Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; John Krupczak, Hope College; James F. Young, Rice University, Electrical & Computer Engineering; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

that appropriately reflects the values and culture of society for which it is intended.9 Give examples of relationships among technologies and connections between technology and other fields of study.Responsibility10 Can identify and analyze professional, ethical, and social responsibilities as related to technology.11 Participates appropriately in decisions about the development and use of technology.12 Demonstrates an interest and ability in life-long learning and self-education about technological issues.Capabilities13 Formulate pertinent questions, of self and others, regarding the benefits and risks of technologies.14 Obtain and interpret information about new technologies.15 Discriminate the role of problem

Conference Session

Teaching Circuit Theory and Electronics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carl Greco, Arkansas Tech University; James D. Reasoner Jr, Arkansas Tech University; Daniel Bullock, Arkansas Tech University; Carlos L. Castillo, Arkansas Tech University; Patricia S. Buford, Arkansas Tech University; Gill G. richards, Arkansas Tech University

Tagged Divisions

Electrical and Computer

superior in their ability to apply rudimentary laboratory skills and knowledge in theperformance of basic circuits analysis applications as reflected in their final lab practicum scores.The study was performed over five consecutive semesters with 160 students sub-divided intocontrol (traditional lab teams) and solo groups. Students in the control group performed theweekly laboratory exercises in lab teams of two or more while those in the solo group workedindependently. The solo group exhibited statistically significant higher scores on the final labpracticum as compared to the control group; whereas, the lab report, a traditional metric forevaluating student lab performance, lacked sufficient sensitivity to discriminate between thesegroup

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paige Davis, Louisiana State University; Summer Dann Johnson, Louisiana State University; Emma M. Allain, Louisiana State University; Harald Thomas Leder, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Cooperative & Experiential Education

their notes with the pictures to completely document their excursion.These debrief sessions lasted approximately forty-five minutes and were critical to the learningprocess. Many times the students were not able to capture everything that was going on whiletouring and these sessions allowed the students the opportunity to digest the information,document the experience and reflect on the experience. In addition to the students keeping formal documentation on each excursion, they kept adaily journal for the 35 day program and a group blog. Students were required to make journalentries on their free days and weekends, without exception. In addition, students wereresponsible to make blog entries for specific days. The purpose of the journal

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

scholarly reflection, professional practice,and activism is worthy of attention by engineering educators. Not only do such activities pointto areas of potential interest and relevance to prospective engineering students, but they connectin interesting and important ways with contemporary engineering educational reform initiatives,such as those revolving around liberal education in engineering; problem- and project-based andservice learning, as well as engineering ethics.Approaches to Social Justice in EngineeringFor the purposes of this paper, a range of contemporary approaches to social justice inengineering education are categorized not around the context of intervention but instead aroundthe underlying intervention strategy. Four such strategies

Conference Session

Preparing Engineering Students for the Global Workplace, Competency, and a Successful Career

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melany M. Ciampi, Safety, Health and Environment Research Organization; Claudio da Rocha Brito, Science and Education Research Council

Tagged Divisions

International

society is living in the 21st. Century. It is theapplication of Science to help society to reach the goal of achieving the same level ofdevelopment as the technological.Much of the objects we interact with during a typical day are the result of an engineered process- from the alarm clock to our car, the Internet, through television, the streets and buildings andeven the clothes we wear. All these objects so prosaic are the result of human ingenuity,personified in the professional engineer. All these objects came after weeks of reflection andnights, months or years of experiments, testing, developments and improvements, deep momentsof sublime technique and passion, until they were ready to serve the man.In according to the economic theory, this is

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

, relevant scientific knowledge, and reflective discussion opportunities toimprove the quality of mentoring.The program is also unique in that it offers different levels of involvement for the mentors. Onone hand, students can enroll in the BEAM mentor training course and teach at an after-schoolprogram. However, BEAM has partnered with the Lawrence Hall of Science and its IngenuityLab to offer students a chance to guest mentor once to see if BEAM is right for them. Thisflexible system allows involvement from college students who are passionate about teaching, Page 22.302.3whether they can devote a large amount of time or only for a few hours a

