June 23, 2013
June 23, 2013
June 26, 2013
23.164.1 - 23.164.8
An Evolving Capstone Course used in ABET Assessment The Department of Engineering and Technology at ___ has developed a capstonedesign course sequence that provides students with an industry-relevant project, whilegenerating an excellent opportunity to assess many of the ABET (Accreditation Board forEngineering and Technology) student outcomes, commonly called “a through k.” Thetwo-semester course sequence enters its sixth year, seeing a healthy list of projects thatprovide cross-functional opportunities for teams composed of undergraduate students inEngineering Technology, Electrical and Computer Engineering Technology, andElectrical Engineering. Each of the capstone projects is assigned a faculty mentor, who acts as a resourceto the team, providing guidance as well as technical expertise. The mentor is alsointegrally involved in project grading, as well as course-related program assessment.Each of the a-k student outcomes used in program assessment for ABET accreditationhas been broken into multiple “performance indicators (PI).” Each of these PIs has itsown related assessment task. Those assessments that are associated with the capstonesequence are part of a team effort, involving the faculty mentors and lead instructor. This paper documents the system used to put the structure in place to provideconsistency in assessment, as well as minimization of tedious effort. Faculty who arehaving increasing demands placed on their time need to have tools in place to facilitatedata entry and report generation. A database that has been developed for assessmenttracking is used as a vehicle to standardize and simplify the assessment process.
Stone, W. L., & Chang, G. A. (2013, June), An Evolving Capstone Course used in ABET Assessment Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19178
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