Schulte Grahame, K., & Pfluger, C. (2022, August), WIP: A Comparison and Assessment of Capstone and Cornerstone Students’ Perceptions of the Application of ABET Design Criteria  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41388

\bibitem{asee_peer_41388}
  Schulte Grahame, K., \& Pfluger, C. (2022, August), \emph{WIP: A Comparison and Assessment of Capstone and Cornerstone Students’ Perceptions of the Application of ABET Design Criteria}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41388

Kathryn Schulte Grahame and Courtney Pfluger.  "WIP: A Comparison and Assessment of Capstone and Cornerstone Students’ Perceptions of the Application of ABET Design Criteria".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41388 Internet.  08 Apr, 2025

\bibitem{asee_peer_41388}
  Kathryn Schulte Grahame and Courtney Pfluger.
  "WIP: A Comparison and Assessment of Capstone and Cornerstone Students’ Perceptions of the Application of ABET Design Criteria".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41388 Internet.  08 Apr, 2025

@INPROCEEDINGS{asee_peer_41388
author = "Kathryn Schulte Grahame and Courtney Pfluger"
title = "WIP: A Comparison and Assessment of Capstone and Cornerstone Students’ Perceptions of the Application of ABET Design Criteria"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41388}
number = {10.18260/1-2--41388}
}

TY  - CPAPER
AB  - This Work In Progress seeks to discover students’ assessments of their ability to employ their problem-solving skills to the engineering design process across their undergraduate degree. This will be accomplished by analyzing students’ perceptions of their own abilities to apply design thinking at the outset of their first-year Cornerstone program, and again at the conclusion of their senior Capstone Design courses. The researchers embarked on this WIP upon identifying that the ABET-mapped course objectives and student outcomes for the first-year and senior programs were uniquely paired in focusing on the application of design thinking. 
First-year and senior students in a large, private R1 university are required to take design courses that have students apply the engineering design process through an opened-ended design project, specifically, first-year Cornerstones of Engineering and senior Capstone design. Students in these courses will complete a survey of self-assessed knowledge of the course learning outcomes from each design course before and after the courses, which are directly linked to the ABET student outcomes used for accreditation for the engineering program. Data from these learning outcome surveys will inform how courses can improve design thinking and how these learning outcomes can be implemented in mid-degree courses. The following questions will be addressed: (1) On what aspects of the ABET student outcomes do students self-report the most improvement in the first year and senior design courses?  (2) What experiences do first-year and senior students share in their respective design courses? (3) Do senior students use the engineering design process learning outcomes from first-year in their Capstone design projects?  With more research and data, future results aim to answer (4) How could the curriculum help support more robust engineering design outcomes based on our findings?

AU  - Kathryn Schulte Grahame
AU  - Courtney Pfluger
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - WIP: A Comparison and Assessment of Capstone and Cornerstone Students’ Perceptions of the Application of ABET Design Criteria
UR  - https://peer.asee.org/41388
DO  - 10.18260/1-2--41388
ER  -