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. 10.18260/1-2--18086

\bibitem{asee_peer_18086}
  El-Sayed, M. E., \& El-Sayed, J. A., \& Cameron, T. M. (2011, June), \emph{Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18086

Mohamed E. El-Sayed, Jacqueline A. El-Sayed, and Timothy M. Cameron.  "Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18086 Internet.  25 Apr, 2024

\bibitem{asee_peer_18086}
  Mohamed E. El-Sayed, Jacqueline A. El-Sayed, and Timothy M. Cameron.
  "Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18086 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_18086
author = "Mohamed E. El-Sayed, Jacqueline A. El-Sayed, and Timothy M. Cameron"
title = "Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18086}
number = {10.18260/1-2--18086}
}

TY  - CPAPER
AB  - 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.
AU  - Mohamed E. El-Sayed
AU  - Jacqueline A. El-Sayed
AU  - Timothy M. Cameron
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Implementation and Assessment of a Capstone Course Designed to Achieve Pprogram Learning Objectives
UR  - https://peer.asee.org/18086
DO  - 10.18260/1-2--18086
ER  -