Preparation of Engineering Students for Capstone Design Experience through a Microprocessors Course

Abstract

This paper presents the outcomes of a developed methodology to handle the project component in a higher-level undergraduate course. The approach relies on providing the students the freedom to choose their own project area as well as the utilized technology. At the same time, the students have to follow certain regulation to allow for the creation of a semi-capstone experience. We illustrate how this approach has a positive effect, not only on the project outcomes at the course level, but also on the students’ performances in subsequent capstone courses. Data collected, over five consecutive course offerings, shows that this approach is an effective method to prepare engineering students for their senior design capstone courses.