Capstone Courses Enhanced to Suit Larger Industry

Abstract

The paper elaborates on assessments utilized in capstone projects to meet many of the accreditation criteria and narrower individual components in student outcomes. It also describes the structural components adopted recently into our electrical and computer engineering capstone curriculum, which may be atypical at other institutions. Most engineering technology programs follow similar engineering capstone project curriculum, thus there is commonality and interests in both realms. Faculty dedication has been a critical asset in adopting such continuing enhancements.Engineering programs at this university campus emphasize more hands-on experience than a typical undergraduate college, since most of our computer and electrical engineering students seek entry-level employment upon graduation. Most theory courses are augmented with separate two-to three-hour laboratory courses, taught by the same teaching faculty. This hands-on experience is stressed more during the two-semester capstone project courses, offered in the senior year of studies. Throughout the second semester of capstone projects, graduating seniors experience several aspects of working on team projects in large industrial settings, where project decisions are made at multiple levels. This experience of working under pressure, to continuously make progress on projects, helps students adapt to real-world working scenarios.The addition of periodic formal senior capstone project update demonstrations has enhanced the success of building working prototypes, adding to students' self-confidence built on reaching final goals, set by themselves, many months ago. The regular exposure to a large audience also helps students avoid pretense and to remain conscious in making continuous progress implementing the project solutions.