Kiefer, S. F., & Ericson, T. M. (2015, June), Capstone Design Assessment and Student Motivation  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23663

\bibitem{asee_peer_23663}
  Kiefer, S. F., \& Ericson, T. M. (2015, June), \emph{Capstone Design Assessment and Student Motivation}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23663

Scott F. Kiefer and Tristan M. Ericson.  "Capstone Design Assessment and Student Motivation".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23663 Internet.  17 Apr, 2024

\bibitem{asee_peer_23663}
  Scott F. Kiefer and Tristan M. Ericson.
  "Capstone Design Assessment and Student Motivation".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23663 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_23663
author = "Scott F. Kiefer and Tristan M. Ericson"
title = "Capstone Design Assessment and Student Motivation"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23663}
number = {10.18260/p.23663}
}

TY  - CPAPER
AB  -                     Capstone Design Assessment and Student MotivationThis paper presents the ongoing development of student assessment strategies, and how theyaffect student motivation and satisfaction in a mechanical engineering capstone coursesequence. The capstone sequence discussed contains large scale projects consisting of ten totwenty students broken into smaller subgroups with specific tasks. Since the capstonesequence is a requirement for all mechanical engineering students, the projects includestudents with varying degrees of ability, motivation and dedication. These differences oftencause tension as the projects develop, especially during the build phase. The first step inaddressing this issue was to conduct milestone evaluations holding individual team membersresponsible to the group for their progress. The milestone evaluations included strict penaltiesto insure students did not interfere with the progress of other students. To further address thisproblem, a point system was developed to be used with the milestone evaluations to insure theproper credit was given for each student’s contribution to the completion of the milestone.The new milestone evaluations were used in conjunction with individual assessment of oralpresentations, engineering notebooks, and written reports. The proposed future developmentof the assessment system includes incorporating weekly five minute oral updates from eachstudent along with the weekly notebook evaluation. Additionally, it is proposed that alumniwho have completed the same project be included in the assessment process.
AU  - Scott F. Kiefer
AU  - Tristan M. Ericson
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Capstone Design Assessment and Student Motivation
UR  - https://peer.asee.org/23663
DO  - 10.18260/p.23663
ER  -