Conference Session

Teams and Teamwork in Design II

Collection

2007 Annual Conference & Exposition

Authors

Ralph Sandfry, US Air Force Academy; michael bettner, US Air Force Academy; Tim Lawrence, US Air Force Academy; Michael Sobers, US Air Force Academy

Tagged Divisions

Design in Engineering Education

earned a of Master of Science degree in Astronautics in 2002, with course© American Society for Engineering Education, 2007 sequences in Structural Analysis and Advanced Astrodynamics. After graduation from AFIT, he was assigned to the Air Force Advanced Composites Office, a field office of the Air Force Research Laboratory Materials Directorate. As a composites engineer, Captain Sobers was involved in the analysis and design of repairs for composite aircraft structures. He was also the lead engineer for Aircraft Battle Damage Repair of the F-117 Nighthawk. In 2005, Captain Sobers was assigned to the United States Air Force Academy as an Instructor in the Department of

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

Tagged Divisions

Design in Engineering Education

2020, all students taking AE Senior Design 1 and thefostering intrinsic motivation [11] [12]. Many have used SDT in an educational setting when first-year Introduction to Aerospace Engineering class had the opportunity to completeattempting to understand and improve student motivation, and researchers have used SDT as a anonymous surveys. Both surveys were optional, but a small amount of extra credit wasframework to examine graduate teaching assistants’ motivation to teach [13]. provided for participation. Both surveys contained the same questions about SDT factors and

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

focused more upon “…streamlining theassessment process, resulting in a reduction in faculty assessment workload.” The assessment ofthe quality of student design reports12 using rubrics has been described. These rubrics, however,are limited to evaluating reports and indicated that refinement was necessary. An attempt toassess creativity in design assessment13 has been the focus of interesting research but does notyet provide practical assessment methodology. The use of Management By Objective (MBO) hasbeen reported14 and provides good insight into the use of students establishing self goals andevaluation of goal achievement. The use of scoring rubrics that are helpful for assessingcommunication skills as demonstrated in a report or presentation

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kaylee A Dunnigan, NYU’s Tandon School of Engineering; Amy Dunford, New York University Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

on a scale from 1(poor) to 3 (very good). If no information was provided the sub-score was zero. We discussed anydiscrepancies in rating between researchers to reach a consensus on scores. The sub-categoryratings totaled an overall quality score for each design idea, out of 12 points.ResultsA survey was sent out to collect data to better understand the impact that engineering projectshave on their design abilities. In the survey, students were asked to develop a design based on thegiven prompt, described by answering prompts in a 9-box engineering design canvas. This canvaswas used with the intention of guiding students through fully developing an idea. Students’designs were then evaluated using four metrics: quantity, variety, novelty, and

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; Clifford A Whitfield, Ohio State University; Jacob T Allenstein, The Ohio State University; Peter Rogers, The Ohio State University

Tagged Divisions

Design in Engineering Education

the Multidisciplinary Engineering Capstone Program for the Engineering Education Innovation Center at Ohio State University.Mr. Jacob T Allenstein, The Ohio State University Received a Master’s Degree in Aeronautical and Astronautical Engineering at The Ohio State University in 2013 and a Bachelor’s Degree in Aeronautical and Astronautical Engineering at The Ohio State Uni- versity in 2011. Currently a Graduate Research Associate at the Aerospace Research Center (ARC) while an Instructor of Record for the first-year engineering program for the Engineering Education Innovation Center (EEIC) at The Ohio State UniversityDr. Peter Rogers, The Ohio State University Dr. Peter Rogers, Professor of Practice Engineering

Conference Session

Teams and Teamwork in Design I

Collection

2008 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

students specify developmental goals regarding teamwork and study practices) ‚ Track longitudinal development of students teams skills throughout design experiences ‚ Look at impact of peer feedback on student behavior and performanceReferences1. “Engineering Education: Designing an Adaptive System”, Board on Engineering Education, National Research Council, (1995) (ISBN 0309052785).2. “The Engineer of 2020: Visions of Engineering in the New Century”, National Academy of Engineering, (2004) (ISBN 0309091624).3. Besterfield-Scare, M., Shuman, L., Wolfe, H., Clark, R. and Yildirim, P., “Development of a Work Sampling Methodology for Behavioral Observations: Application to Teamwork”, J. Engineering Education, Vol. 96, No

