Stagner, J. A., & Johrendt, J. L. (2015, June), Assessing Graduate Attributes Within a Two-Semester Capstone Design Course  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23581

\bibitem{asee_peer_23581}
  Stagner, J. A., \& Johrendt, J. L. (2015, June), \emph{Assessing Graduate Attributes Within a Two-Semester Capstone Design Course}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23581

Jacqueline Ann Stagner P.Eng. and Jennifer L Johrendt.  "Assessing Graduate Attributes Within a Two-Semester Capstone Design Course".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23581 Internet.  22 Feb, 2025

\bibitem{asee_peer_23581}
  Jacqueline Ann Stagner P.Eng. and Jennifer L Johrendt.
  "Assessing Graduate Attributes Within a Two-Semester Capstone Design Course".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23581 Internet.  22 Feb, 2025

@INPROCEEDINGS{asee_peer_23581
author = "Jacqueline Ann Stagner P.Eng. and Jennifer L Johrendt"
title = "Assessing Graduate Attributes Within a Two-Semester Capstone Design Course"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23581}
number = {10.18260/p.23581}
}

TY  - CPAPER
AB  -         Assessing Graduate Attributes Within a Two-Semester Capstone                                Design CourseHaving a two-semester Capstone Design course for students in their senior year of anundergraduate engineering degree program affords the opportunity to assess many attributes asstudents ready themselves for graduation. This paper will explore how graduate attributes(GrAtts), as defined by the Canadian Engineering Accreditation Board (CEAB), are assessedwithin a Mechanical Engineering Capstone Design course. Assessment of GrAtts is necessary forCEAB accreditation, not only for demonstrating that students have been exposed to and assessedon these attributes, but it also enables continuous improvement activities within programs. TheMechanical Engineering Capstone Design course deliverables and evaluation methods have beendeveloped to incorporate many of the GrAtts within the activities necessary for completing thecourse. Specifically, this course assesses the GrAtts of Problem Analysis, Investigation, Design,Individual and Team Work, Communication Skills, Professionalism, Economics and ProjectManagement, and Lifelong Learning. Standard assessments were developed for a diverse set ofprojects supervised by multiple faculty members who assess the deliverables. Grading rubrictemplates were developed to help standardize the grading of the projects by various facultymembers. Overall, defining a common set of course deliverables and grading rubrics across theprojects was found to be beneficial. The assessments provided useful data on the achievement ofthe GrAtts. This course has used these deliverables and assessments for one academic year.Based on faculty and student feedback, adjustments to the rubrics are being made in preparationfor subsequent offerings of the course. Finally, this paper will discuss how GrAtts assessmentdata can be used in the continuous improvement activities for curriculum development within theMechanical Engineering undergraduate degree program.
AU  - Jacqueline Ann Stagner P.Eng.
AU  - Jennifer L Johrendt
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Assessing Graduate Attributes Within a Two-Semester Capstone Design Course
UR  - https://peer.asee.org/23581
DO  - 10.18260/p.23581
ER  -