June 14, 2015
June 14, 2015
June 17, 2015
Problem- Project- and Case-based Learning in Environmental Engineering
26.678.1 - 26.678.20
Perception of Capstone Design Course Learning Outcomes Evaluated Through Multiple Lenses: Students, Faculty and Professional EngineersIntegration of a competition prompt into a capstone design course challenged students to applythe skills and content knowledge gained throughout their studies to address a complex problem. Motivation is fostered through competition with other regional universities at a technical waterconference which also provides valuable industry exposure and networking opportunities forstudents. The [University's] use of a prompt from [regional technical water conference] achievethe ABET specified program and student outcomes while also providing a real world designchallenge for the students. [The University's] course solicited advisement from two consultingprofessional environmental engineers, in addition to faculty guidance. Incorporating theseprofessional engineers into the class helped to bridge the gap between academics and practicalapplications as the engineers gave feedback to student teams throughout the design process. Thetwo semester course, promotes problem-based learning and allows students to enhance theirprofessional and communication skills such as group collaboration, problem solving andpresentation of technical designs. Self-evaluation by students in addition to professional engineerand faculty evaluations throughout the course provide similar and contrasting perceptions of howlearning outcomes are met. Learning outcomes are used to evaluate student work during thedesign course and responses from various views allow for assessment of student preparednessfollowing completion of the course. Mixed research methods were implemented to compare howlearning outcomes were perceived and evaluated between the three groups. Learning outcomeswere presented to students, professional engineers and faculty for evaluation using a Likert scale.The responses provided quantitative data of how the three groups perceived the relevance of thecourse outcomes to the students’ future careers. Qualitative responses to pre and post coursesurveys assessed the three groups perceptions of student weaknesses and strengths as related tothe learning outcomes. This study allowed for similarities and differences to be identifiedbetween the three groups of stakeholders: students, faculty, and professionals.
Monaco, P. A., & Brundrett, M. M., & Christenson, D., & Nguyen, K. A., & Morse, A. N. (2015, June), Environmental Engineering Capstone Design Course Learning Outcomes Performance Perceived Through Multiple Lenses: Students, Faculty, and Professional Engineers Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24015
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