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A Novel Structure For Electrical Engineering Senior Capstone Laboratory

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2000 Annual Conference


St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000



Page Count


Page Numbers

5.45.1 - 5.45.4



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Behnam Kamali

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3432

A Novel Structure for Electrical Engineering Senior Capstone Laboratory

Behnam Kamali Mercer University School of Engineering


The electrical engineering senior capstone laboratory course is meant “to provide the electrical engineering senior student with additional and varied experiences in creating and designing working electrical/ electronic/ electromechanical systems, from specifications to prototype product”. At Mercer University we have structured this course such that in addition to design stipulations, it addresses a number of other EC 2000 requirements, specially, those listed under criterion III; “Program Outcomes and Assessment”. In particular, attempts are made to expose the student to a number of important features of engineering profession in the 21 th century. Specifically, three important issues of globalization of engineering practice, the need for life- long learning, and the role of technical communications skills are addressed in this course. Moreover, the design of an engineering experiment is included in this course. In this article, following a detailed account of the structure of this course, we provide a list of several design projects that have been selected for this course. A sample design project on fabrication and testing of a simple AM radio receiver is described in some detail. Finally, a sample on “Design of an Experiment” is referenced briefly.

I. Introduction

As the rapid advances in high technologies and global information networking continue, the need for more technologically inclined workforce has produced an ever-increasing demand for traditional and modern engineering skills. Skills such as the capacity to resolve open-ended problems, the ability to engage in life-long learning, the capability of analyzing and interpreting large volumes of data using modern signal processing tools, the understanding of the essentiality of team work (often interdisciplinary team work) in the design of novel hardware and software systems, the proficiency in verbal and oral technical communications, are now expected from practicing engineers. To keep up with these rapid changes and new requirements, and reflect them in the formal electrical engineering education, ABET has assembled a new set of accreditation criteria, the EC 2000. Although the new criteria are less prescriptive than were the old criteria, EC 2000 has embedded many new requirements in criterion III, designated as “Program Outcomes and Assessment”. This criterion lists eleven areas in which the student must acquire knowledge, skills, and understanding 1. We have attempted to address the following areas of criterion III in our EE senior capstone laboratory:

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

Kamali, B. (2000, June), A Novel Structure For Electrical Engineering Senior Capstone Laboratory Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8595

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