Collection

2008 Northeast Section Meeting

Authors

Evolution of a Senior Capstone Course Through the Assessment ProcessAbstractThe civil engineering senior capstone design course at the United States Coast GuardAcademy has evolved over the past fifteen years. Historically teams of cadets worked inparallel on one design problem with a single faculty advisor. The senior design projectsnow actively involve students in a variety of real world consulting projects to help theCoast Guard and local communities meet technical challenges. Each student team workson a unique project with a faculty advisor. The departmental assessment processconfirmed the educational benefits of student exposure to real world projects with clients,budgets, and deliverables

Collection

2008 Northeast Section Meeting

Authors

M.G. Guvench

-around times do not allow the graduatingclass to have a chance to test and verify their design, and get the satisfaction and the real world experience oftesting. By using MOSIS fabricated designs of previous generations, this missing link was completed.1. Introduction and BackgroundThe paper describes how MOSIS fabricated CMOS Operational Amplifiers are used as a real worlddesign experience in a senior level Analog Integrated Circuit Course in Electrical Engineering at theUniversity of Southern Maine.Design is an ABET requirement that every engineering student should experience before graduation.Although this experience can be left to the capstone project most engineering programs require,considering the diversity of electrical engineering

Collection

2008 Northeast Section Meeting

Authors

Matt Armstrong; Richard L. Comitz; Andrew Biaglow; Russ Lachance; Joseph Sloop

. Table 2. Quiz Results In addition to this the students were asked the following questions regarding their individualexperiences with the capstone project. These questions were answered on a scale of 1 to 5, where 1represented the most positive feedback and 5 was the least positive. These questions are listed below inTable 3 accompanied by the average response. Finally, a comparison will be made of final examinationresults from AY06-02 to AY07-2 in the chemical reaction engineering course, to see the impact this had onperformance. Question Regarding Individual Experience Ave Response1. Was this capstone project useful in terms of helping the learning process

Collection

2008 Northeast Section Meeting

Authors

Roy T.R. McGrann

al., Technical Drawing, 7th Ed. (New York, NY: Macmillan Publishing Co., 1980)9 Dym, op. cit., p. 11110 The percentage of the semester grade that is allocated for this project has changed in the six years the course has been offered. When the course was an elective course (2002-2004) there was an additional Project #4 that was an individual project usually tied to the capstone project that students took at the same time as this course.11 Artobolevsky, Ivan I., Mechanisms in Modern Engineering Design, Vol. II, Lever Mechanisms, Part 1, trans. Nicholas Weinstein (Moscow: Mir Publishers, 1976)12 ME 481 Syllabus, Fall 200713 Toogood, Roger, Pro/Engineer Wildfire 3.0 Mechanica Tutorial (Structure/Thermal), (SDC Publications

Collection

2008 Northeast Section Meeting

Authors

R. Radharamanan; Ha Van Vo

. 8[6] Barr, R. E., Schmidt, P. S., Krueger, T. J and Twu C-Y., “An Introduction to Engineering Through and Integrated Reverse Engineering and Design Graphics Project,” Journal of Engineering Education, Vol. 89 (No. 4), 2000, pp. 413-418.[7] Moor, S. S., and Drake, B. D., “Addressing Common Problems in Engineering Design Projects: A Project Management Approach”, Journal of Engineering Education, Vol. 90 (No. 3), 2001, pp. 389-395.[8] Sheppard, S. D., “Design as Cornerstone and Capstone,” Mechanical Engineering Design, November, 1999, pp. 44-47, New York, NY.[9] Swearengen, J. C., Barnes, S., Coe, S., Reinhardt, C., and Subramanian, K., “Globalization and the Undergraduate Manufacturing Curriculum

Collection

2008 Northeast Section Meeting

Authors

John Adams; Charles Kochakian

evaluated, and steps are taken to improve the program. TheProgram Outcomes are similar to ABET Outcomes a-k, and the Program Outcomes are mappedonto the ABET a-k Outcomes to assist ABET evaluators in determining program compliance.Program Outcomes are evaluated within a matrix of assessment methodologies, including: • Course Points of Learning (POLs), discussed above. Each course POL is mapped onto the Program Outcomes • Advisory Board Evaluation of Senior Capstone Projects 4 • Pre/Post course surveys have recently been added as an assessment methodology to supplement course POLs • Senior exit surveyThe department

Collection

2008 Northeast Section Meeting

Authors

Mir M. Atiqullah

demand for composites engineers the engineering andtechnology graduates need to be knowledgeable in the field, if not develop some level of expertise, beforethey graduate from college. Traditional materials science/engineering course can accommodate only anoverview of composites. In the absence of a dedicated composites course a special project course or aresearch project on composites could be a supplement to the standard materials course. During thesummer of 2007, two minority students were awarded scholarships from Peach State Louis StokesAlliance for Minority Participation (PSLSAMP) to do undergraduate research. These students alreadycompleted their regular engineering materials course and were assigned to the project of performing