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Pemberton Cyrus, Dalhousie University

Tagged Divisions

Design in Engineering Education

without considering the statements. In some questions,wording was changed for the Dalhousie survey to reflect slight context or content differences.Questions that referred to particular software, for example, were modified to be more relevant tothe Dalhousie program. An example of the statements is shown in Table 1 for the “Teamworkskills” category. The first column of the table indicates the question number. Statements wereinterspersed with those from other assessment categories. The statements were skill-specific, and Page 22.350.6require students to identify their strengths in definite areas, rather than general expressions ofcapability.For

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emilia Andreeva-Moschen, FH Joanneum University of Applied Science, Graz; Adrian J. Millward-Sadler, FH Joanneum University of Applied Science, Graz

Tagged Divisions

Cooperative & Experiential Education

institutions. For this purpose, we surveyed the extended departmentalacademic council (33 responses from 24 engineers as external lecturers, 9 universitylecturers) and our alumni (41 responses). The survey included 10 questionsregarding a graduate automotive engineer’s most important characteristics, the mostessential components for the curriculum, the minimum duration for Bachelor’s andMaster’s degrees, etc. We collected and evaluated the data 4 and reflected the resultsin our Bachelor’s and Master’s degree programs design.The salient points were that we needed an undergraduate curriculum which focusedon technical and technological basics (mechanics and electronics), automotiveengineering disciplines, soft skills, including at least one foreign

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

53 (engineers) and 54 (scientists) percent of the studentsexpressed uncertainty regarding the potential salaries of engineers and scientists. Approximately42 percent of the students believe engineers and scientist “make a lot of money.”Four questions on the survey addressed student attitudes towards engineering and science. Thefrequency distributions of responses to these questions are shown in Figure 2. The first two ofthese questions asked students to select the statement that best reflected their feelings or“affection” for the engineering or science disciplines. Approximately 63 percent of the studentindicated they either “love” or “like” engineering on the pre-survey. This percentage increased to72 percent on the post-study survey. When

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard G. Helps, Brigham Young University

Tagged Divisions

Computing & Information Technology

course design for IT. The problem thus posed is to attempt to explore on anabstract level what is happening as IT curricula evolve. What happens to the instructional designas curricula are updated? What are instructors and designers doing and how are they doing it?This deeper understanding of what is happening will create a foundation upon which amethodology for evolving curricula in rapidly changing environments may be developed. Thisstudy is an exploration of the change process. The result is a theoretically based description ofthe change domains and structure.Research methodologyThe research was done as a collective case study, where the ‘case’ was a selection of coursechanges that reflected the process of change in IT. Seven faculty members

Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyn Marie Turner, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Shirley Dyke, Purdue University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

shake table experience on student understandingof concepts and the development of skills in the classroom. There was a good deal of variation across institutions in students’ responses to theselearning outcomes. These may reflect the variation in course composition of the students, Page 22.883.10characteristics of the instructors, variation in implementation of the shake tables, developmentsover time in the technology, etc. While a larger sample and a more thorough data collectioneffort necessary to estimate associations between all possible variables were beyond the scope ofthis study, we are able to partition the variance into within

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon F. Bendall, San Diego State University, Center for Research in Mathematics and Science Education; Christina Deckard, SPAWAR Systems Center Pacific; Clarisa E Bercovich Guelman, California State University, San Marcos; Nancy A. Taylor, San Diego County Office of Education; Adrienne Marriott, San Diego Science Alliance

Tagged Divisions

K-12 & Pre-College Engineering

‐waypairedstudent'st‐testwasusedtocomparepre‐andpost‐responsesforeachof 26 items for both the treatment and control groups. We also performed a two-wayunpaired student's t-test analysis comparing the change in the treatment group (with changedefined as post-score minus pre-score) to the change in the control group.Students also completed free response reflections at the conclusion of each STEM classroomvisit.Student Research FindingsThe analysis of the surveys shows no significant (p<0.05) differences between students’ prevs. post responses, or between the treatment and control groups, in these four areas:  their understanding of the nature of engineering and science  their knowledge about STEMs’ work  their perception of STEMs

