June 14, 2015
June 14, 2015
June 17, 2015
26.1699.1 - 26.1699.12
Vertical Integration of Capstone Projects in Multiple Courses in the Engineering Technology ProgramsIn Engineering Technology Programs the objective of capstone projects is two-fold: provide anopportunity to evaluate the use by students of the knowledge acquired during the program and tofacilitate the ABET’s program assessment process. The written report submitted by studentsmust include the outcomes of their experiences in approaching and addressing the differentengineering challenges that have arisen from the design and execution. Students are alsoexpected to submit the product resulted from the project execution.Ideally students should start thinking about their capstone projects when as earlier as when theyreach the junior academic status, e.g., when they have enough technical maturity to select thesubject that fits best their own interests and the program requirements. However, completedprojects show that decisions on capstone projects are taken in a later stage of the program, morespecifically, mostly during the very same semester when the projects are due. This pose achallenge in selecting a subject that really provide the necessary elements for a thoroughlyassessment of the students learning outcomes.Some initiatives undertaken to address this issue are: senior project programs in cooperation withlocal industries (e.g. NKU/Mazak Corp. Joint Senior Project Program) and other experientiallearning opportunities. These initiatives however, are not available to all students and/or doesn’tnecessarily guarantee a proper learning outcomes assessment, as they may not be specificallytailored to this purpose.In this paper we propose a vertical integration of projects in different courses in order to improvethe evaluation of the students’ knowledge of the subject matter, as well as help facilitate theABET assessment process. A design and execution of a relatively complex product whichrequire knowledge in different levels of technical proficiency will be proposed in an earlier stagein the program. Students will be required to address the various technical challenges as theyprogress towards more advanced classes. This process will provide an opportunity to evaluatestudents’ level of knowledge in a planned and incremental procedure, culminating with a moreaccurate assessment of their learning outcomes.
Sadat-Hossieny, M., & Torres, M. (2015, June), Vertical Integration of Capstone Projects in Multiple Courses in the Engineering Technology Programs Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25035
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