Mechanical), as well as other existing programs. In the interim the program had no graduates and no longer has majors as it will be terminated effective 2017-2018.

Annual Student Enrollment

Engineering PHYSICS
Count by Major Data
Fall 2013 15
Fall 2014 16
Fall 2015 25
Fall 2016 53*

* These students were predominantly Mechanical Engineering majors hoping for program approval from THECB.

Graduation Data

Engineering PHYSICS
Graduation Data
2012-2013 3
2013-2014 4
2014-2015 5
2015-2016 2*

*last graduates of the program