A Common Standard For All: Using A Business Oriented Approach To Capstone Design (original) (raw)
Related papers
Capstone Design In The Ece Curriculum: Assessing The Quality
1996 Annual Conference Proceedings
Since adopting the WPI-Plan in 1972 at Worcester Polytechnic Institute, one of the degree requirements for undergraduates has been the completion of a Major Qualifying Project. Although this project significantly predates the current ABET requirement for providing students a capstone design experience, as implemented within the Department of Electrical and Computer Engineering, it captures both the spirit and letter of this requirement. The objective of this paper is to provide a brief description of the Major Qualifying Project at WPI and to provide some quantitative data showing the effect of the MQP on Electrical Engineering students over a six year period.
A common framework for diverse capstone experiences
2009
Year-long senior design capstone courses used to be simple to manage; however, over the past several years they have become increasingly cross-disciplinary and technical in nature, to the point where a single faculty advisor will probably not have sufficient breadth and depth of expertise in all areas of the project to provide adequate guidance and supervision. The Electrical & Computer Engineering and Computer Science Department at Ohio Northern University has responded to this challenge through the establishment of a ¿Project Review Board¿ for each senior design capstone project that consists of three faculty members with the appropriate background and expertise to guide the project. This review board structure can be implemented at any institution, provides greater opportunities for both accurate assessment and student professional development, and builds upon previous publications regarding capstone assessment and design standards. This paper presents the details behind the changes that were successfully implemented in our revised capstone process.
The 2015 Capstone Design Survey Results: Current Practices and Changes over Time
International Journal of Engineering Education, 2017
Capstone design courses are common in engineering design programs, but they vary substantially across institution anddepartment. The goal of the decennial capstone design survey initiative is to capture data from capstone design coursesevery ten years to identify current practices and changes over time. In keeping with its predecessor surveys, the 2015capstone design survey included questions on course logistics, pedagogy, evaluation, faculty, students, projects and teams,expenses and funding, and sponsors. The 2015survey captured data from 522 respondents at 256 institutions, documentingthe variety of implementation strategies for capstone design programs across the U.S. These data include quantitative andcategorical responses about current practices and open-ended responses about respondent experiences and opinion. Thispaper presents the current state of capstone design education, draws comparisons across disciplines, and highlightschanges within capstone design practices over the...
Grading the Capstone Written Design Reports: A Comparison of External Judges and Faculty Scores
2016 ASEE Annual Conference & Exposition Proceedings
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.
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...
Capstone Design Hub: Building the Capstone Design Community
2012 ASEE Annual Conference & Exposition Proceedings
Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses nationwide, and is Co-PI on several NSF grants to explore design education. Her work includes studies on the teaching and learning of communication in capstone courses, the effects of curriculum on design cognition, the effects of differing design pedagogies on retention and motivation, and the dynamics of cross-disciplinary collaboration in both academic and industry design environments.
Content In Capstone Design Courses: Pilot Survey Results From Faculty, Students, And Industry
2009 Annual Conference & Exposition Proceedings
Smith College. She coordinates and teaches the capstone engineering design course and serves as co-faculty advisor for entrepreneurial activity at Smith. Her interests include capstone design pedagogy and structure, entrepreneurship education across disciplines at the undergraduate level, and applied design in K-12 education.
2008
UC San Diego rates as one of the most rapidly improving top research program in computing in the country (source: National Academy of Science, U.S. News & World Report). During this period of rapidly improving quality, our programs and faculty have grown considerably, to where we now serve over 1000 majors with 40 faculty. One of the stresses that come with growth and success is maintaining a rigorous curriculum and an individualized experience for our students. CSE met the state’s rapidly growing demand for degrees in computer science over the last decade by increasing class sizes and allocating more graduate and undergraduate teaching assistants to help professors teach those classes. This approach has been successful, but the students did not get a personalized experience with extensive faculty contact. Nor did it permit the teaching of ‘capstone ’ design courses, which have become a model for inspirational engineering education that incorporates many of the ineffables of enginee...
How Universal are Capstone Design Course Outcomes?
Proceedings of the …, 2003
Capstone design courses are prominent elements of engineering degree programs and are central to the development and assessment of student professional competencies for program accreditation. This paper describes a process for establishing broadly-...