Creating a clear and effective mission statement is a foundational step for any engineering program pursuing ABET accreditation. The mission statement articulates the program’s core purpose, guiding principles, and long-term aspirations. It must resonate with a diverse set of stakeholders—students, faculty, alumni, industry partners, and accreditation evaluators—while remaining concise enough to be easily communicated and understood. A robust mission statement not only satisfies ABET requirements but also provides a strategic compass for curriculum design, resource allocation, and continuous improvement efforts. Without a well-defined mission, a program risks drifting from its intended outcomes and failing to demonstrate accountability to its constituents.

ABET explicitly requires each accredited program to publish a mission statement that aligns with the institution’s mission and reflects the program’s own context. This statement becomes the cornerstone of the accreditation self-study report and is referenced in virtually every aspect of the review, from program educational objectives to student outcomes and assessment cycles. Developing such a statement is not a one-time exercise; it demands thoughtful deliberation, stakeholder consultation, and periodic review to ensure it remains relevant as the engineering landscape evolves.

Understanding the ABET Mission Statement Requirements

The Accreditation Board for Engineering and Technology (ABET) does not prescribe a specific format or wording for mission statements. Instead, it requires that each program define and document its mission in a way that is appropriate for its unique context. According to the ABET Criteria for Accrediting Engineering Programs, the mission must be consistent with the institution’s mission, the needs of the program’s constituencies, and the program’s own objectives.

Key requirements include:

  • Documented and publicly available: The mission statement must be formally recorded and accessible to all stakeholders, typically via the program’s website, catalogs, and self-study reports.
  • Consistent with institutional mission: While the program may have a distinct focus, it cannot contradict or work against the broader university or college mission.
  • Defined through stakeholder input: ABET expects evidence that the program has systematically identified and engaged its key constituencies (e.g., students, faculty, alumni, employers) in the development and review of the mission statement.
  • Used to guide program objectives: The mission should directly inform the program educational objectives (PEOs), which in turn drive student outcomes and assessment activities.
  • Periodically reviewed: Mission statements are not static; they must be reassessed at regular intervals to remain aligned with changing circumstances.

Programs often mistake the mission statement for a marketing tagline or a generic declaration of intent. ABET evaluators look for a statement that is specific enough to differentiate the program from others and actionable enough to influence curriculum and resource decisions. For example, a mission that mentions “global engineering challenges” should be backed by evidence such as international internships, global learning outcomes, or faculty expertise in cross‐cultural design.

Key Elements of a Robust Mission Statement

A well-crafted mission statement balances several essential qualities. Below are the attributes that ABET reviewers and best practices suggest:

Clarity and Specificity

The mission statement should be immediately understandable to someone unfamiliar with the program. Avoid jargon, vague phrases like “excellence” without context, or generic references to “leadership” that could apply to any institution. Instead, use concrete language that reflects the program’s particular strengths. For example, “to prepare engineers for the aerospace industry” is clearer than “to produce engineering leaders.”

Inclusiveness of Stakeholder Needs

A robust mission statement acknowledges the diverse expectations of students, faculty, alumni, and employers. It should serve as a unifying document that reflects shared values. This inclusiveness is demonstrated by involving these groups in the development process, not by listing every stakeholder in the statement itself. The mission might hint at balancing technical rigor with professional responsibility, ethical practice, or sustainability—concerns that matter to multiple constituencies.

Alignment with Institutional and Program Goals

The mission must align vertically with the institution’s mission and horizontally with other program objectives. For instance, if a university mission emphasizes “research excellence,” the engineering program’s mission should incorporate a research dimension. Conversely, if the program is primarily teaching-focused, the mission should emphasize student learning and professional preparation.

Forward-Looking and Committed to Continuous Improvement

ABET’s entire accreditation philosophy rests on continuous improvement. The mission statement should reflect a commitment to evolving with technological, societal, and educational changes. Phrases like “preparing engineers for the challenges of tomorrow” or “fostering lifelong learning” signal a dynamic orientation rather than a static posture.

Actionable and Measurable

While a mission statement is not a set of metrics, it should be specific enough that an evaluator can gauge whether the program is living up to it. For example, a mission that says “to provide hands-on design experiences” can be checked by reviewing the number of courses with design projects, capstone requirements, or student competition participation.

Process for Developing an ABET-Compliant Mission Statement

Developing a mission statement that meets ABET standards and genuinely serves the program requires a systematic, inclusive process. The following steps represent a recommended workflow:

Step 1: Identify and Engage Key Constituencies

Begin by listing all groups that have a stake in the program’s success: current students, faculty, advisory board members, alumni, employers who hire graduates, and possibly broader community partners. ABET expects documented evidence of how each group was consulted. This could take the form of surveys, focus groups, advisory board meetings, or town halls. Gather input on what they believe the program should stand for, its strengths, and areas for growth.

