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Achieving Those Difficult Abet Program Educational Outcomes Through A Capstone Design Course

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Developing ABET Outcomes F--J

Page Count

14

Page Numbers

7.141.1 - 7.141.14

Permanent URL

https://peer.asee.org/11144

Download Count

95

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Paper Authors

author page

Karim Nasr

author page

Raymond Berg

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 2566

Achieving Those Difficult ABET Program Educational Outcomes Through a Capstone Design Course

Raymond M. Berg, Karim J. Nasr

Mechanical Engineering Department Kettering University

Abstract

In July 2001, Kettering University implemented a reformed engineering curriculum and ABET Engineering Criteria 2000 assessment program. In accordance with EC 2000 Criterion 3, the Mechanical Engineering Department addressed the eleven ABET required program educational outcomes A-K, and also implemented eight additional M. E. program outcomes L-S based on professional societies input and departmental requirements. In preparing for this new curriculum and related assessment practices, the senior-level M. E. capstone design course “Plant and Facilities Design” was selected in October 2000 as a pilot course, for the development of the student capstone portfolio concept and the capstone outcomes assessment process.

In particular, the M. E. Department wished to determine best methods of demonstrating achievement of seven “difficult” or “non-traditional” program educational outcomes which have not classically been “taught” as part of the M. E. curriculum. These include: 1) an ability to function on multidisciplinary teams; 2) an understanding of professional and ethical responsibility; 3) the broad education necessary to understand the impact of engineering solutions in a global and societal context; 4) a recognition of the need for and an ability to engage in life-long learning; 5) a knowledge of contemporary issues; 6) an ability to manage engineering projects including the analysis of economic factors; and 7) an ability to understand the dynamics of people both in singular and group settings.

This paper presents the revisions made to the pilot capstone course, both to demonstrate pre- existing student achievement of these seven outcomes, and to augment that achievement in the capstone course. This paper also presents the EC 2000 assessment strategies developed for the capstone course, and the results of course coordinator, peer and student assessments which demonstrate success in achieving these seven difficult outcomes.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Nasr, K., & Berg, R. (2002, June), Achieving Those Difficult Abet Program Educational Outcomes Through A Capstone Design Course Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/11144

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