Academic programs in the department are under a "continuous improvement in quality" program. The programs are reviewed periodically, both internally (Provost's Office) and externally (accreditation agencies). Internally, the Provost's office requires that all academic programs clearly define and meet educational outcomes. Provost Office requirements are designed to meet Northwest Commission on Colleges and Universities standards. In addition, the BS (Mining Engineering) and BS (Geological Engineering) programs meet the standards of the Engineering Accreditation Commission of ABET.
ABET accreditation requires a rigorous outcomes assessment, and "closing-the-loop" process. The objective is to monitor various components of the programs such as course content, student learning (inside and outside classrooms), extra curricular activities and stakeholder opinion, with the intent of constantly improving. Stakeholders include current students, alumni, employers and the department Advisory Board.
Mission of the B.S. Mining Engineering Program
As the nation's northernmost accredited Mining Engineering Program, our mission is to advance and disseminate knowledge for exploration, evaluation, development and efficient production of mineral and energy resources with assurance of the health and safety of persons involved, and protection of the environment, through creative teaching, research, and public service with an emphasis on Alaska, the North, and its diverse peoples.
Educational Objectives of the BS Mining Engineering Program
To graduate competent engineers who will be:
- employed in the mineral and energy industries
- solving problems germane to Alaska
- professional and understand the need to stay technically current
The Student Outcomes of the B.S. Mining Engineering Program are:
- an ability to apply knowledge of mathematics, science, and engineering
- an ability to design and conduct experiments, as well as to analyze and interpret data
- 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
- an ability to function on multi-disciplinary teams
- an ability to identify, formulate, and solve engineering problems
- an understanding of professional and ethical responsibility
- an ability to communicate effectively
- the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
- a recognition of the need for, and an ability to engage in lifelong learning
- a knowledge of contemporary issues
- an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
- knowledge of northern issues