New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Design in Engineering Education
Capstone is intended to be proving ground for students to demonstrate that they are prepared for professional practice. Accordingly, this paper addresses the problem of how capstone can provide feedback and thereby continuously make improvements to the engineering curriculum. A progressive model for hierarchically prioritizing student outcomes and mapping them to direct metrics related to the curriculum is presented as a mechanism for generating feedback. The model is used to highlight areas of engineering education where significant opportunities exist for improving the preparedness of our students for capstone and ultimately for professional practice.
Steiner, M. W., & Kanai, J. (2016, June), Using Capstone to Drive Continuous Improvement in the Curriculum Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27134
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