Step 2: Review Institutional and Program Context

Examine the mission statements of the parent institution, the college of engineering (if separate), and any previous program mission documents. Identify points of alignment and divergence. Also review the program’s historical accreditation reports, past minutes from curriculum committees, and strategic plans. This contextual review ensures the new mission builds on established foundations and does not contradict existing commitments.

Step 3: Draft the Mission Statement

Based on stakeholder input and contextual review, create one or more draft statements. Each draft should be concise—typically two to four sentences—and capture the program’s purpose, primary audience, distinctive approach, and aspirational commitment. Avoid the temptation to include every possible goal; focus on the core identity. For example:

“The Mechanical Engineering program prepares students to solve complex problems in energy, manufacturing, and transportation through rigorous technical education, ethical reasoning, and collaborative design. We are committed to innovation and to meeting the evolving needs of our global society.”

This draft is specific (energy, manufacturing, transportation), mentions ethical reasoning and collaboration, and signals a forward-looking perspective.

Step 4: Seek Feedback and Refine

Share the draft(s) with the same constituencies. Use structured feedback mechanisms such as surveys, rating scales, or open-ended comments. Pay attention to whether the statement resonates with each group. Is it clear? Does it reflect their values? Is it inspiring? Revise iteratively until a consensus emerges. The final version should be approved by the program’s governing body (e.g., faculty council, curriculum committee) before publication.

Step 5: Publish and Integrate

Once finalized, publish the mission statement prominently on the program’s website, in catalogs, and in promotional materials. More importantly, integrate it into program governance. Ensure that program educational objectives, student outcomes, assessment plans, and resource allocation decisions all trace back to the mission. For example, if the mission emphasizes “global competence,” the program should have learning outcomes related to cross-cultural engineering, support for study abroad, or courses that address global standards.

Step 6: Establish a Regular Review Cycle

ABET expects periodic assessment of the mission itself. Set a schedule—typically every three to five years—to revisit the mission statement. This review should coincide with the overall program assessment cycle. Involve the same stakeholder groups to evaluate whether the mission remains relevant. If major changes occur in the engineering field, institutional priorities, or student demographics, the mission should be updated accordingly.

Common Pitfalls to Avoid

Many programs undermine their accreditation efforts by falling into avoidable traps when writing their mission statements. Recognizing these pitfalls can save time and revision cycles:

  • Too generic: “To provide a world-class engineering education” could describe any program. Avoid clichés and vague superlatives. Instead, differentiate your program.
  • Overly long: A mission statement that runs several paragraphs loses focus and is difficult to use as a guide. Aim for brevity—three or four sentences maximum.
  • Ignoring stakeholder input: ABET explicitly looks for evidence of engagement. If the mission appears to be written solely by administrators, the program will be criticized.
  • Misalignment with ABET criteria: The mission must not contradict ABET’s definition of program educational objectives or student outcomes. For example, claiming to “train specialists” while ABET emphasizes broad engineering foundations can create inconsistency.
  • Failure to update: A mission statement from decades ago that references outdated technology or irrelevant societal contexts will be seen as a lack of continuous improvement.
  • Forgetfulness about assessment: The mission should be used to guide assessment. If the statement says “fosters innovation,” the program must have measurable indicators of innovation (e.g., number of patents, new product designs, or entrepreneurship courses).

Examples of Effective Mission Statements and Analysis

To illustrate how these principles come together, here are several examples of mission statements from real and representative engineering programs, along with an analysis of why they work.

Example 1: Civil Engineering Program (General University)

“The Civil Engineering program at [University] prepares graduates to design, construct, and maintain sustainable infrastructure that serves communities. Through a balance of theory, practice, and professional ethics, our students become engineers who protect public health and safety while advancing the quality of life.”

Why it works: This statement is specific (sustainable infrastructure, public health and safety), includes ethical and professional dimensions, and clearly links to both ABET’s emphasis on public welfare and the program’s focus on sustainability. It is concise and actionable—one can easily imagine how the curriculum and capstone projects align with this mission.

Example 2: Electrical and Computer Engineering Program (Research-Intensive)

“Our mission is to educate innovative electrical and computer engineers who will lead the advancement of technology through research, design, and entrepreneurship. We foster a culture of discovery, diversity, and lifelong learning to meet the evolving technological needs of the world.”

Why it works: This statement explicitly connects education to research and entrepreneurship, which matches a research-intensive environment. Keywords like “discovery,” “diversity,” and “lifelong learning” align with ABET’s outcomes on lifelong learning and contemporary issues. The mention of “evolving technological needs” signals a commitment to continuous improvement.

