This is the first in a multi-part series of papers that establish an assessment framework for compliance with the general ABET criteria for standards, realistic constraints and major design experience. In this part 1 of the series, we focus on the assessment of standards. We have found that some schools use interdisciplinary-teams in their senior projects. When the outcomes from interdisciplinary teams are co-mingled it triggers ABET issues as the outcomes are not program specific. Moreover, some schools use the senior project (i.e., capstone) as their only means of providing evidence of a major design experience, evidence of student understanding of standards and the application of realistic constraints. This creates problems for programs as the program evaluators (PEVs) find it difficult (or impossible) to separate the assessments by program, resulting in issues during an ABET visit.



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