Assessment of design process, design products, team process, and professional practice are natural fits in an engineering capstone design course. In order for instructors and students to fully experience the value of capstone course assessment activities, the activities must not only be carefully developed but must also be deployed in an appropriate manner. Course designers must choose an optimal set of assignments based on local needs, while balancing time intensive design project activities with professional growth experiences. Instructors must facilitate the complete cycle of usage of a single assignment in order to ensure that the value is understood before and after completion of the assessment. This paper introduces guidelines for achieving effectiveness in selecting, timing, and sequencing assessment activities, preparing for activity deployment, and implementing a facilitation plan. Additionally this paper reports on the feedback from students and faculty using the system that highlights the importance of naturalistically integrating assessment.
- Design Engineering Division and Computers in Engineering Division
Methodology for Selection, Sequencing, and Deployment of Activities in a Capstone Design Course Using the TIDEE Web-Based Assessment System
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McCormack, J, Beyerlein, S, Feldon, DF, Davis, D, Davis, H, Wemlinger, Z, Gerlick, R, & Howe, S. "Methodology for Selection, Sequencing, and Deployment of Activities in a Capstone Design Course Using the TIDEE Web-Based Assessment System." Proceedings of the ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. Volume 8: 14th Design for Manufacturing and the Life Cycle Conference; 6th Symposium on International Design and Design Education; 21st International Conference on Design Theory and Methodology, Parts A and B. San Diego, California, USA. August 30–September 2, 2009. pp. 423-432. ASME. https://doi.org/10.1115/DETC2009-87478
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