Grinberg, I. Y. (2020, June), Development of Senior Design Sequence with Integration of Undergraduate Research Component  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34460

\bibitem{asee_peer_34460}
  Grinberg, I. Y. (2020, June), \emph{Development of Senior Design Sequence with Integration of Undergraduate Research Component}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34460

Ilya Y. Grinberg.  "Development of Senior Design Sequence with Integration of Undergraduate Research Component".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34460 Internet.  17 Apr, 2024

\bibitem{asee_peer_34460}
  Ilya Y. Grinberg.
  "Development of Senior Design Sequence with Integration of Undergraduate Research Component".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34460 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_34460
author = "Ilya Y. Grinberg"
title = "Development of Senior Design Sequence with Integration of Undergraduate Research Component"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34460}
number = {10.18260/1-2--34460}
}

TY  - CPAPER
AB  - Research experience for undergraduate students is an important tool, which not only exposes students to research methodologies but also improves their organizational skills and learning outcomes.

To increase efficiency of such an experience, a single semester senior design course at XXX was converted to a two-semester sequence. Two major objectives were set during development of the sequence: to make assessment of student learning outcomes more effective and to incorporate undergraduate research.
Design of the sequence started with identification of ABET student learning outcomes to be assessed and establishing clear links between these outcomes and such research skills as analysis, synthesis, evaluation, and dissemination of results.
Special attention was payed to mentoring students at various stages of the sequence. This includes regular meetings with faculty and technical advisors, assistance with proposals preparation (for funding of projects and conferences), as well as peer review and peer mentoring.

The paper will detail development of policies and procedures for senior design sequence, student learning outcomes targeted for assessment, assessment tools, as well as review of projects performed during the first three years of the two-semester sequence.

AU  - Ilya Y. Grinberg
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Development of Senior Design Sequence with Integration of Undergraduate Research Component
UR  - https://peer.asee.org/34460
DO  - 10.18260/1-2--34460
ER  -