ECE 481: Senior Project I
January 30, 2014
Required for EE
Contact hours: One 50-minute lecture per week
Course Instructor or Coordinator: Michael Scordilis
Design for Electrical and Computer Engineers, Ford, R., Coulston, C., 1st edition, McGraw-Hill 2008
Other supplementary material: N/A
2013-2014 University of Miami Academic Bulletin Description:
Topics cover tasks in project planning including scheduling, documentation, communication (written and oral), financial constraints, and ethics. Students are required to present project proposals to serve as the basis for the follow-up course, ECE 482.
Prerequisites or co-requisites: Senior standing
Specific outcomes of instruction: The student will be able to:
1. Learn the fundamental principles of engineering design
2. Develop skills for using design tools effectively
3. Demonstrate good professional design skills
4. Develop and finalize the specifications for the design project to be built in EEN 416
1. The engineering design process
2. Project selection: exploring ideas, checking feasibility, identifying needs and objectives; the problem statement
3. Project requirements specification, case studies, creativity, concept generation and evaluation
4. System design: functional decomposition and behavior models, testing and reliability
5. Professional skills: teams and teamwork, project management, ethical and legal issues, oral presentations
6. Project final proposal and proposal presentation
Student outcomes strongly addressed by the course:
(a) an ability to apply knowledge of mathematics, science, and engineering (3):
Such skills need to be applied to test project concepts and design models
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (4):
Student required generate concepts, identify needs and constraints, analyze design ideas, and complete project specifications
(d) an ability to function on multidisciplinary teams (4):
Students need to collaborate in teams, brainstorm, and reach decisions effectively.
(e) an ability to identify, formulate, and solve engineering problems (4):
Student needs to apply engineering skills to problem identification and proposed solutions.
(f) an understanding of professional and ethical responsibility (4):
Students become familiar with the IEEE, and analyze ethical aspect as applied to case studies and their own project.
(g) an ability to communicate effectively (4):
Students present their project idea effectively.
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (3):
Students analyze important engineering design case studies.
(i) a recognition of the need for, and an ability to engage in life-long learning (4):
Students analyze new engineering case studies and learn how to access new information effectively.
(j) a knowledge of contemporary issues (4):
Students become familiar with the engineering component of major contemporary issues