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junichi Kanai, Rensselaer Polytechnic Institute; Mark Anderson, Rensselaer

Tagged Divisions

Design in Engineering Education

issue tool to manage their projects. On the otherhand, various user statistics obtained from the system allowed the faculty advisors to monitor thefrequency of each student's contributions and to quickly review the content and quality. Thesystem made a significant impact on the outcome of the project results. This paper will presentissues in deploying the tools, the best practices for using these tools, and assessing students’performance in capstone design courses.1. IntroductionTo become successful engineers, students must learn technical knowledge, good communication,skills, and teamwork skills. Traditional lecture-based coursework focuses on providing a solidtheoretical foundation and analytical skills for each of the various disciplines. On

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Rashmi Jain, Stevens Institute of Technology; Anithashree Chandrasekaran, Stevens Institute of Technology; Bernard Gallois, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

were not adequately prepared toengage in engineering practice upon graduation. Particular efforts were devoted to theintroduction of first-semester design courses in order to engage students’ enthusiasm forengineering from the very beginning of the program1-7. Pre- and post-changes data havesupported the impact of introducing innovative design processes in the Freshman Year6, 7. The“design spine,” a series of eight courses with one given each semester, was introduced in theengineering curriculum at Stevens in 19978. Under the current curriculum, which was revised in2004, the first and second courses of the design spine do not have a disciplinary focus whereasthe succeeding courses are associated with engineering science courses (Design III to

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shayne Kelly McConomy, Florida A&M University/Florida State University; Ruturaj Soman; Nikhil Gupta, Florida A&M University/Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

following fiveimportant characteristics of a Capstone Design course: 1. Challenging design project done by students within teams. 2. Focuses on knowledge gained throughout the curriculum. 3. Encourages solving problems that represent real-life engineering. 4. Earns an understanding of the professional aspects and engineering culture. 5. Learns and practices project proposing, planning, and control.Besides team-based projects, including a wider range of technical skills such as presentations,report writing, requirements analysis, and programming increases student the learning outcomes[4]. These technical skills serve to increase marketability for engineering graduates. Ideallyintroduction to the technical skills begins at the

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

is present. In addition tothe infrastructure, the CEID hosts design-centered classes, offers workshops, supports studentorganizations, and provides consulting assistance to its members. CEID members are allowed touse the facility for course, club, research, and personal projects, with an expectation that theyshare their work with others.21,22 Figure 9. Yale University: Center for Engineering Innovation and DesignThe university-wide access structure is a unique attribute of this facility. Undergraduate studentsfrom all disciplines and graduate students from the majority of Yale’s professional schools aremembers of the CEID. The design courses taught in the CEID encourage university-wideparticipation and include classes on social

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Howard Eisner, George Washington University

Tagged Divisions

Design in Engineering Education

functions and sub-functions, and b. The columns show the alternative architectures under consideration. Typically, the procedure recognizes three basic types of alternatives. These are a low cost approach, a high-effectiveness approach, and a best value (or knee-of-the-curve) approach c. The cell entries show the design choices that are made by the architecting team for each sub-function and each alternative architectureThis table is the short form method of synthesizing three alternative architectures, each of whichrepresents an attempt to find the appropriate cost-effective solutionAnalysis. A different table is developed for this step: a. The rows list the criteria that will be used to evaluate the three alternative

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Foundation (NSF), Kern Entrepreneurial Engineering Network (KEEN), and NASA JPL. Dr. Morkos received his Ph.D. from Clemson University in the Clemson Engineering Design and Applications Research (CEDAR) lab under Dr. Joshua Summers. In 2014, he was awarded the ASME CIE Dissertation of the year award for his doctoral research. He graduated with his B.S. and M.S in Mechanical Engineering in 2006 and 2008 from Clemson University and has worked on multiple sponsored projects funded by partners such as NASA, Michelin, and BMW. His past work experience include working at the BMW Information Technology Research Center (ITRC) as a Research Associate and Robert Bosch Corporation as a Manufacturing En- gineer. Dr. Morkos was a

