Enduring Pandemic Impacts on Capstone Course

Heather Orser; Tiffany Ling

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: DEED Technical Session 1: Adapting to COVID and other Design Challenges
Page Count: 12
DOI: 10.18260/1-2--40486
Permanent URL: https://peer.asee.org/40486
Download Count: 187

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Paper Authors

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Heather Orser

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Dr. Heather Orser is an assistant professor of Electrical and Computer Engineering at the University of St Thomas. She completed her Ph.D. in Electrical Engineering at the University of Minnesota with a focus on high-speed structures and A/D converters. Prior to serving as faculty at the University of St Thomas she worked in the development of implantable neuromodulation systems at both Inspire Medical and Medtronic where she led the development of a number of next-generation systems and successfully assessed the safety of implantable devices for patients undergoing MRIs. At the University of St Thomas, she teaches Circuit Analysis, Introduction to Biomedical Design, Introduction to Engineering, and Senior Design. Her research focuses on the development of neuromodulation systems for use in research and the clinic.

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Tiffany Ling University of St. Thomas

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Dr. Tiffany Ling is Engineering Capstone Director and member of the engineering faculty at the University of St Thomas. She completed her Ph.D. in Mechanical Engineering at Northwestern University with a focus on investigation of novel fabrication processes for generating micro-scale surface textures. Prior to serving as faculty at the University of St. Thomas, Tiffany worked for Honeywell Aerospace. She led a team of engineers in continuously improving and supporting the supply chain and process flow of pressure sensor manufacturing lines. At the University of St Thomas, she teaches Introduction to Engineering and Senior Design.

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Abstract

The capstone experience at the University of St Thomas (UST) is a two-semester course integrated across four disciplines: mechanical, electrical, computer, and civil engineering. Within the course students design, analyze, finalize, and verify a company sponsored project. The results of projects are presented at a design show open to the public at the end of the second semester. Historically, the purpose of the show was three-fold: 1) provide an opportunity for students to highlight their work to the broader community, 2) demonstrate students’ ability to communicate with a range of audiences (ABET Criterion 3, Student Outcome 3), and 3) demonstrate how their designed system meets the requirements of their customer (verification of requirements).

Due to COVID limitations on group gatherings, this show could not be held in person in 2020 or 2021; however, the purposes of the show still needed to be met. Therefore, the design show was reimagined in 2021 to require each team to virtually present a short video of their work and briefly answer audience questions. This reimagined design show meant that teams presented their work serially to a general audience with an 8-minute time allotment for each presentation. The audience composition and the time limitation meant that only goals 1) and 2) could realistically be met with a design show. As a result, goal 3) was set up as a brief standalone technical meeting for faculty reviewers that focused on reviewing each requirement and how it was verified.

After completing the design show and the verification presentations, we compared student outcomes and informally surveyed faculty, sponsors, and students for their impressions of the modifications. The use of a video to convey the student work was universally popular. Faculty found that the material in a video was concise and clear, students appreciated viewing each other’s videos, and sponsors were excited at the opportunity a video offers them to share the student work more broadly within their organizations.

The verification review also received positive feedback from both faculty and students. Separating the verification review allowed more focused discussion on how students met the sponsor need and produced improvements in some student outcomes. In addition, a separate presentation simplified preparation for students and provided clearer grading criteria for faculty.

These modifications allowed the purpose of the design show to be met and had unexpected benefits for team sponsors and the university. As a consequence, we will continue to require student video creation as we return to face-to-face instruction and will continue to hold a separate verification presentation to demonstrate project completion. The videos will be used during the in-person design show and as supplemental material for sponsors, design reviews, and the school of engineering.

Citation
Format

Orser, H., & Ling, T. (2022, August), Enduring Pandemic Impacts on Capstone Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40486

TY - CPAPER
AB - The capstone experience at the University of St Thomas (UST) is a two-semester course integrated across four disciplines: mechanical, electrical, computer, and civil engineering. Within the course students design, analyze, finalize, and verify a company sponsored project. The results of projects are presented at a design show open to the public at the end of the second semester. Historically, the purpose of the show was three-fold: 1) provide an opportunity for students to highlight their work to the broader community, 2) demonstrate students’ ability to communicate with a range of audiences (ABET Criterion 3, Student Outcome 3), and 3) demonstrate how their designed system meets the requirements of their customer (verification of requirements).

Due to COVID limitations on group gatherings, this show could not be held in person in 2020 or 2021; however, the purposes of the show still needed to be met. Therefore, the design show was reimagined in 2021 to require each team to virtually present a short video of their work and briefly answer audience questions. This reimagined design show meant that teams presented their work serially to a general audience with an 8-minute time allotment for each presentation. The audience composition and the time limitation meant that only goals 1) and 2) could realistically be met with a design show. As a result, goal 3) was set up as a brief standalone technical meeting for faculty reviewers that focused on reviewing each requirement and how it was verified.

After completing the design show and the verification presentations, we compared student outcomes and informally surveyed faculty, sponsors, and students for their impressions of the modifications. The use of a video to convey the student work was universally popular. Faculty found that the material in a video was concise and clear, students appreciated viewing each other’s videos, and sponsors were excited at the opportunity a video offers them to share the student work more broadly within their organizations.

The verification review also received positive feedback from both faculty and students. Separating the verification review allowed more focused discussion on how students met the sponsor need and produced improvements in some student outcomes. In addition, a separate presentation simplified preparation for students and provided clearer grading criteria for faculty.

These modifications allowed the purpose of the design show to be met and had unexpected benefits for team sponsors and the university. As a consequence, we will continue to require student video creation as we return to face-to-face instruction and will continue to hold a separate verification presentation to demonstrate project completion. The videos will be used during the in-person design show and as supplemental material for sponsors, design reviews, and the school of engineering.
AU - Heather Orser
AU - Tiffany Ling
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Enduring Pandemic Impacts on Capstone Course
UR - https://peer.asee.org/40486
DO - 10.18260/1-2--40486
ER -