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

of engineering ethics have reflected atone time or another on the barriers that the use of the “E-word” poses for capturing the attentionof engineering students and their academic advisers. A close reading of the overview essay(“Introduction to the Grand Challenges for Engineering”), however, reveals an underlyingphilosophy that Leo Marx has referred to as the “technocratic” view of progress that is either, atbest, indifferent to ethical considerations or, at worst, undermines engineering ethics.In his well known essay “Does Improved Technology Mean Progress?,”3 Marx contrasted theEnlightenment concept of progress that saw improved technology as a means to achieving socialprogress with the technocratic view that sees improved technology as

Conference Session

Engineering Mechanics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University

Tagged Divisions

Mechanical Engineering

made for this study:  IIT students would show relatively strong evidence of forward inferencing  Successful forward inferencing would be associated with high ability, as reflected in cumulative grade-point averages (CGPA)  Forward inferencing is a sufficient, but not necessary, marker of problem solving ability.The reasoning for these predictions is as follows. The first prediction was made because of theintense engineering training programs at IITs, the second prediction was made because of thedeep conceptual knowledge required for successfully applying forward inferencing, and the thirdprediction was made because of the possibility of successfully solving problems without usingforward inferencing.ParticipantsA U.S. sample

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Theresa Vitolo, Gannon University; Scott Steinbrink, Gannon University; Barry J. Brinkman, Gannon University

Tagged Divisions

Multidisciplinary Engineering

,deposited, or canceled), and unmet need. SEECS PIs, as mentioned in the recruitment section,send a handwritten note to those students who have not applied. This mailing takes places inearly march since the deadline for applications is March 30th. The selection of the cohort takesplace during the first two weeks of April. Awarded students are notified via email. Thesestudents are instructed to make a deposit as well as enroll in the seminar.5 DemographicsThrough these recruitment efforts, the cohorts have been filled with mostly regionally-basedstudents reflecting the demographics of the School of Engineering and Computer Science atGannon University. For the basic demographics of selected major, distance from the school,high school GPA, gender, and

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth T. Cady, National Academy of Engineering; Norman L. Fortenberry, American Society for Engineering Education

Tagged Divisions

Two Year College Division

website features as theyexist at the time of the ASEE meeting.Figure 1: Sample Log-In Page. Page 22.1107.4Figure 2: Sample Video Scenario Page (top and bottom).AcknowledgementThis work was supported by the National Science Foundation via grant DUE-1036255. Opinions Page 22.1107.5expressed by the authors are their own and do not necessarily reflect the policies of the NationalScience Foundation. Appendix PI Interview Questions for Project Management and Change

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holli Burgon, University of Illinois, Urbana-Champaign; Bruce Elliott-Litchfield, University of Illinois, Urbana-Champaign; David E. Goldberg, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees

sometimes from disparate sources, inthe service of creativity. This process, with subsequent feedback from public display andpersonal reflection about the creative process itself, broadens one’s experiences, providingfurther material to stockpile and archive.Creativity may be our most important human skill. In one sense of the word, to be creativemeans that one can make something, a fundamental human impulse. When we make a cake, drawa diagram, or a write a proposal, we create. We all create, making things that did not exist before.Creativity is also one of our most valued characteristics. In another sense of the word, to becreative means to be imaginative or original. We celebrate exemplary creativity at art galleries,concert halls, sports arenas

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

Tagged Topics

NSF Grantees

Length of time working with communities on service learning projects of engineered works for directly influences usage and diversity of sustainability concepts 39; sustainable performance evident in reflective essays from students in senior design who worked on LTS projects7 Leadership [ASCE BOK3] Students’ have stronger understanding of leadership and skills to motivate others to achieve a common vision 19,21,35 Creativity; Open ended nature of many LTS projects with vast array of non- Creative Design technical and technical constraints forces students to be creative to

