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Session 2793

Capstone Design Projects in Undergraduate Electrical Engineering Education E. H. Shaban Electrical Engineering Department Southern University Email: eshaban@clsuter.engr.subr.edu

Integrating design in an undergraduate electrical engineering curriculum and the application of creative design ideas in senior capstone design projects have received ample comments from repetitive ABET visitor’s teams. To address such a serious deficiency that is critical to the program survival, a radical change must be established to rectify it. We suggest to make changes in syllabi contents, stress design in courses and exams, select and retain oriented engineering faculty, show cases in courses, examinations, and laboratories that assist the students to practice design. This paper outlines suggestions and recommendations that may substantially improve the capstone design in undergraduate electrical engineering to satisfy the r igorous challenge of ABET requirements.

Introduction

The Accreditation Board for Engineering and Technology (ABET) is a private professional agency responsible for peer review of engineering programs to meet minimum standards set forth by the agency and to enhance the existing and develop future educational programs. Accredited programs provide the public, prospective students, student counselors, parents, educational institutions, professional societies, potential employers, governmental agencies, and state boards of examiners, specific programs that meet minimum criteria for accreditation. ABET criteria/2000 assess the programs with respect to: students, program educational objectives, program outcomes and assessment, professional component, faculty, facilities, institutional support, and financial resources [1].

The engineering graduate should be able to apply the knowledge of mathematics, science, and engineering to analyze, formulate, interpret data, and design practical engineering working systems. The engineering program should train the student for a life long learning, to work professionally and ethically in multi-disciplinary teams, to communicate orally, and in writing concerning technical documentation [2-4].

The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and the skills acquired in earlier courses. The design experience Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition Copyright © 2002, American Society for Engineering Education

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Shaban, E. (2002, June), Capstone Design Projects In Undergraduate Electrical Engineering Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11236