Using Capstone To Drive Continuous Improvement In The Curriculum

Keywords

ABET; Capstone; Continuous improvement; Culminating experience; Engineering education

Abstract

Capstone is intended to be a proving ground for students to demonstrate that they are prepared for professional practice. Accordingly, this paper addresses the problem of how capstone can provide feedback and thereby continuously make improvements to the engineering curriculum. A progressive model for hierarchically prioritizing student outcomes and mapping them to direct metrics related to the curriculum is presented as a mechanism for generating feedback. The model is used to highlight areas of engineering education where significant opportunities exist for improving the preparedness of our students for capstone and ultimately for professional practice.

Publication Date

6-26-2016

Publication Title

ASEE Annual Conference and Exposition, Conference Proceedings

Volume

2016-June

Document Type

Article; Proceedings Paper

Personal Identifier

scopus

Socpus ID

84983294368 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84983294368

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