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Capstone Courses And Program Outcomes Tc2 K Assessment

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

The Nuts & Bolts of TC2K

Page Count


Page Numbers

9.285.1 - 9.285.14

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Paper Authors

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Paul Lin

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Harold Broberg

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

Session 2149

Capstone Courses and Program Outcomes - TC2K Assessment

Paul I-Hai Lin, Hal Broberg

Department of Electrical and Computer Engineering Technology Indiana University-Purdue University Fort Wayne


This paper discusses course objectives, student learning outcomes, teaching strategies, assessment techniques, and continuous improvement used in conducting a two-semester capstone course. It leads the students from the conceptual stage in senior project design to the actual implementation stage. The course is intended to enable students to succeed as an entry-level technologist and/or engineer in industry and also to establish an important feedback mechanism for overall program evaluation. This paper presents the experience of one program and some of the lessons learned for satisfying ABET TC2K requirements.

I. Introduction

Recent accreditation reform efforts accomplished by the Accreditation Board of Engineering and Technology (ABET) address new philosophy including enabling program differentiation, outcome-based preparation, comprehensible and achievable criteria and educational objectives. Objectives of ABET accreditation include [1] To identify to the public, prospective students, student counselors, parents, educational institutions, professional societies, potential employers, governmental agencies, and state licensing or certification boards, specific programs that meet minimum criteria for accreditation. To provide guidance for the improvement of the existing and development of future educational programs in engineering, technology, computing, and applied science areas. To stimulate the improvement of engineering, technology, computing and applied science education in the United States.

The ABET-TAC outcome-based accreditation assures quality education of engineering technology students with a total quality management approach that focuses on inputs from constituencies, teaching-learning process and outcomes, student achievement, graduation, employment, faculty qualification and development, supporting facilities and resources, and continuous improvement. Engineering technology programs may be accredited at the associate or baccalaureate degree level. Accreditation decisions are based solely on the appropriate ABET-TAC (Technology Accreditation Commission) criteria, policies and procedures as defined in the ABET documents “Accreditation Policy

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright2004, American Society for Engineering Education

Lin, P., & Broberg, H. (2004, June), Capstone Courses And Program Outcomes Tc2 K Assessment Paper presented at 2004 Annual Conference, Salt Lake City, Utah.

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