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

projects, and can createcommunities for students. To ensure positive impacts to students, much more research is neededto improve these spaces making them effective for all students. Network analysis enablesproblem understanding and solution generation at a systems level. A systems-level analysis of anetwork of industries, for example, (as opposed to designing each industry individually) was ableto reduce the overall environmental impact of all industries in the network without increasing the © American Society for Engineering Education, 2020 2020 ASEE Conferencecost of the network (thereby maintaining profits) [1-3]. Similar system-analyses of waterdistribution networks and power grids

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bradley Adam Camburn, University of Texas, Austin; Brock U Dunlap, University of Texas, Austin; Vimal Kumar Viswanathan, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Daniel D. Jensen, U.S. Air Force Academy; Richard H. Crawford, University of Texas, Austin; Kevin Otto, Singapore University of Technology and Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Design in Engineering Education

]. However, there are relatively few structured approaches to organizing,sequencing, and bounding such experimental prototyping. Given that prototyping is pervasive tothe design process through ideation, concept selection and design verification, it stands to reasonthat prototyping is a process worthy of scholarly attention. This research explores methodologiesto enhance prototyping during concept development, particularly engineering prototypes, i.e.those used to verify or improve the functionality, performance and operation of a novel device orsystem. Based on design context variables such as the total allotted time for the prototypingeffort, the methodologies introduced in this paper will provide practical planning for studentprototyping efforts

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Joseph Kirstukas, Central Connecticut State University; Nidal Al-Masoud, Central Connecticut State University

Tagged Divisions

Design in Engineering Education

)2. Performance Criteria, http://ece.uprm.edu/programs/performanceCri.html (last accessed January 2013)3. Mosborg, S., Adams, R., Kim, R., Atman, C.J., Turns, J., & Cardella, M. (2005). Conceptions of the engineering design process: An expert study of advanced practicing professionals. Paper presented at the American Society for Engineering Annual Conference & Exposition, Portland, OR.4. Oehlberg, L. and Agogino, A. (2011) Undergraduate Conceptions of the Engineering Design Process: Assessing the Impact of a Human-Centered Design Course, ASEE 2011, June 26 - 29, 2011, Vancouver, BC, Canada5. SurveyMonkey, http://www.surveymonkey.com (last accessed January 2013)6. S. J. Kirstukas and N. Al-Masoud (2012) Assessment and

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Stephen Andrew Gadsden, University of Guelph; Elyse Hill

Tagged Divisions

Design in Engineering Education

didn’t know that certain things needed to be done tofacilitate the building of a drone for agriculture. At the foundation of the capstone design is life-long learning and self-regulated learning. As the literature shows these skill sets are well suitedfor project-based curriculums. Students benefit from these problem-solving traits and ourgraduates are in demand in the local area manufacturing sector.As stated, this capstone requires research and knowledge in areas well outside the normal coursecurriculum for an engineering student. In doing this the students are forced toresearch/investigate best practices and design a drone for the purpose of agriculture research.During the course of study, opportunities to use drones for other purposes also

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kimberly Lau, University of California, Berkeley; Mary Kathryn Thompson, KAIST; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

Department of Engineering-Economic Systems at Stanford University (1984). She has authored over 200 scholarly publications; has won teaching, best paper and research awards; and is a member of the National Academy of Engineering (NAE). At NAE worked on the Technologically Speaking, Engineer and Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering projects. She has supervised 81 MS projects/theses, 33 doctoral dissertations and numerous undergraduate researchers. Page 22.31.1 c American Society for Engineering Education, 2011 A Cross-National

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Luke Kachelmeier, University of New Mexico

Tagged Divisions

Design in Engineering Education

, creativity, and design. After graduation he started research with the Air Force in the field of Human Reliability Analysis. American c Society for Engineering Education, 2020 The Wrong Theory Protocol: A Pre-Ideation Technique to Enhance Creativity and EmpathyAbstractThe purpose of this paper is to introduce a new design methodology—The Wrong TheoryProtocol (WTP)—to generate more empathetic and creative ideas. Our first ideas are seldom ourbest ideas. Many turn to brainstorming/ideation techniques, yet struggle to come up with ideasthat help them make progress. Fixation can make it challenging to have insight that is genuinelynew. Inspired by the idea

