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Redesigning And Assessing The Ece Capstone Design Course For Ec2000

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.842.1 - 6.842.11

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Paper Authors

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Charles Yokomoto

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Maher Rizkalla

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

Session 3232


Maher E. Rizkalla, Charles F. Yokomoto Indiana University-Purdue University Indianapolis

I. Introduction

With the advent of ABET’s new EC2000 accreditation criteria [1], particularly Criterion 3 with it’s eleven stated outcomes (a-k), faculty members of an engineering program must select a strategy for assessing their program to demonstrate that their students have learned successfully. At one extreme, a strategy might be selected where each and every course in the curriculum provides data for the assessment process [2]. At the other extreme, a strategy might be selected where maximum use of the senior capstone design course is used as a source of data for assessment, supplemented with a minimum of conventional courses for ABET outcomes not covered by the capstone course [3, 4]. Between the two extremes resides the strategy where a sufficient set of courses are selected for assessment of the ABET outcomes without too much duplication of effort [5], but without placing more emphasis on any one course over the others. For our program in electrical engineering, the faculty selected the capstone driven strategy, agreeing to redesign it to incorporate as much of the ABET/EAC a-k as we could, with the agreement that additional resources would be provided in order to accomplish the assessment.

ABET/EAC’s Criterion 3 states that students must demonstrate the following:

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 d. an ability to function on multi-disciplinary teams e. an ability to identify, formulate, and solve engineering problems f. an understanding of professional and ethical responsibility g. an ability to communicate effectively h. the broad education necessary to understand the impact of engineering solutions in a global and societal context i. a recognition of the need for, and an ability to engage in life-long learning j. a knowledge of contemporary issues k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”

Yokomoto, C., & Rizkalla, M. (2001, June), Redesigning And Assessing The Ece Capstone Design Course For Ec2000 Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.

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