Assessing ABET outcomes using capstone design courses

Abstract

This paper presents a methodology for using capstone design project courses for assessing a number of ABET outcomes. In the advent of EC 2000, Engineering programs have grappled with methods for assessing some of the ABET outcomes, especially those skills which are not taught in the traditional engineering programs. Senior Design and Professionalism I and II are two capstone design courses taken by seniors in the College of Engineering over a two semester period. Each course is team-taught by professors in all the engineering departments consisting of Civil, Chemical, Electrical and Mechanical. Depending on the type of projects selected, student teams could be interdisciplinary, or discipline specific. The capstone design courses are used to assess eight of the eleven ABET a-k outcomes consisting of the ability to: design a system, function on multi-disciplinary teams, adhere to professional and ethical responsibilities, communicate, understand global and local impact of engineering solutions on society, engage in lifelong learning, have knowledge of contemporary issues, and use modern engineering tools for engineering practice. Students' abilities in these outcomes are quantitatively measured using outcome specific project related lectures and assignments given throughout the semester. The methodology discussed in the paper has made it possible to identify problems encountered by students in these outcome skills, thereby, facilitating adjustment in course content and delivery, and formulation of plans to assist students to improve on these skills. The methodology also makes it possible to document students' performance in these outcomes. The documentation is used to generate outcome specific binders of students' work that are vital for ABET accreditation © American Society for Engineering Education, 2007.