Capstone Design Projects With Industry: Using Rubrics To Assess Student Design Reports (original) (raw)
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Ac 2007-2366: Capstone Design Projects with Industry: Using Rubrics to Assess Student Design Reports
Abstract 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
Methods Of Assessing Student Learning In Capstone Design Projects With Industry: A Five Year Review
2020
The benefits of company sponsored student design projects, both to academia and to industry, have been well established recently in symposia and in publications. However, assessing these benefits in order to improve the students' experiences can be difficult. This paper discusses techniques of assessment used to improve student learning over the past five years in capstone design courses at Rose-Hulman Institute of Technology. The student teams work together to create solutions to design problems defined by companies. 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. Mistakes made by the teams therefore are sometimes inevitable but this is considered to be pedagogically an important lesson in design. The students must interact not only with their company but also with their team mates in order to accomplish team goals. The assessment of these important interactions and the resulting changes to the courses are discussed. Traditionally, design reports alone have been the method by which the students' performance is judged in typical capstone design courses. However, this limits the ability of the faculty to determine the students' interaction with their companies and also with their peers. The desire to evaluate teaming skills as well as technical competence led the authors to investigate different approaches for assessing student learning. In this paper, the authors demonstrate the use of company evaluations, status reports, student self-assessments, peer reviews, and oral reports, as well as design reports to quantify student performance both as team members and design engineers. These methods will be discussed and examples presented showing how the results can be used to improve individual student performance on industrial design projects.
Capstone Design Projects With Industry
2005 Annual Conference Proceedings
The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. At Rose-Hulman the 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. 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 100 students working with 20 to 30 different companies each year. Recently, the authors have placed greater emphases on requiring that the projects use the tools of engineering management in the completion of the projects and in the formal written and oral presentations. ABET 2000 requires that capstone design experiences build on knowledge gained from earlier courses. It is the purpose of this paper to discuss methods for the selection of appropriate projects from industry and then to show how students integrate teaming and project management skills from previous courses during completion of their capstone projects.
This paper reviews some recent major changes made to the Senior Mechanical Engineering Capstone Design Program at UBC. The program now consists of a two-term senior level design sequence where student teams work on open-ended design problems sponsored by outside clients. In order to reinforce relevance and ensure that practices parallel those of industry, the Department recruited local senior engineers to serve as engineering mentors to the students and work in concert with the course instructors. Several milestones were established during the duration of the program year to reinforce good design practice beginning from an agreement on client needs and proceeding through concept generation, selection, analysis and finally ending with prototype construction and evaluation. The paper highlights the improvements made to the program as a result of these changes and presents an example of a student design project developed under the new model.
Industrially Supported Projects In A Capstone Design Sequence
2003 Annual Conference Proceedings
The design experience in the mechanical engineering BS degree program at The University of Texas at San Antonio (UTSA) contains a senior-level capstone design course sequence, providing students an opportunity to apply and integrate the knowledge gained throughout the curriculum to the development of an instructor-approved project. The two-semester course sequence provides sufficient time for students to complete a project involving the design of a relatively complex system. In the last few years, representatives from industry have been invited to sponsor design projects. Several manufacturing companies and consulting firms have responded positively and actively participated in funding and mentoring capstone design projects. Engineers employed by these companies have served as project mentors and participated in evaluating the final reports and oral presentations. Industrial participation in our capstone design sequence has provided our students with a unique design experience opportunity. This paper describes the content of the capstone design sequence, provides short descriptions of industrial projects companies, and includes examples of completed design projects.
A Conceptual Model For Capstone Engineering Design Performance And Assessment
2006 Annual Conference & Exposition Proceedings
Assessment in capstone engineering design courses is vital to engineering education programs. The capstone design course is the climax of design education and often the context for much of the assessment done in engineering degree programs. Capstone design course instructors' admittedly low confidence for assessing student performance in these courses poses a crucial obstacle to the assessment process. A key issue is a lack of clear outcomes definition for engineering design and sound, defensible assessments for these outcomes. This paper draws from findings in design literature and from engineering design education experience to construct a conceptual model of engineering design that guides development of associated design learning outcomes and assessment of student achievements in design.
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...
Proceedings of the Canadian Engineering Education Association, 2011
A new approach to conducting the capstone design project at the Department of Mechanical and Industrial Engineering at Concordia University has yielded significantly enhanced student learning experiences. The design, manufacture and test phases of the mechanical engineering projects, and the design, implementation, and test phases for the industrial engineering projects, provided students the opportunity to ‘practice their engineering profession’ and to instil technical and personal confidence through ‘hands-on’ realization and achievement of their project goals. This paper describes the new approach and the benefits that resulted.
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.
Selecting appropriate industrial projects for capstone design programs
International Journal of Engineering Education, 2001
Clearly industry projects can provide great benefits in an academic design program, but can alsobecome problematic to manage, and can overshadow the educational goals of the Program. In orderto have successful experiences with industry sponsored projects, there must be careful definition,management and monitoring. Projects tend to fall into three categories: 1) new product develop-ment projects, 2) manufacturing process equipment, and 3) projects that involve systems integra-tion. There are a number of different sponsor situations that affect project management andoutcomes. An outline and discussion on the guidelines to be used in recruiting and selecting ofindustry-sponsored design projects follows.. Leaning too far to either the academic or the industrialside in selection of projects can prove to be problematic.