June 26, 2011
June 26, 2011
June 29, 2011
Liberal Education/Engineering & Society and Engineering Ethics
22.1131.1 - 22.1131.10
Assessing Core Liberal Education Outcomes in Capstone ProjectsAbstractCapstone projects have long been used to assess ABET-related outcomes in both engineering andtechnology programs. As an integrating experience, senior design projects provide a rich array ofboth technical and soft skills that can be evaluated. Foremost is the need for students to completea successful design either by themselves or as part of a team. On one hand, this requirescompetence across multiple sub-disciplines to be evident. In addition, the ability to manage aproject is also required. Bounded by limited time and resources, a successful demonstration withsupporting results must be completed, documented and presented orally. In the course of thecapstone, challenges inevitably arise that require a complex blend of technical, professional,interpersonal and communication skills. Assessment of ABET program outcome criteria (a-k)falls into three categories: (1) design within realistic constraints, (2) professional and ethicalresponsibilities and (3) soft skills such as oral/written communication and an ability to functionin teams.While outcomes assessment in ABET-accredited programs has been required since 2000, anemerging trend among regional accrediting bodies is to focus on learning outcomes that arecommon across the institution. The most relevant liberal education outcomes for engineering andtechnology graduates are creative and critical thinking, inquiry/analysis, problem solving, andinformation literacy. Hence, there is a growing need to assess the full complement of these skills.During the last academic year, we undertook to incorporate liberal education outcomeassessment within a capstone course in addition to those customary performed for ABET. Thispaper reports our findings, experiences and recommendations.
Eppes, T. A., & Milanovic, I., & Sweitzer, F. (2011, June), Outcome Assessment of Liberal Education Skills Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18799
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015