AC 2007-1556: ASSESSING ABET OUTCOMES USING CAPSTONE DESIGN

COURSES

Paul Biney, Prairie View A&M University

Page 12.261.1

© American Society for Engineering Education, 2007

 Assessing ABET Outcomes Using Capstone Design Courses

Abstract

This paper presents a methodology fo r using capstone design project courses for assessing a
number of ABET outcomes. In the advent of EC 2000, Engineering programs have grappled
with methods for assessing some of the ABET outcomes, especially those skills which are not
taught in the traditional engineering programs.

Senior Design and Professionalism I and II are two capstone design courses taken by seniors in
the College of Engineering over a two semester period. Each course is team-taught by professors
in all the engineering departments consisting of Civil, Chemical, Electrical and Mechanical.
Depending on the type of projects selected, student teams could be interdisciplinary, or discipline
specific. The capstone design courses are used to assess eight of the eleven ABET a-k outcomes
consisting of the ability to: design a system, function on multi-disciplinary teams, adhere to
professional and ethical responsibilities, communicate, understand global and local impact of
engineering solutions on society, engage in lifelong learning, have knowledge of contemporary
issues, and use modern engineering tools for engineering practice. Students’ abilities in these
outcomes are quantitatively measured using outcome specific project related lectures and
assignments given throughout the semester.

The methodology discussed in the paper has made it possible to identify problems encountered
by students in these outcome skills, thereby, facilitating adjustment in course content and
delivery, and formulation of plans to assist students to improve on these skills. The methodology
also makes it possible to document students’ performance in these outcomes. The
documentation is used to generate outcome specific binders of students’ work that are vital for
ABET accreditation.

Importance of Senior Design

This course is important because it provides the student, an opportunity to practice design in a
way that parallels what will be encountered in professional practice. Students are required to
apply a systematic design process, incorporate engineering codes, standards, and realistic
constraints that include economic; environmental; sustainability; manufacturability; ethical;
health and safety; social; and political considerations in solving the design problem. In addition,
Senior Design Project is the primary course used to satisfy ABET criterion 4 which requires
students to be prepared for engineering practice through the curriculum culminating in a major
design experience. The latter should be based on the knowledge and skills acquired in earlier
course work and should incorporate appropriate engineering standards and multiple realistic
constraints. Senior design is also used to satisfy outcome C of criterion 3. This outcome requires
students to have the ability to design a system, component, or process to meet desired needs
within realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability.
Page 12.261.2
Course Objectives and Anticipated Outcomes

The goal of the two semester capstone design courses are to ensure the students have the
necessary exposure to engineering design that broadens their abilities in eight of the eleven
ABET “a” to “k” outcomes. The eight ABET outcomes taught and assessed in the course are:

“c” an ability to design a system, component, or process to meet desired needs.

“d” an ability to function on multi-disciplinary teams.
“f” an understanding of professional and ethical responsibility.
“g” an ability to communicate effectively.
“h” the broad education necessary to understand the impact of engineering solutions in
a global and societal context.
“i” a recognition of the need for, and an ability to engage in life- long learning.
“j” a recognition of contemporary issues.
“k” an ability to use the techniques, skills, and modern engineering tools necessary
for engineering practice.

The courses have eight main objectives, with each objective related to one of the eight “a” to “k”
outcomes measured in the course, and having a number of anticipated outcomes. The first course
objective is to teach students to design systems, components, and processes to meet a desired
need by following a well defined design process. The anticipated outcomes for this objective are
that students will (1) demonstrate the ability to apply the design process systematically in any
design environment, (2) conduct research on the economical, global impact, ethical and technical
aspects of the engineering design, and (3) have the knowledge to optimize engineering solutions
and designs in accordance with technical and contemporary constraints.

The second course objective is to teach students to function in a multidisciplinary design team.
The anticipated outcomes for this objective are that students will (1) demonstrate team work
through regular formal team meetings, project management, class presentations and a final
design presentation, (2) gain appreciation of interdisciplinary projects involving students from
other engineering disciplines.

