Collection

2015 ASEE Zone 3 Conference

Authors

James R. Rowland

continuous improvement for ABET Student Outcome(d). The two-semester senior capstone course that follows this course provides other teamingexperiences; the controls project described in this paper serves to precondition students forteaming principles one year earlier in their curriculum. An up-to-date survey of dynamic teamingresults is presented, followed by a description of team improvements in these term projects overthe past decade. Lessons learned since two earlier IEEE/ASEE Frontiers in Education (FIE)conference papers by the author in 2001 and 2002 are described with a focus on continuousimprovement. Important aspects of the teaming experience are initial formations of the teams,interactions between team members on their selection of

Collection

2015 ASEE Zone 3 Conference

Authors

design process will require many iterativesteps requiring applications of higher order skills in the cognitive domain of Bloom’sTaxonomy1, application, analysis, synthesis, and evaluation, or in revised form of Bloom’staxonomy2, apply, analyze, evaluate, and create. The revised form replaces noun in each skilllevel to the corresponding verb form and exchanges the places of top two levels. Both originaland revised taxonomy are shown in Figure 1. (a) (b) Figure 1 Original (a) and revised (b) Bloom's taxonomy3 A capstone design course, a culminating course designed to showcase students’ ability toapply engineering design process, is a required course in every engineering