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

feature. Edmondson9 also describes a threaded approach to building teamskills across the curriculum.In a previous paper10 we described our approach that involves threading teaming elements in asequence of core design courses starting in Freshman Year. For practical reasons we did not tryto adhere closely to a particular model of teaming from a research perspective but have beenguided by Tuckman's11 model of team development (forming, norming, storming, performing,adjourning). In that sense it allows students to deal with issues of general acquaintance and taskfamiliarization during the first semester. It then builds a more formal instructional componentand peer assessment in the second semester. This is reinforced in the next course and

Conference Session

Multidisciplinary Design in the Classroom

Collection

2008 Annual Conference & Exposition

Authors

Dominic Halsmer, Oral Roberts University; Nicholas Halsmer, Oral Roberts University; Robert Johnson, Oral Roberts University; James Wanjiku, Oral Roberts University

Tagged Divisions

Design in Engineering Education

subject from a uniquely pragmatic “top-down” engineering point of view as opposed to the laboratory “bottom-up” mentality of biochemists. Engineers, by nature, are pragmatic problem solvers. Engineering traditionally employs the fruits of scientific research to address and solve practical problems and create the technology that ultimately serves the needs of mankind… In the pursuit of these goals, engineers are often called upon to combine the findings of a number of diverse scientific disciplines in order to arrive at practical solutions and to achieve specific goals. This is the traditional application of engineering principles. But those same principles are eminently suitable for the study

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen P. Mattingly, University of Texas at Arlington; Victoria C. P. Chen, University of Texas, Arlington; Brian H. Dennis, University of Texas, Arlington; K.J. Rogers, University of Texas, Arlington; Melanie L. Sattler, University of Texas, Arlington; Yvette Pearson Weatherton, University of Texas, Arlington; Benjamin Afotey, Kwame Nkrumah University of Science and Technology

Tagged Divisions

Design in Engineering Education

, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. His research interest include emissions measurement,air quality modeling, emissions modeling, air pollution control technologies, and estimating landfill gas for energy needs. Page 25.955.1 c American Society for Engineering Education, 2012 Multi-Disciplinary Sustainable Senior Design Project: Design of a Campus Biodiesel RefineryAbstractEngineering Sustainable Engineers, a program sponsored by National Science Foundation, wasdesigned to improve undergraduate student knowledge of and competency in

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ruturaj Soman, Florida A&M University/Florida State University ; Nikhil Gupta, Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

finite inertia power systems particularly naval vessels. Currently he works at CAPS-FSU as a research associate and as the instructor for Engineering Design Methods at the FSU-FAMU College of engineering.Dr. Nikhil Gupta, Florida State University Nikhil Gupta received his Bachelor of Technology degree from Y.M.C.A. Institute of Technology, Haryana, India in 2008, Master of Science degree from North Dakota State University, Fargo, ND, in 2010, and Ph.D from Florida State University, Tallahassee, FL, in 2014, all in Mechanical Engineering. He is cur- rently an Adjunct Professor teaching Senior Design in the Department of Mechanical Engineering. He is also serving as Postdoctoral Research Associate at Center of

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary

Tagged Divisions

Design in Engineering Education

a data graphic usingfreeware. They were exposed to many different ways to create data graphics and asked to pickthe best format for their specific data set (Fig. 7).Figure 7: Sample data graphic by student K. L.2.11 Week 12Students used the map from week 5 to add the final trip (Fig. 8) that Mark makes in his rovercaravan. They were also asked to indicate a storm that the main character had to avoid.Figure 8: Sample map Mark’s trip in the rover caravan103.0 The Martian video game projectTowards the end of the semester students were assigned a three-week design project based on thebook:“The Schulich Space Exploration Education Association (SSEEA) has decided to developcomputer games to educate people about the engineering feats behind Mars