The third course objective is to teach students to understand professional and ethical
responsibilities of the engineer. The anticipated outcomes for this objective are that students will
be able to differentiate between ethical and legal issues and how these are related to their design
projects.

The fourth course objective is teach students to become proficient in written, oral, and technical
communication. The anticipated outcomes for this objective are that students will be able to
write a standard formal technical report with particular attention to the proper conventions for
formatting, labeling of figures and tables, reference citation and listing, proper presentation of
the technical content of the report, and techniques for oral presentation.

The fifth course objective is teach students the broad education necessary to understand the
impact of engineering solution in a global and societal context. The anticipated outcomes for this
Page 12.261.3
objective are that students will be able to analyze the impact of the their design and engineering
solutions in general on society, both locally and globally.

The sixth course objective is teach students to recognize the need for, and the ability to engage in
life long learning. The anticipated outcomes for this objective are that students will be able to
review the literature for concepts not covered in the curriculum but needed for the successful
design of their projects and be self learners.

The seventh course objective is teach students to be abreast with contemporary issues. The
anticipated outcomes for this objective are that students will be in the habit of reading
engineering magazines, journals, and other national magazines such as Newsweek to be
appraised of contemporary issues.

The eighth course objective is teach students the use of techniques, skills, and modern
engineering tools to complete a final design project. The anticipated outcomes are that students
are able to use a systematic design process and modern engineering tools such as solid
modeling, ANSYS, TRYNSIS, ADAMS, Microsoft Projects, and other Engineering Equation
Solvers and software in their design.

Project Selection Criteria

The senior design courses are intended to provide capstone design experience. The courses draw
on the students’ skills and knowledge gained from previous years of coursework in mathematics,
sciences, engineering science and design. The senior design project should be sufficient in
scope and technical content to demonstrate the students’ technical competence in their major
area of study. The successful completion of senior design project is indicative of the students’
preparedness to pursue professional practice of engineering. The following guidelines are
provided in the Senior Design Projects Manual1 to help faculty and project sponsors identify
suitable senior project topics:

• The project should emphasize design, experimentation and/or hands-on skills.

• The project should offer opportunity for creativity.
• The project should allow teamwork among seniors in one or more majors.
• The project should be of sufficient complexity to allow each team member to contribute
about 150 hours in class time and 150 hours outside class.
• The project should draw on the students’ skills and knowledge gained from previous
years of coursework.
• The project should incorporate engineering standards and realistic constraints that include
most of the following: economic; environmental; sustainability; manufacturability;
ethical; health and safety; social; and political.
• The project schedule should be limited to eight months (Early September to End of April)
• The project should have concrete and measurable goals.

Projects involving only collection of published materials are unacceptable and projects involving
Page 12.261.4

classified materials should be avoided.

Generic Timetable for Major Project Milestones
The senior design project sequence begins in the Fall semester and ends by the end of April the
following Spring semester. A guideline is, therefore, needed to ensure that the various sections
of the project design sequence are on schedule. Table 1 is a generic time table for major
milestones in the senior design project sequence contained in the Project Manual1 . Separate
schedules are provided for projects that begin in the Fall semester and in the Spring semester.
The course instructors are strongly advised to ensure that the schedule is followed as closely as
possible to ensure successful timely completion of the projects.

Table 1 Generic Timetable for Senior Design Project

8-MONTH 8-MONTH
SCHEDULE FOR SCHEDULE FOR
ITEM PROJECTS THAT PROJECTS THAT BEGINNING SPRING
NUMBER MONTH BEGIN IN FALL BEGIN IN SPRING MAJOR PROJECT EVENT
SEMESTER SEMESTER
(tentative) (tentative)
0 0 Project Identification
1 1 9/7 1/14 Project Selection and Team
Formation
2 1 9/30 1/30 Project Definitions and
Specifications and Background
Research
3 2 10/15 2/15 Project Planning and Task Definition
4 2 10/31 2/28 Literature Review
5 3 11/21 3/21 Preliminary Design and Oral
Presentations
6 4 12/1 4/30 Project Report
7 6 2/15 9/15 Detailed Design Development and
Parts Acquisition
8 7 3/1 10/15 Mid-semester Design Review and
Presentations
9 8 4/8 11/8 System Simulation & Optimization;
Design Iteration; and Construction &
Testing
10 8 4/15 11/15 Final Design Review (Oral
Presentations and Draft Final Report)
11 8 4/30 11/30 Final Senior Design Report

