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Reassessing Capstone Courses To Support Tc2 K Program Accreditation

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

TC2K Issues and Assessment

Page Count


Page Numbers

8.971.1 - 8.971.13



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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 1877

Reassessing Capstone Courses to Support TC2K Program Accreditation

Paul I-Hai Lin and Hal Broberg Department of Electrical and Computer Engineering Technology Indiana University-Purdue University Fort Wayne

Abstract: An assessment and evaluation of an outcomes-based two-semester undergraduate capstone design course in our electrical and computer technology curriculum and its value for supporting TAC/ABET, TC2K accreditation was conducted. The discussion topics include course objectives and outcomes, description of project design phases, assessment and evaluation methods, and a summary of study results over two years of implementation.

I. Introduction

Recent efforts to improve quality and accountability in engineering technology education have concentrated on outcome-based preparation and continuous quality improvement. The Technology Accreditation Commission of the Accreditation Board of Engineering and Technology (TAC/ABET) addresses new philosophy including enabling program differentiation, outcome-based preparation, comprehensible and achievable criteria, and educational objectives. New emphasis is placed on the practice of continuous quality improvement, knowledge required for entry into the profession; and linking student, faculty, facilities, institutional support, and financial resource issues to program objectives [1].

The Electrical and Computer Engineering Technology (ECET) has been continuously accredited for over 30 years, was last accredited in 1998, and is preparing for a reaccreditation visit in 2004 during the first year of exclusive use of the TC2K criteria. While in the process of refining our curriculum as outcome-based, the authors found that the importance of capstone or integrating experiences is also recognized by ABET and highlighted in the Self-Study Questionnaire [1]. The Senior Design Project courses have been in place since 1968 and it was concluded in [2] and [3] that the course provides students with the best possible preparation in terms of current technical knowledge, techniques, skills, and written/oral reports for industry employment.

During spring 2000, the authors redesigned the senior design project course using an outcome-based approach that focuses primarily on criteria and procedures for serving as part of requirements for assessment of student achievement. The following terms

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education

Lin, P., & Broberg, H. (2003, June), Reassessing Capstone Courses To Support Tc2 K Program Accreditation Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11890

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