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Designing a Capstone Design Course to Achieve Student Outcomes

[+] Author Affiliations
Vincent Wilczynski

Yale University, New Haven, CT

Andrew C. Foley

U. S. Coast Guard Academy, New London, CT

Paper No. IMECE2014-36749, pp. V005T05A026; 5 pages
  • ASME 2014 International Mechanical Engineering Congress and Exposition
  • Volume 5: Education and Globalization
  • Montreal, Quebec, Canada, November 14–20, 2014
  • Conference Sponsors: ASME
  • ISBN: 978-0-7918-4950-7
  • Copyright © 2014 by ASME


The assessment of Student Outcomes is an import component for program evaluation and improvement. Though not proposed as the only tool a program should employ to measure the achievement of outcomes, the capstone design course can be a valuable mechanism to measure performance with regards to Student Outcomes. Because of the expansive reach of the engineering design process, capstone design projects present a natural environment to structure assessment activities that directly map to Student Outcomes. This paper presents versions of the Mechanical Engineering capstone design course that have been specifically structured to assess achievement of Student Outcomes commonly included in engineering accreditation criteria. Typically the outcomes are assessed by assignments that guide the engineering design process.

Copyright © 2014 by ASME



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