Senior Design Project Manual

The purpose of this manual is to inform students and faculty of the importance of senior design
project and to clearly present the level of details required in the preparation and presentation of
homework assignments, design, analysis, experimentation, presentations, intermediate reports,
final oral presentation and final project report that may be required. Table 2 is a summary of the
content of the Senior Design Projects manual. The project manual provides a detailed review of
the acceptable standards for technical writing including the preparation of the table of content,
list of tables and figures, the major required chapters of the senior project report, citation and
listing of references, format and placement of titles of figures and tables.
Page 12.261.5
In addition to providing the formatting standards, the project manual provides information on the required
contents of the senior design project report. A sample required table of contents page for project reports
contained in manual is provided in Table 3. Table 3 shows the required parts of the senior project report.
In addition to these major sections, each project report is required to have relevant appropriate sub-
sections under Literature Review, Preliminary Design and the Detailed Design sections of the report. The
manual also contains a detailed rubrics for evaluating the final project report and presentation. The
manual is distributed to students at no cost and discussed in detail in the course.

Table 2 Summary of the Content of the Senior Design Project Manual

TABLE OF CONTENTS
Acknowledgement………………………………………………………………………… ….. ii
Table of Contents ………………………………………………………………………………… iii
List of Figures …………………………………………………………………………………… iv
List of Table ……………………………………………………………………………………… v

1. INTRODUCTION TO SENIOR DESIGN PROJECT …………………………………1

1.1 Importance of senior Design …………………………………………………………………… 1
1.2 Purpose of Manual ……………….……………………………………………….………… 1

2. CAPSTONE DESIGN AND DESIGN METHODOLOGY... ……………………………… 2

3. REQUIREMENTS FOR SELECTION OF PROJECTS ………………………………………… 3

4. TEAM FORMATION AND MANAGEMENT …………..……………………………………… 4

4.1 Team Formation ……………………………………………………………………………… 4
4.2 Team Contract ………………………………………………………………………………… 4
4.3 Team Roles……………………………………………………………………………………. 4
4.4 Team Management ……………………………………….……………………………………. 4

5. MAIN PARTS OF REPORTS …………………………….……………………………………… 6

6. DETAILS AND FORMAT FOR PARTS OF REPORT ……………………………………………7

6.1 General Report Specifications …………………………………………………………….. 7
6.2 The Title Page ……………………………………………………………………………… 8
6.3 Letter of Transmittal …………………….………………………………………………….. 8
6.4 Table of Contents ………………………………………….…………………………………… 8
6.5 List of Figures and List of Tables ………………………………………………………….. 10
6.6 Abstracts ……………………………………….……………………………………………. 10
6.7 The Main Body of the Report …………………….…………………………………………… 12
6.8 Literature Review ………………………………………….…………………………………… 12
6.9 Citation of References in the Report ………………………………………………………. 12
6.10 List of References …………………….……………………………………………………. 12

7. GUIDELINES FOR ORAL PRESENTATIONS ………………………………………………… 15

7.1 General model for Oral Presentation………………………………………………………….. 15
7.2 Handling of Questions ………………………………………………………………………… 16
7.3 Preparation for a Team Presentation …………………….…………………………………….. 17
Page 12.261.6