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Johnny Thieken, Arizona State University; Lisa Stapley Randall, Arizona State University; Alison W. Smith, SRP

Tagged Topics

NSF Grantees

for education, Hillsdale, NJ: Lawrence Erlbaum Associates. Page 22.1238.14 Appendix A Renewable Energy Internship Assessment (Year 1)1. List two renewable and two nonrenewable energy resources. Renewable: a) b) Nonrenewable: a) b)2. What are two factors that enable us to use water as a source of power? a) b)3. In one or more sentences describe what solar energy is?4. List two materials that absorb heat and two materials that reflect heat. Absorb: a) b) Reflect: a) b)5

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufacturing; John Birch III; Mehrdad Faezi, Manchester Community College

Tagged Topics

NSF Grantees

electrical switch • Measurements using a dial caliper and micrometer • Basic stamp microprocessor (writing music by translating notes to frequencies) • Electrical circuitry using breadboards • US Coast Guard AROW program – water robotics • Hydrogen powered fuel cell cars Page 22.1233.5Program EvaluationThe Engineering Challenge for the 21st Century Program has a very comprehensive evaluationwhich is to be completed by each participamt on the following three (3) criteria: 1) Course Evaluation 2) Instructor Evaluation 3) Student’s/Teacher’s ResponseThe following illustrations reflect the evaluation compilation of the student

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Amy J. Moll, Boise State University; Anne Louise Seifert, Idaho National Laboratory

Tagged Divisions

K-12 & Pre-College Engineering

forteaching science. Participants rate their beliefs on a five point Likert scale ranging from “1”representing “Strongly Disagree” to “5” representing “Strongly Agree” as they respond to itemssuch as, “I am continually finding better ways to teach science” or reversed phrased items suchas, “I am not very effective in monitoring science experiments.” We made modifications tosome of the STEBI items to reflect a more general focus on STEM, rewriting items such as,“Increased teacher effort in teaching science produces little change in some student's scienceachievement” to read “Increased teacher effort in teaching STEM content produces little changein some student's STEM learning achievement.” The modified version of the instrument waspreviously used to

Conference Session

ABET Accreditation, Assessment, and Program Improvement in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen M. Phillips, Arizona State University; Konstantinos Tsakalis, Arizona State University; Ravi Gorur, Arizona State University; Stephen M. Philips, Arizona State University

Tagged Divisions

Electrical and Computer

definition of quantitative and precise metricsthat reflect changes in the program. A second is the data collection and the action definitions thatshould minimize or, at least, allow the resolution of interdependencies and correlations amongthem. While these form an intellectually interesting modeling and feedback problem, one mustalso be prepared to accommodate some faculty resistance, indifference, or simply lack of time toperform such tasks. Viewing automation and consistency as a key for the success of continuousimprovement, we have implemented this feedback process for the last four years and here wepresent some of our experiences.1. IntroductionObjective and meaningful evaluation of student performance and career success is a complicatedproblem

Conference Session

Manufacturing Capstone and Design Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University

Tagged Divisions

Engineering Technology

Wednesdays will allow for a lab meeting the first week of classes,which is typically a partial week. The current practice is to start lab sessions the second week ofthe quarter. This combination would increase total course lab time from eighteen hours to thirtyhours, which represents a 67% increase, without changing the current four-credit courseallowance. Table 2 reflects a proposed revision to course content, as well as restructured lab sessionswhich will be attempted for the course offering in the spring of 2011. The requirement for Page 22.1530.9casting projects in addition to the welding / fabrication projects has been replaced by a

Conference Session

Issues Affecting Engineering Program Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian L. Houston, University of Pittsburgh, Johnstown