Example 3: Bioengineering Program (Undergraduate Focus, Teaching Institution)

“The Bioengineering program prepares students for immediate success in healthcare engineering and for advanced studies through hands-on, team-based learning. We emphasize ethical problem-solving, interdisciplinary collaboration, and community engagement to improve human health.”

Why it works: The statement is tailored to the program’s context—immediate workforce entry and graduate school preparation. It highlights distinctive pedagogical approaches (hands-on, team-based) and values (ethical, interdisciplinary, community engagement). This specificity helps stakeholders understand the program’s identity and allows ABET evaluators to see clear ties to the curriculum and assessment.

Integrating the Mission Statement into ABET Self-Study and Assessment

The mission statement is not a standalone document; it is the fountainhead from which program educational objectives (PEOs) and student outcomes flow. In the ABET self-study report (SSR), the program must demonstrate how the mission guides:

  • Program Educational Objectives (PEOs): PEOs are broad statements that describe what graduates are expected to achieve a few years after graduation. They must be consistent with the mission. For example, if the mission focuses on “sustainable infrastructure,” the PEOs should include goals like “graduates will design and manage engineering projects that minimize environmental impact.”
  • Student Outcomes: These are the specific knowledge and skills students acquire by graduation. They are mapped to ABET’s generic outcomes (1–7) but may also include program-specific outcomes that reflect the mission. For instance, a mission emphasizing global competence might add an outcome like “the ability to work effectively in diverse global teams.”
  • Assessment and Continuous Improvement: Each year, the program should collect and analyze data to see whether PEOs and student outcomes are being achieved. The mission provides the criteria for interpreting that data. If assessment reveals a gap in an area highlighted by the mission, the program must respond with changes to curriculum, pedagogy, or resources.
  • Resource Allocation: When making decisions about laboratory investments, faculty hiring, or scholarship programs, the mission should be considered. Spending on a new lab that supports hands-on design is justified if the mission emphasizes experiential learning.

One effective way to ensure this integration is to create a visual or narrative “mission-to-outcomes” map that shows the logical cascades from mission to PEOs to student outcomes to curriculum components and assessment methods. Such a map can be included in the ABET self-study to demonstrate systematic design.

Role of the Mission Statement in ABET Site Visits

During an ABET on-site evaluation, team members will review the mission statement early in their visit. They will look for evidence that:

  • The mission is prominently displayed and known to students, faculty, and staff.
  • The mission truly drives decision-making, not just written on a wall but reflected in accreditation reports, meeting minutes, and annual reviews.
  • Stakeholder input was used to develop and review the mission—documents such as advisory board meeting minutes, survey instruments, and feedback summaries should be available.
  • The mission is appropriate for the program’s context and does not conflict with ABET criteria.

Evaluators may ask faculty or students what the program’s mission is and whether they think it accurately describes their experience. A program that treats the mission as a mere formality will be exposed. Conversely, a program where the mission is lived out in daily practice will leave a positive impression.

Continuous Improvement of the Mission Statement Itself

The mission statement should evolve as the program and its environment change. This is part of ABET’s continuous improvement cycle. Recommended practices include:

  • Assign responsibility for mission review to a standing committee (e.g., the curriculum committee or a mission and objectives committee).
  • Include a question about the mission in annual stakeholder surveys. “Do you feel the program’s mission still reflects its purpose and direction?”
  • Schedule a formal review every three to five years, preferably in conjunction with the program’s strategic planning cycle.
  • When changes occur—such as a shift from power engineering to renewable energy, a new institutional focus on diversity and inclusion, or a significant industry hiring trend—the mission should be evaluated for continued relevance.
  • Document all revisions and the rationale for changes. This documentation can be part of the ABET self-study to show a culture of continuous improvement.

For further guidance, programs can refer to ABET’s criteria for engineering programs and resources from the American Society for Engineering Education (ASEE), which offers workshops and publications on outcomes-based assessment and mission development.

Conclusion

A robust mission statement is far more than a bureaucratic requirement for ABET accreditation. It is the keystone that aligns an engineering program’s identity, objectives, and continuous improvement processes. When developed with genuine stakeholder input, expressed in clear and specific language, and integrated into every facet of program operations, the mission statement becomes a powerful tool for guiding strategic decisions and demonstrating accountability. Programs that invest the time and effort to craft and maintain a meaningful mission statement will not only satisfy ABET evaluators but will also foster a coherent educational experience that prepares graduates to meet the challenges of a rapidly evolving engineering profession.

By following the steps outlined—engaging constituencies, aligning with institutional context, drafting with specificity, refining through feedback, and reviewing regularly—engineering programs can develop mission statements that serve as living documents. A well-crafted mission statement not only facilitates accreditation success but also inspires faculty, students, and partners to work toward a shared vision of excellence in engineering education.