Abstract
This paper presents the second part of a multi-part framework that enables ABET accredited engineering programs to establish and maintain their compliance with the general criteria for standards, realistic constraints and a major design experience. Each of these elements are covered separate parts, in this, Part 2, we cover realistic constraints. 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, student understanding of standards and the application of realistic constraints. This creates ABET issues as program evaluators require assessments to be program-oriented.
Recommended Citation
Lyon, Douglas A.
(2021)
"ABET Assessment And The Capstone, Part 2: Realistic Constraints,"
International Journal of Computer and Systems Engineering: Vol. 2:
Iss.
1, Article 3.
Available at:
https://digitalcommons.fairfield.edu/ijcase/vol2/iss1/3