Senior design capstone courses and ABET outcomes

• Published in: IEEE engineering in medicine and biology magazine Vol. 25; no. 4; pp. 84 - 86
• Main Author: Goldberg, J.R.
• Format: Journal Article
• Language: English
• Published: United States IEEE 01.07.2006; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Assessments; Biology; Biomedical engineering; Biomedical Engineering - education; Biomedical Engineering - standards; Certification - standards; Computer programs; Curriculum - standards; Data engineering; Design engineering; Education, Professional - standards; Environmental economics; Equipment Design - standards; Guidelines as Topic; Health and safety; Indicators; Knowledge engineering; Learning; Lectures; Manufacturing processes; Mathematics; Prototypes; Students; Systems biology; United States; United States
• ISSN: 0739-5175; 1937-4186
• DOI: 10.1109/MEMB.2006.1657793

Capstone senior biomedical engineering design courses typically include a wide variety of lecture topics and provide students with many opportunities to develop design, communication, and interpersonal skills. This learning environment can play an important role in producing the desired ABET (Accreditation Board for Engineering and Technology)learning outcomes. Careful identification and assessment of appropriate performance indicators using the appropriate assessment tools can help a biomedical engineering program determine the role of their capstone senior design course in producing the desired ABET learning outcomes