June 14, 2015
June 14, 2015
June 17, 2015
26.324.1 - 26.324.10
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.
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
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