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• W2189070924 abstract "Although the need for a quality capstone design experience is universally recognized by engineering educators, ABET, industry and the professional societies, there is a surprising lack of consensus on what actually constitutes a quality capstone design experience as well as the deliverables and documentation that should serve as evidence of a quality design experience. Indeed, the standards for evaluating the quality of a capstone design project are typically developed in-house (e.g. at a department or college level) and, as a consequence, are most likely governed more by the institutional realities of faculty expertise, available resources, funding and the total number of students simultaneously engaged than by any national norm or rubric. The goal of this workshop is to begin the steps necessary to develop a common standard rubric for evaluating capstone design projects. A panel of faculty members from a broad cross section of institutions (Doctoral, Comprehensive Masters and Liberal Arts) presents the current status of capstone design at their universities. Their brief presentations highlight the common elements among these seemingly very different institutions, as well as the differences in terms of resources and scale of their capstone design process. Next, the panelists describe an effort underway between their schools to begin to move toward a standard common rubric. Specifically, a new approach has been applied to obtain external, peer assessment of student work carried out in a senior-level engineering capstone course. This approach involves the review of student work by participating faculty at a variety of universities and evaluation of the work by means of a survey. In 2006, the University of St. Thomas, in cooperation with Rowan University and the Milwaukee School of Engineering (MSOE) completed a first phase of peer-to-peer assessment of final reports prepared by students during a capstone course that is taken by both mechanical and electrical engineering students. The preliminary feedback has already provided valuable information for modifying and substantially improving the course. In addition, the feedback clearly indicates a need for improving the peer-to-peer assessment process to account for differences in curriculum and resources between the participating universities. Streaming media platforms such as YouTube, with which most students are already conversant, provide a convenient enabling technology for peer-to-peer assessment." @default.
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• W2189070924 date "2007-01-01" @default.
• W2189070924 modified "2023-09-27" @default.
• W2189070924 title "2007: TOWARD A COMMON STANDARD RUBRIC FOR EVALUATING CAPSTONE DESIGN PROJECTS" @default.
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