Capstone Design Grading On Time And On Target (original) (raw)
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Ac 2007-2343: Assessments for Three Performance Areas in Capstone Engineering Design
Capstone engineering design courses occupy pivotal positions in every engineering baccalaureate degree program. They are critical to preparing graduates with professional skills needed for innovative, responsible practice in a global environment, and they provide vital assessment data for ABET accreditation of degree programs. This paper describes assessment instruments developed for capstone engineering design courses, filling a crucial gap facing design educators. Seven assessment exercises are presented to address three areas of performance for capstone engineering design. Each exercise is accompanied by a scoring rubric structured around performance factors and five levels of performance. Suggestions given for utilization for formative and summative purposes make these assessments valuable for guiding student learning and assigning performance scores or grades. These assessments constitute foundational parts of an assessment system for capstone engineering design courses. Introd...
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is a tenured Associate Professor at East Carolina where he teaches aspiring engineers at the undergraduate level. Previously he has held positions with Union Carbide, Chicago Bridge & Iron, E.I. DuPont & deNemours, Westinghouse Electric, CBS, Viacom and Washington Group. His work experience includes project engineer, program assessor, senior shift manager, TQM coach, and production reactor outage planner, remediation engineer. He gives presentations as a corporate trainer, a teacher, and a motivational speaker. He received a Ph.D. in Industrial and Systems Engineering and Engineering Management from The University of Alabama in Huntsville, a Masters of Business Administration from Nova Southeastern University and a Bachelor of Science in Materials Engineering from Auburn University. He has authored several articles on follower component of leadership and is active in research concerning capstone, engineering education, and leadership processes. He has served as newsletter editor/secretary, program chair, division chair and awards chair in both the Engineering Management and Engineering Economy Divisions of ASEE. He is a fellow of the American Society of Engineering Management and serves as the 2015 ASEM President. Dixon also serves on the Eugene L. Grant Award Committee for the Engineering Economy Division of ASEE. He is a board member of the ASEE Design in Engineering Education Division and Secretary for the ASEE Industrial Engineering Division.
Capstone Design Projects With Industry: Using Rubrics To Assess Student Design Reports
2007 Annual Conference & Exposition Proceedings, 2020
The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. Specific benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. At the authors' institution these projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 130 students working with about 30 different companies each year. ABET 2000 requires that graduates demonstrate the ability to design a system, component or process to meet a given need and this capstone design course is a natural place to assess whether or not these outcomes are met. Outcomes may be assessed by direct or indirect methods. Direct measures of student outcomes are based on student work, and for capstone design courses a natural work product to examine is the design written report. Typically, performance criteria are established and then rubrics are written to insure the consistency of the assessment. The purpose of this paper is to show how such rubrics were developed for senior mechanical engineering design reports and then how they were used by three different groups: the course instructors, other departmental faculty, and outside engineering practitioners. Each of these three groups was given the same set of design reports and then was asked to evaluate the reports by using specifically these scoring rubrics. This paper details the performance criteria, shows the rubrics used, and then reports on the consistency in scoring between these groups.
Beyerlein is professor of Mechanical Engineering at the University of Idaho, where he coordinates the Mechanical Engineering and Electrical Engineering capstone design program and where he regularly participates in ongoing program assessment activities. For these efforts he won the UI Outstanding Teaching Award in 2001. He has been an active participant in the Transferable Integrated Design Engineering Education (TIDEE) Consortium for the last five years and collaborates with other authors on the NSF/ASA grant. Abstract This paper describes a framework for developing and implementing assessment instruments in capstone engineering design courses. The framework provides a structure for aligning learning outcomes, methods for examining performance related to these outcomes, and providing feedback that improves student learning in these outcome areas. The framework incorporates three different perspectives—that of the educational researcher, the student learner, and the professional pra...
Grading Engineering Design Projects – Let Products Give Feedback!
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The article reflects the current practice of grading Engineering Design projects and suggests ways for enabling students to get ‘direct feedback’ from products. In the current practice, educators often establish a goal system where the assessment criteria are modulated by weighting factors. The inherent problem with this assessment procedure is that quality of the feedback obviously depends on the experience that the educator has obtained in these domains. Figuratively speaking, the educator is the mirror through which the students perceive their learning achievement – with all risks for eventual ‘dark spots’ on the mirror! In many design assignments, engineering students do a lot of paperwork. But on very rare occasions during their studies, they should also build and test the appliances, products or machines they have planned. The interest of the paper lies in the direct feedback that students receive when they ‘design-build-test’ products: When students also test the products the...
Development of a Supplemental Evaluation for Engineering Design Courses
2016
Compared to the learning that occurs in most engineering courses, the learning that occurs in design courses is more dependent on students, and less dependent on instructors. Because typical course evaluations are instructor-centric and do not provide information about students’ contributions to their learning, we developed a supplemental evaluation to assess student actions and attitudes important to a quality design experience. We detected statistically-significant, logical shifts in self-reported practices and attitudes as student cohorts progressed through design projects. Factor analysis showed that the evaluation questions could be grouped into eight thematic categories, with most of the questions assessing student ability to function independently in uncertain situations, self-perception of maturation and achievement, and acceptance of responsibility for learning. Accepting responsibility for learning and believing that design experiences helps transition from being a student...
Two Instruments for Assessing Design Outcomes of Capstone Projects
American Society for Engineering Education …, 2004
A "good" design process is perhaps best defined by its output-good design processes produce good design outcomes. As part of an NSF-funded research effort to better understand student design processes, we developed two assessment instruments to measure the "goodness" of a design outcome. This paper describes the development and validation of the two instruments, presents the instruments and their implementation, and reports validation statistics on the initial data collected.
Assessment Framework For Capstone Design Courses
2006 Annual Conference & Exposition Proceedings
This paper describes a framework for developing and implementing assessment instruments in capstone engineering design courses. The framework provides a structure for aligning learning outcomes, methods for examining performance related to these outcomes, and providing feedback that improves student learning in these outcome areas. The framework incorporates three different perspectives-that of the educational researcher, the student learner, and the professional practitioner. The paper concludes by highlighting which framework components inform different steps in a methodology currently being used to create sound, broadly-applicable, and efficient assessment instruments for capstone design courses.
Effective Assessment of Engineering Design in an Exam Environment
One of the most difficult aspects of engineering is the effective teaching of engineering design. While it is paramount that every engineering student be exposed to engineering design, it can be difficult to assess the design skills of individual students. Most design assessment is typically conducted at the project or team level, and many assessments of design effectiveness only use the capstone experience. This is clearly inadequate. Instead, what is needed is an effective method that can be used to partially assess the design capabilities of individual students in an exam setting. This article will discuss an approach to assessing design skills in the exam environment. It allows for the effective assessment of some design skills and practices in an exam environment without placing undue stress upon the student. The approach involves a short case study provided to the students as part of an exam review sheet, the construction of design questions based upon the case study, the definition of detailed rubrics to assess the quality of the design, and the administration of the exam in a controlled setting. Student achievement is discussed, as well as the advantages and disadvantages of this approach to assessing design skills.