June 14, 2015
June 14, 2015
June 17, 2015
Design in Engineering Education
26.1747.1 - 26.1747.27
Work in Progress: Rubric Development for Year-long Civil Engineering Capstone ProjectsProject-based learning pedagogies have been shown to be effective at teaching many of thetechnical and professional skills desired of engineering education programs. Project-basedlearning allows students to engage in more authentic engineering designs, helping to developmany of the technical and professional skills that are desired in engineering education. This typeof approach, however, makes traditional assessment more difficult due to variability in projectcontent, difficulty, and necessary deliverables from team to team.In our engineering program, all seniors engage in year-long, industry sponsored,capstoneprojects with the guidance of both faculty mentors and corporate liaisons. These projects aregenerally conceived of and sponsored by local engineering firms and oftentimes the results ofstudent work form the foundation for final solutions used by the corporate sponsor. Studentswork in team of three to five, developing a project proposal in the first quarter, working throughthe technical solution towards a final report and deliverables at the end of the academic year. Inthe past, achieving consistent assessment of student work has been difficult across the civilengineering projects. Since engineering projects include environmental, general civil, andstructural engineering foci, faculty have found it difficult to accurately assess technical content indisciplines not their own. Additionally, faculty perceptions of Likert scales on report elementshave remained largely individualized, prone to variation due to personal preference. Finally, notall projects are equally complex, therefore a grading system was needed to account for variabilityin project difficulty and student performance at that difficulty.Toward creating more consistency in grading student proposals and final reports, a new gradingrubric is in the process of being developed. The objectives of this rubric development has beento normalize grades across faculty members, accounting for disciplinary expertise and projectdifficulty. The paper presents the in-progress rubric as well as preliminary inter-rater reliabilityevidence which was developed using four academic and two professional reviewers of studentproject proposals. The aspiration is that this rubric would be useful for many engineeringprograms that use project-based learning and require some form of final written document fromstudents as a metric for grading.
Gnanapragasam, N., & Canney, N. E. (2015, June), Work in Progress: Rubric Development for Year-long Civil Engineering Capstone Projects Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25083
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015