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Rose-Hulman Institute of Technology; Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

sophomore and junior years.Even within capstone courses, teamwork instruction can be limited. A national survey ofcapstone design courses that included faculty beliefs and teaching practices by Pembridge andParetti showed that teamwork, as a separate topic from project management, were rarely in thetop five topics covered in the course [18]. Much attention in literature has been focused aroundhow to form teams [19-23] and using peer-evaluation to improving teamwork skills [24, 25] butthere are still many open-ended questions relating to the best way to manage and mentor teams[15].One major reason for benchmarking teaming experiences currently in the curriculum is to betterunderstand where students are exposed to teams throughout a curriculum. This

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Luis Enrique Guardia, Florida International University; Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

todevelop critical design, technical and professional skills. According to research, only deliberatepractice, practice done with the intention of improving a skill, will lead to expertise [1].Therefore, investigations about which courses successfully impact students’ design skills can bevaluable to design educators and all educators who work with engineering students design.Studies have shown that understanding students’ perceptions of their learning and skills isessential for determining how their education has impacted their knowledge and skilldevelopment [8]. However, studies on design skills in capstone senior design courses are limitedin their understanding of the factors that affect a student’s perception of the skills that areimportant for

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samuelina M. Wright, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey; Shanna R. Daly, University of Michigan; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Seda McKIlligan, Iowa State University

Tagged Divisions

Design in Engineering Education

skills. Her current research focuses on identifying impacts of differ- ent factors on ideation of designers and engineers, developing instructional materials for design ideation, and foundations of innovation. She often conducts workshops on design thinking to a diverse range of groups including student and professional engineers and faculty member from different universities. She received her PhD degree in Design Science in 2010 from University of Michigan. She is also a faculty in Human Computer Interaction Graduate Program and the ISU Site Director for Center for e-Design. Page 26.734.1

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Mechanical Engineering at Florida Institute of Technology. Her research focuses on the impact of motivation on performance and persistence in mechanical engineering design courses under the guidance of Dr. Beshoy Morkos. She also serves as a graduate student advisor to senior design teams within the mechanical engineering department. Elisabeth is a member of ASME, ASEE, Tau Beta Pi Engineering Honor Society and Pi Tau Sigma International Mechanical Engineering Honor Society.Miss McKenzie Carol Clark, Florida Institute of TechnologyDr. Beshoy Morkos, Florida Institute of Technology Beshoy Morkos is an associate professor in the Department of Mechanical and Civil Engineering at the Florida Institute of Technology where he

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Wu, California State University, Fresno; Yupeng Luo, California State University, Fresno

Tagged Divisions

Design in Engineering Education

. CM-177 introducesgreen building design guidelines, rating systems, and common practices. Studentsfrom the two classes made up project teams to co-develop Leadership in Energyand Environmental Design (LEED) strategies and conduct performance analysisthat is essential for accomplishing LEED certification with BIM for a project oncampus. The collaborative project-based learning is responsive to the real worldscenario where green building design and BIM are often implemented through anintegrative process. Both direct and indirect measures were used to assess theeffectiveness of the proposed collaborative project-based pedagogy on selectedcore student learning outcomes (SLOs). Rubrics were developed for eachmeasure. This paper discusses the

Conference Session

Capstone Design I

Collection

2006 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Juliet Hurtig, Ohio Northern University

Tagged Divisions

Design in Engineering Education

required, andall aspects of project documentation are available on the team’s website. Applying thismethodology to the capstone process has improved the overall quality of the project designs andbetter prepared our graduates for their industrial careers.Faculty evaluate projects at the end of each quarter through sets of rubrics; external feedback isobtained through project group interactions with the department's industrial advisory board andwith the local IEEE branch. Two competitions, for the best poster and oral presentations, areheld to provide performance incentives.II. Why Rubrics?The assigning of grades to a senior design project can be a cumbersome experience. By its verynature, a culminating design experience such as that called for in

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Design in Engineering Education

made regarding the students:  The Junior Design course is a more reasonable experience for the students, allowing more time for the competition project and better develop of project execution skills  Junior ME student attitude is improved regarding the competition project  There is better carryover of student project management practices from the senior fall to spring course than from the junior spring to senior fall  There is some dislike with a modest number of seniors when they are reassigned to a new project team at the end of the fall semester, but this has not impacted team effectiveness  There has been only minor sentiment with students that the time to execute the design- build-test