Tagged Divisions

Engineering Technology

business side ofthe equation is marginalized. In reality the majority of the graduates will become both practicingengineers, and eventually businessmen and women. Why diminish the importance of businessacumen other than it is not the educators area of expertise?PostscriptThis paper was never intended to be a rigorous, data mining experiment. The contents are moreof a reflection on the comments received over an eight year period from industry personnelobserving deficiencies in engineering graduates as a whole. Having arrived in academia afterpracticing for many years, the author encountered the same issues prior to academia in hiring forhis own department. Once one gains entrance into the hiring and tenure process for academia, itis obvious there

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph Idziorek, Iowa State University; Mark F. Tannian, Iowa State University; Douglas W. Jacobson, Iowa State University

Tagged Divisions

Computing & Information Technology

onthe Internet. Others have attempted to provide security education at the university level in theform of a three-hour training session8. While arguably better than a Website, a single session isnot a sufficient amount of time for students to comprehend, reflect and attempt to applyknowledge. From our experiences, students need repetition, time to reflect on course material,and the opportunity to write about and discuss presented material in order to assess and improvetheir own understanding. This type of learning simply cannot be achieved in a single three-hourtraining session. From the authors’ collective experiences, a broad demographic of students donot have access to practical information about computer security that would improve

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University; Thomas M. Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Polytechnic Institute and State University; Patricia Watson, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

never really achieved inpublic education, was to teach students in the early elementary through high school grades aboutthe industrial culture that dominated the American landscape in the 20th century. In contrast tothe commonly held belief that IA was only about vocational tool skills, the ideology on which IAwas established in the l870s was a general education ideology in support of the notion that allboys and girls in the U.S. would benefit from the study of our industrial culture. Much the sameideology that now leads many to believe “K-12 engineering education” today would benefit allstudents, not just those seeking the postsecondary vocational engineering track.The presentation of a paper titled “A Curriculum to Reflect Technology”10 at

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Gerlick, Pittsburg State University; Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Shane A. Brown, Washington State University

Tagged Divisions

Educational Research and Methods

productivity.Professional Development: 5. Growth Planning (F) Individuals document professionalIndividual demonstration of 6. Growth Progress (F) development in technical,improved knowledge, skills, 7. Professional Practices (F) interpersonal, and individualand behaviors essential to 8. Growth Achieved (S) attributes important to their personalengineering practice and project needs, professional behaviors, and ways of a reflective practitioner.Design Processes

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

, seeks to enhancethe effectiveness of the instructional process through application of experiential educationtechniques.According to Kolb [2], experiential learning exists across four modes, including (i) concreteexperience, (ii) reflective observation, (iii) abstract conceptualization, and (iv) activeexperimentation (p. 30). The primary components of learning processes exist along twocontinuums relating concrete experience to abstract conceptualization and reflective observationto active experimentation. The COSMOS program incorporates activities with elements frombroad ranges of these spectra, e.g., some activities were heavily observation-based while othersinvolved active, trial-and-error problems; some relate concretely to lecture material

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; Edgar A. O'Rear, University of Oklahoma; Gary Robert Brown, Washington State University, Office of Assessment and Innovation; Ashley Ater Kranov, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering

policy for this class and theholiday mood, can we discount extrinsic motivation (e.g. motivation from grade) as the soledriver for academic success in this study? To answer these questions, we start by articulating thetheoretical underpinnings of this study and attempt to operationalize the constructs to reflect thecontext of the work.2.0 Theoretical Conside rationsA lot of research in engineering education have been largely exploratory (as contrasted withcause-effect and mechanistic type research) and bereft of theoretical considerations [12]. Nomatter the type of research questions, the community of engineering educators continues toemphasize the need for grounding research in theoretical frameworks as a vital ingredient forenhancing quality

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

an effective solution. Effective teamsshould also be organized enough to produce this design solution in sufficient time to test anddocument the results of their design. Page 22.242.3Assessing the effectiveness of capstone design projects is a complex undertaking. Many schoolshave turned to the use of design journals or notebooks to require students to document theprogress of their design and to reflect on the design process10,11. Other schools, includingNortheastern, have used a combination of faculty, industrial sponsors, and professional peerevaluations to provide a number of views of the quality of the projects12. Student self