Classroom Learning Activities to Support Capstone Project Assessment Instruments
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
- Tagged Topic
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NSF Grantees
- Page Count
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25
- Page Numbers
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22.328.1 - 22.328.25
- DOI
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10.18260/1-2--17609
- Permanent URL
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https://peer.asee.org/17609
- Download Count
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428
Paper Authors
Jay McCormack University of Idaho
Jay McCormack is an assistant professor in the mechanical engineering department at the University of Idaho where he is an instructor for the college's interdisciplinary capstone design course. Dr. McCormack received his Ph.D. in mechanical engineering from Carnegie Mellon University in 2003.
Denny C. Davis Washington State University
Dr. Davis is Professor of Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led numerous multidisciplinary research projects to enhance engineering education. He currently leads projects creating and testing assessments and curriculum materials for engineering design and professional skills, especially for use in capstone engineering design courses. He has been a Fellow of the American Society for Engineering Education since 2002.
Steven W. Beyerlein University of Idaho, Moscow
Dr. Beyerlein serves as the coordinator for an inter-disciplinary capstone design course in the College of Engineering at the University of Idaho. In this endeavor, he collaborates with five other colleagues from the departments of Mechanical Engineering, Electrical Engineering, Computer Engineering, Biological Engineering, and Computer Science. He is engaged in multiple research projects associated with engine testing, alternative vehicle development, design pedagogy, and program assessment.
Howard P. Davis Washington State University
Dr. Davis received degrees from The Evergreen State College (B.A. 1976), WSU (B.S. 1981, M.S. 1988) and the University of Oregon (Ph.D. 1993). He is currently a Clinical Assistant Professor in the Gene and Linda Voiland School of Chemical Engineering and Bioengineering. He has been the president and CEO of IPM, a medical device company and Total Dynamics LLC a software company. He is also on the board of directors of Developing World Technologies, a company started by former students of the capstone class that he teaches. His interests include engineering and entrepreneurship pedagogy and assessment, technology development and clinical applications of biomedical instrumentation.
Michael S. Trevisan Washington State University
Dr. Michael S. Trevisan is Professor of Educational Psychology and Associate Dean for Research and External Funding for the College of Education. For more than 20 years, Dr. Trevisan has conducted work in measurement and evaluation, and is published widely in these areas. For the last several years he worked with Dr. Denny Davis to develop engineering education design assessments for a variety of engineering disciplines, throughout the undergraduate experience.
Susannah Howe Smith College
Susannah Howe is the Design Clinic Director in the Picker Engineering Program at Smith College, where she coordinates and teaches the capstone engineering design course. Her current research focuses on innovations in engineering design education, particularly at the capstone level. She is also involved with efforts to foster design learning in middle school students and to support entrepreneurship at primarily undergraduate institutions. Her background is in civil engineering with a focus on structural materials; she holds a B.S.E. degree from Princeton, and M.Eng. and Ph.D. degrees from Cornell.
Javed Khan Tuskegee University
M. Javed Khan is Professor of Aerospace Science Engineering at Tuskegee University. He received his Ph.D. in Aerospace Engineering from Texas A&M University, M.S. in Aeronautical Engineering from the U.S. Air Force Institute of Technology and his undergraduate in Aerospace Engineering from Karachi University. His research interests include vortex dominated flows, aircraft design and engineering education.
Address: Aerospace Science Engineering Department, Chappie James Center, 100 Luther Foster Dr., Tuskegee University, Tuskegee, AL 36088, mjkhan@tuskegee.edu; Tel: 334-727-8637
Patricia Brackin P.E. Rose-Hulman Institute of Technology
Paul R. Leiffer LeTourneau University
Paul R. Leiffer, Ph.D., P.E. Paul R. Leiffer is a professor in the School of Engineering and Engineering Technology at LeTourneau University, where he has taught since 1979. He is
currently co-developer of the program in BioMedical Engineering. He received his B.S.E.E. from the State University of New York at Buffalo and his M.S. and Ph.D. degrees from Drexel University. Prior to joining the faculty at LeTourneau, he was involved in cardiac cell research at
the University of Kansas Medical Center. His professional interests include bioinstrumentation, digital signal processing, and engineering ethics. Email: paulleiffer@letu.edu
Phillip L. Thompson Seattle University
Abstract
Design of Curriculum Modules to Support Capstone Project Assessment InstrumentsUnder NSF support the Transferable Integrated Design Engineering Education (TIDEE)consortium has developed a set of formative and summative assessment instruments that focuson aspects of team and individual performance in the context of engineering design. Theseassessments specifically focus on the professionalism, ethics, and the abilities needed to functionon multi-disciplinary project teams, communicate effectively, and to pursue self-directed, life-long learning. The combination of instructional materials and assessments have recently beenformalized as an Integrated Design Education Assessment and Learning System (IDEALS) andis available in a web format that facilitates data collection from students and feedback from theinstructional staff (https://ideals.tidee.org/).To date, TIDEE instruments have been piloted with capstone design students across a broadspectrum of engineering programs at a diverse set of institutions. Detailed discussion about thedesign and implementation of these instruments has been reported in a recent IJEE article. Inorder to help instructors use TIDEE resources to promote professional skills in engineeringproject courses, the authors of this paper have inventoried best practices in learning activitydesign, classroom facilitation, and team discussion that surround eight different professionaldevelopment and teamwork assessments. This pedagogical knowledge has been synthesized in aset of engaging and transferable IDEALS modules that include pre-class, in-class, and post-classportions as well as accompanying resources for the instructor (instructor guide) and the studenthandouts. Each module is designed to support the application of a particular assessmentinstrument as part of the module or in a designated follow-on module. The structure of eachmodule adds value to project work, cultivates professional skills in an authentic context, andachieves closure with minimal investment of project time.This paper maps available modules to existing assessment instruments, describes ourmethodology for realizing the modules, and evaluates module effectiveness (from both a facultyand student points of view) against design specifications.
McCormack, J., & Davis, D. C., & Beyerlein, S. W., & Davis, H. P., & Trevisan, M. S., & Howe, S., & Khan, J., & Brackin, P., & Leiffer, P. R., & Thompson, P. L. (2011, June), Classroom Learning Activities to Support Capstone Project Assessment Instruments Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17609
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