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Use Of Met Capstone Course Raddical Metric

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Capstone/Design Projects: Mechanical ET

Page Count

7

Page Numbers

10.1389.1 - 10.1389.7

Permanent URL

https://peer.asee.org/14161

Download Count

17

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Paper Authors

author page

Craig Johnson

author page

Carlos Oncina

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session: 1647

Use of MET Capstone Course RADDical Metric

Carlos Oncina, Craig Johnson

Central Washington University

Abstract This research involves the application of an assessment metric to the first quarter of our capstone course with the purpose of improving both our student preparedness and our overall Mechanical Engineering Technology program. Observations of recent student performance on meeting the course outcomes of the design phase of our capstone course were below expectations. An assessment metric, referred to as RADD (Requirements, Analysis, Design, Drawings), was developed to quantify student performance. The acronym RADD reflects the traditional design process of proceeding from a function statement with requirements, to an analysis that in turn results in some design parameter that is then developed and documented in the form of a drawing of a device. Our experience showed that the student’s proposals lacked some parts of this design process. The traditional metrics of grades and post-graduation employment were insufficient in assessing the MET program objectives and did not point to specific actions required to improve student performance.

The intention of creating and applying this metric is two-fold. First, it was used as a metric in our assessment process, reflecting our program and course outcomes. Second, it was implemented to change the course and improve performance.

First, there was value to the MET program in applying a metric such as RADD as part of a continuous improvement process. This aspect offered help in identifying areas for improvement in our pre-capstone courses. With the addition of further parameters to the current RADD metric, we intend to provide data-based feedback that will aid in the modification to pre-requisite course outcomes.

Second, the RADD metric was used to improve the course itself. Analysis of the course performance indicated that a significant shortfall was the ability of students to synthesize and apply their project information and technical skills into a cohesive product design proposal. For comparison, the metric was retroactively applied to the 2003 capstone course. Analysis of the 2004 course performance indicates that performance did not improve significantly based on the formative data gathered using RADD. As a result, the addition of the product design and development course was abandoned and further trials will be made using other methods.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”

Johnson, C., & Oncina, C. (2005, June), Use Of Met Capstone Course Raddical Metric Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14161

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