8. ORAL PRESENTATION EVALUATION……………………………………………………….. 18

9. PROJECT REPORT EVALUATION………………………………………………………….. 19

 Figure 1 Required Table of Content for Senior Design Reports

TABLE OF CONTENTS
Letter of Transmittal ……………………………………… ii
Acknowledgement……………………………………… iii
Project Summary or Abstracts………………………… iv
Table of Contents ……………………………………… v
List of Figures …………………………………………. vi
List of Table ……………………………………………. vii
1. PROJECT SCOPE ……………………………………… 1
1.1 Problem Statement ………………………………………… 1
1.2 Client identification and recognition of need ……………….. 3
1.3 Project goals and objectives ………………………………… 3
1.4 Contemporary issues relevant to project ………………..…….. 3
1.5 Potential impact of project on society (global, national ,local). 3
1.6 Initial Project constraints ………………………………… 4

2. PROJECT PLANNING AND TASK DEFINITION.... 5

2.1 Task identification…………………………………………. 8
2.2 Timeline …………………………………………………… 10
2.3 Gantt Chart ……………………………………………….. 12

3. LITERATURE REVIEW …………………………………. 13

(Provide sub-sections based on project)

4. PRELIMINARY DESIGN ……………………………….. 25

4.1 Concept Generation ………………………………………. 25
4.2 Concept Evaluation and selection …………………………. 28
4.3 Design Constraints and Applicable Codes and Standards
Used in the Design………………………………………… 30
4.4 Preliminary Analysis ……………………………………….. 33
(Provide additional sub-sections based on project)

5. DETAILED SYSTEM DESIGN …………………………….. 40

5.1 (Provide sub-sections based on project) …………………… 40
5.4 Engineering Analysis and Simulation …………………….. 47
5.5. Layout/Detailed Drawings/Equipment selection
and specifications …………………………………………. 48
5.6 Application of Engineering Codes and Standards in design . 49
5.7 Economic Analysis ……………………………………….. 55

6. RESULTS & DISCUSSION ………………………………….. 60

6.1 Summary of Goals and Objectives
6.2 Summary of Constraints and Codes met by Design
(Provide additional sub-sections)

7. CONCLUSIO NS AND RECOMMENDATIONS…………… 70

Page 12.261.7

LIST OF REFERENCES ……………………………………….. 75

APPENDIX ………………………………………………… 85
Course Organization
The senior design project classes for chemical, civil, electrical, and mechanical engineering
programs are scheduled from 4:00 PM – 4:50 PM on Wednesdays and from 2:00 PM to 5:50 PM
on Fridays. In the beginning of the semester, the instructors select projects for the various
disciplines in accord with the project selection guideline. Depending on the scope of the projects,
a particular project may be interdisciplinary and thus requir e students from other engineering
disciplines or the project may be specific to a discipline, in which case students from another
major may not be needed.

In the first semester, the four instructors from the four programs team teach the course on
Fridays. The class on Fridays has two sessions. The first session from 2:00 PM – 3:50 is a joint
class attended by students from the four engineering departments. Common lectures based on
PowerPoint presentations are given on one of the following topics each week: (1) introduction to
the engineering design process and project teams, (2) written and oral communication and the
senior project requirements from project manual, (3) problem formulation and initial project
specifications, constraints, and standards (4) project planning, (5) literatur e review & lifelong
learning, (6) conceptual design and creativity, (7) modern engineering tools and practices used in
engineering design, (8) Engineering ethics and professional responsibilities, (9) preliminary
design and analysis, (10) contemporary engineering issues, (11) detailed design and final project
specifications, constraints and standards. Project specific assignments are given at the end of
each lecture, requiring students to apply what they learned to their project. These assignment are
formulated to test students’ abilities in the outcome areas discussed during the lecture. The
graded assignments are used to assess the students’ abilities in the outcome areas. During the
period from 4:00 PM to 5:50 PM on Fridays, and 4:00 – 4:50 PM on Wednesdays, students in
the four engineering departments meet separately with their individual instructors to discuss the
assignments and work on their specific projects.

