Davis, D., & Rogers, P. (2015, June), Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24746

\bibitem{asee_peer_24746}
  Davis, D., \& Rogers, P. (2015, June), \emph{Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24746

Denny Davis and Peter Rogers.  "Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/24746 Internet.  30 Apr, 2024

\bibitem{asee_peer_24746}
  Denny Davis and Peter Rogers.
  "Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/24746 Internet.  30 Apr, 2024

@INPROCEEDINGS{asee_peer_24746
author = "Denny Davis and Peter Rogers"
title = "Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/24746}
number = {10.18260/p.24746}
}

TY  - CPAPER
AB  -                 Structuring Capstone Design Assessment to Achieve Student,                             Faculty, and Employer Priorities    Abstract    Capstone design courses provide an excellent context for authentic assessment of many technical    and professional outcomes achieved by engineering students. Many of the student outcomes that    must be demonstrated for program accreditation by ABET are developed and evidenced in    capstone projects. In addition, many of the high priority knowledge, skills, and abilities (KSAs)    identified by engineering employers in the recent Transforming Undergraduate Engineering    Education (TUEE) report* are naturally evidenced in capstone projects. But how many different    outcomes can be assessed well in capstone courses while also achieving important student    objectives, faculty objectives, and employer objectives?    This paper presents a structure for prescribing assessment in capstone design courses to meet the    following criteria:        1.   Meets conditions that can lead to valid assessment of the selected outcomes        2.   Focuses on outcomes vital to the success of capstone projects and teams        3.   Addresses outcomes of high importance to engineering professional work        4.   Integrates assessment with engineering products common to capstone courses        5.   Minimizes “extra work” seen by students and instructors.    This paper describes the process used to select and specify details of assessments meeting the    criteria listed above. Results of the TUEE report and a workshop of capstone design faculty are    utilized in establishing priorities for outcomes to be assessed. The paper defines outcomes best    assessed in capstone design courses, identifies the purpose and type and timing of appropriate    assessments, proposes key assessment questions, and offers rubrics for each assessment question.    This paper presents an integrated model for assessment in capstone courses and invites    discussion from capstone design instructors that can lead to development of a transferable set of    assessments for capstone courses. Such a set of measures of student achievement, when    validated, will enable the capstone design faculty to make informed curricular changes that    improve preparation of engineering graduates for the challenges of this century.*ASEE. Transforming Undergraduate Education of Engineers -- Phase I: Synthesizing and   Integrating Industry Perspectives. Washington, DC: American Society for Engineering   Education, 2013.
AU  - Denny Davis
AU  - Peter Rogers
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities
UR  - https://strategy.asee.org/24746
DO  - 10.18260/p.24746
ER  -