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Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Capstone Design III

Tagged Division

Design in Engineering Education

Page Count

12

Page Numbers

22.805.1 - 22.805.12

Permanent URL

https://peer.asee.org/18086

Download Count

19

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Paper Authors

biography

Mohamed E. El-Sayed Kettering University

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Dr. Mohamed El-Sayed is a professor of Mechanical engineering and director of the Hybrid Electric Vehicle Integration and Durability Laboratory, Kettering University. He is the current Editor-in-Chief of the SAE journal of Materials and Manufacturing. Dr. El-Sayed has over thirty years of teaching experience in the area of design, design simulation, design optimization, and automotive design. Dr. El-Sayed has over twenty years of Automotive Design, Development, and Validation experience. Dr. El-Sayed was the lead engineer on the design optimization and quality/Durability/Reliability Integration of several General Motors Vehicles, Platforms, and Architectures. He was a Quality, Reliability and Durability (QRD) Performance Integration Team Leader and Subject Matter Expert at General Motors Car group, Truck Group, and Advanced Vehicle engineering for over ten years. Dr. El-Sayed has several awards from GM related to vehicle development and validation. Dr. El-sayed has also worked as the chief engineer for Joalto Design developing advanced automotive components and safety subsystems. Dr. El-Sayed has advised several Ph.D., Master, and over a hundred automotive-related theses. He has several patents, and published over seventy research papers.

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biography

Jacqueline A. El-Sayed Kettering University

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Dr Jacqueline El-Sayed is a professor of Mechanical Engineering at Kettering University and the Richard L. Terrel Professor of Excellence in Teaching. She is the founding chairperson of the Planning and Assessment Council appointed by the provost and president. This university wide, shared governance council facilitates the strategic planning and assessment for the campus. In addition she is a commissioner for the State of Michigan in the area of commercial vehicle safety. She is married and has three children.

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Timothy M. Cameron Miami University

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Abstract

IMPLEMENTATION AND ASSESSMENT OF A CAPSTONE COURSE DESIGNED TO ACHIEVE PROGRAM LEARNING OBJECTIVESThe view of a capstone course or experience depends on how the education process as whole isviewed. When an educational program is designed, the learning outcomes can be viewed as thedesired attributes or abilities of the learner at the end of the program. The program itself becomesthe process through which these attributes are achieved. Each designed course in the program is asub-process with its learning outcomes incrementally contributing to the final program learningoutcomes. Each course or sub-process is designed for the learner development towards the finalgoal state and validation based on the course set criteria or outcomes.Capstone courses are usually the last phase for development and validation of the program itself.For this reason capstone courses, concerning the validation aspect, should share the finalvalidation criteria with the program. As for the development aspect all the efforts during thecourse should be driven to close the gap between the learner state entering the course and goalstate at the end of the course as well as the program. In this paper, the implementation andassessment of this view of a capstone course is studied.In this study, the course learning objectives are aligned with the program learning objectives. To measurethe gaps for each team of students, in the capstone course, assessment for each learning objective isconducted at the beginning of the course. These assessments are based on established targets and priorityfor each learning objective and are used as indicators of the gaps to be closed for each team. These gapsare used guide and monitor the activities of each team until the end of the course. At the end of thecourse, using the same targets and priorities, assessment for each team are again conducted to measure theimprovement and the extent of the gap closure. To demonstrate the results, the implantation process andthe assessment data are discussed.

El-Sayed, M. E., & El-Sayed, J. A., & Cameron, T. M. (2011, June), Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18086

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