In the second semester, students continue to work on the same design project. Still the four
instructors from the four programs team teach the course on Fridays. The class on Friday has
two sessions every other week. The first session from 2:00 PM – 3:50 is a joint class attended by
students from the four engineering departments. Common lectures based on PowerPoint
presentations are given on one of the following topics each other week: (1) project planning, (2)
detailed specifications for equipment and parts to be purchased and fabricated, (3) product
realization process, (4) written and oral communication and the senior project requirements from
project manual, (5) modern engineering tools and practices used in engineering design, (6)
product testing and final modifications. During the period from 4:00 PM to 5:50 PM on Fridays
and entire periods for alternate Fridays, and 4:00 – 4:50 PM on Wednesdays, students in the four
engineering departments meet separately with their individual instructors to build the design
hardware or simulation or model.

Group formation and project distribution

To ensure that each group has a fair chance of success, members in a group are not selected
randomly. Rather, the instructor selects the members in a group based on overall GPA. Group
members are selected to ensure even distribution of students with above average, average and
nominal GPAs within a group. Once the groups are formed, a list of projects is distributed and
Page 12.261.8

each group is made to select a project of their choice. If two or more groups select the same
project, they are requested to negotiate until each group has a different project. On the few
occasions where negotiations fail, projects are assigned by lots.

If a project requires students from other disciplines, then the four faculty members meet to
discuss the possible scope of work needed for each discipline, and students from the requested
disciplines are assigned to the projects depending on interest of the students in the projects.

Group Meeting Agreement and Ability to work in Teams

The first assignment after the formation of a team is the drafting and signing of group meeting
agreement that is binding for the entire semester. The assignment states: “Each group should
meet and select a group leader, and decide on common times for group meetings. Then write up
a simple meeting time agreement that each member should sign. Each group should meet at
least 3 hours per week to work on the project. The agreement should include at least the times
and location of each meeting. The agreement signed is binding on each student until the end of
the semester, and violating the agreement may require you to drop the course”.

The course instructor monitors the group meetings and assesses team work within the group by
requiring each group to complete a meetings deliberation proceeding form for each meeting. A
sample of the group meeting deliberations forms are shown in Tables 4 and 5.

Table 4 Required Minutes form for Group Meetings

SENIOR DESIGN & PROFESSIONALISM II

FALL 2006 SEMESTER
REPORT ON GROUP DYNAMICS
MINUTES OF GROUP MEETINGS
Meeting Date: ________________________ Meeting Time:_________________

Meeting Location:____________________________

Members Present: ____________________________________________________________

Agenda for Meeting ( Items to be discussed or discussed at the meeting)

Detailed Minutes: (should include name of speaker and summary of what he/she suggested)
Page 12.261.9
 Table 5 Meeting Task Assignment and Deliverables

Use this table to document task assigned and deliverables

completed/submitted by each group member at this meeting
If deliverables were not completed, indicate the actions taken by the group on this individual.

Deliverables completed & Actions taken by

Name Task Assigned to team submitted from tasks group on non-
members at this meeting assigned in previous performing
meeting(s) member

The Assessment Process for ABET Outcomes

In the advent of EC 2000, several assessment methods have been published in the
literature(2, 3, 4, 5). The senior design course uses one of the eight steps in a process for assessing
program outcomes developed in the College of Engineering and detailed in a paper6 presented at
the 2005 ASEE conference in Portland, Oregon. The step implemented in the senior design
course is the implementation of outcome competencies in courses, and direct outcome
assessment at course level using direct measurement of student performance in each outcome
measured in the course.

Assignments Used to Assess Outcomes

As part of the assessment process, the instructors of senior design project are required to use
outcome specific assignments to assess students performance in each of the eight outcomes
measured in the course. In addition, samples of graded student work on the assignments are
collected for each outcome and used to build outcomes based binders. A brief summary of some
of the specific assignments used to measure each of the eight outcomes is discussed below.

Assignments and student’s work used to assess student’s ability to design a system,
component, or process to meet desired needs.

Assignments given after lectures on (1) introduction to the engineering design process and
Page 12.261.10

project teams, (2) problem formulation and initial project specifications, constraints, and
standards (3) project planning, (4) literature review, (6) conceptual design and creativity, (7)
preliminary design and analysis, (8 ) detailed design and final project specifications, constraints
and standards are used to assess this outcome. The major design document used to demonstrate
student’s ability in this outcome is the complete final senior project reports.

