Assessment of Project Completion for Capstone Design Projects
Abstract
Assessment of Project Completion for Capstone Design ProjectsAbstractThe Capstone Design project has become a significant educational experience for the student inthe application of their growing technical expertise and the preparation of their professionalskills. The typical design process experience includes Problem Definition, Concept Generation,Preliminary Design, Detail Design, and Communication of Results5. However, the end result ofthis process is ultimately Solution of the Problem which often receives little attention in theacademic setting.A successful Capstone Design program including companion design courses has beendeveloped1,2,3,4 that has become an integral and important component of the MechanicalEngineering curriculum. A variety of challenging projects are created each year to appeal tostudent academic and career interests. Students work in teams with the assistance of a facultyadvisor to tackle a significant Mechanical Engineering Capstone Design project. The designexperience and course experience includes defining the problems to be addressed with formalDesign Requirements and identifying how the problems will be solved with a formal ProjectPlan. As the design and the project evolve, the course experience includes a Design Review andan Engineering Report. For those students that have not had the benefit of professional workexperience or internships, these course deliverables provide an initiation and foundation for theirprofessional engineering careers.Objec…
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Laguette argues that a capstone project should be assessed for problem scoping, concept generation, and solution realization.
“Laguette [10] argues that a capstone project should be assessed for (i) problem scoping (ii) concept generation and (iii) solution realization”
From Experiences with Capstone Projects in a Master of Engineering Management Program: A Case Study (2015) · cites this paper as [10]
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Experiences with Capstone Projects in a Master of Engineering Management Program: A Case Study
Hilal-Alnaqbi, A., & Sivaloganathan, S. (2015) · 2015 ASEE Annual Conference and Exposition Proceedings · doi:10.18260/p.24056
- Authors
- Laguette, S.
- Affiliations
- University of California, Santa Barbara (US)
- Corresponding author
- Laguette, Stephen
- Venue
- 2012 ASEE Annual Conference & Exposition Proceedings
- Publisher
- ASEE Conferences
- Published
- 2020-09-11
- Pages
- 25.227.1-25.227.19
- OpenAlex
- W2587398580
- Cited by
- 10
- References
- 0
- Citations by year
- 2026: 1 · 2024: 2 · 2022: 1 · 2020: 3 · 2019: 1 · 2018: 1 · 2015: 1
- FWCI
- 3.35
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- ASEE Annual Conference & Exposition (publishedVersion)
- Topics
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- capstone design, mechanical engineering education, design process, design review, engineering reports, student accountability, rubrics, problem solving, professional skills development
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