June 26, 2011
June 26, 2011
June 29, 2011
22.1215.1 - 22.1215.21
Revitalizing the Capstone: Infusing Mentors, Rubrics and the BOK2AbstractThe Department of Civil Engineering at Lawrence Technological University requires senior-level students to participate in a two-term capstone sequence in their senior year. As part offaculty’s commitment to continuous improvement, discussions were often held regardingrevising the sequence to provide students with a more realistic and professionally relevantexperience.The impetus to effect substantive changes arose in spring 2008 when the department adopted theprogram outcomes set forth in the Civil Engineering Body of Knowledge Second Edition(BOK2), as promulgated by the American Society of Civil Engineers. The BOK2, in essence, isa roadmap for civil engineering education for the next decade. During initial discussions, facultyrecognized that the program outcomes dovetailed perfectly with the goal of revitalizing thecapstone.This paper discusses how the triumvirate of significant changes: utilizing grading rubrics,participation of industry practitioners, and adopting the BOK2 outcomes, were brought to bearon the capstone content, resulting in a much more interesting, professional and vibrant sequence.Examples of resultant positive changes include clearer student deliverables and evaluatorexpectations, a more pragmatic approach to project scope and documentation, and meaningfulstudent/practitioner interaction at important project junctures.
Tocco, J. V., & Carpenter, D. D. (2011, June), Re-Engineering the Capstone: Melding an Industry Oriented Framework and the BOK2 Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18403
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