Assignments and student’s work used to assess student’s ability to function on multi-
disciplinary teams.

Assignment on lectures on (1) introduction to the engineering design process and project teams,
and (2) project planning are used in addition to the meeting minutes and task assignments to
assess this outcome. The major design document used to demonstrate student’s ability in this
outcome is the graded homework assignments and group meeting minutes.

Assignments and student’s work used to assess student’s understanding of professional

and ethical responsibility.

Assignments given after a lecture on engineering ethics & professional responsibilities, and a
one page report on (a) ethical issues related to the design considered by the group and (b)
ethical issues that came up within the group members and how they were resolved. are used to
assess this outcome. The graded student responses to these assignments are used as
documentation on the students’ abilities in this outcome.

Assignments and student’s work used to assess student’s ability to communicate

effectively.

Assignment given to students after the lecture on written and oral communication and the senior
project requirements from project manual, the graded final report components consisting of (a)
the front end of report to the end of chapter 1, the last chapter and the list of References and (b)
the final oral presentation and graded copies of final presentation slides are used to assess this
outcome. The graded student responses and soft copies to these assignments are used as
documentation on the students’ abilities in this outcome.

Assignments and student’s work used to assess student’s understanding of the impact of
engineering solutions in a global and societal context.

This outcome is assessed using assignments given to the students after the lecture on impact of
engineering solutions on local and global communities. In addition students are required to
discuss both the positive and negative impact of their design and solution on either the local or
global society. Graded student work on these assignments are used as documented evidence for
their abilities in this outcome.
Page 12.261.11
Assignments and student’s work used to assess student’s recognition of the need for, and
an ability to engage in life-long learning.

This outcome is measured using assignments that test students ability to independently study to
understand concepts needed for their design that might not have been completely covered in the
curriculum or data needed that were not provided in the project statement. The literature review
chapter, list of references used, project scheduling and project tracking, relevant codes and
standards identified and used in the design are graded and used to assess the students ability in
this outcome. Portions of the project report on these topics and other assignments in these areas
are used to assess this outcome and also for documentation on students’ abilities in this outcome.

Assignments and student’s work used to assess student’s recognition of contemporary

issues.

Throughout the semester, students are made to read current articles in selected engineering
magazines, journals, national news magazines such as Newsweek to learn some of the current
and contemporary issues facing engineering, the nation, and the world. Each student is required
to read three of such publications to identify and summarize three different issues during the
semester. A typical assignment reads: “Provide at least a two page essay on any selected current
news related to your project and or discipline. You cannot just copy an article from a book,
newspaper, magazine, or a website, you may however discuss an article from a book, newspaper,
magazine or website, but references should be cited and listed at the end of the essay”.

Assignments and student’s work used to assess student’s ability to use the techniques,
skills, and modern engineering tools necessary for engineering practice

Throughout the two semesters of the senior project courses, students are made aware of design
techniques through comprehensive lectures on all the major stages of the design process. In
addition, students are required to use modern engineering tools in their design. Such tools
include (1) the use of solid modeling software such as UGS for generating solids models of parts,
for generating working and production drawings, and for generating assembly drawings of the
subsystems, (2) the use of project management software such as Microsoft project for
scheduling, monitoring and tracking tasks, (3) the use of analysis software such as ANSYS,
Engineering Equation Solver, Trynsis, ADAMS, and others for design analysis and parametric
studies to find the effects of major variables on the design. Students are assessed on the
application of the design process, and the use of these engineering tools. A typical assignment
for this outcome reads: “Provide (a) a project schedule and project tracking using a project
management software such as Microsoft Project, and (b) describe the modern engineering
software or hardware used in the project, what specifically you used it for, the results you
obtained, and how this enhanced your design”.

Assignment Types

To ensure active participation of individual members to the group effort, most assignments are
first given as individual assignments. After grading the individual contributions, the assignment
Page 12.261.12

is then assigned as a group assignment. Table 6 is used as the cover page of the group
assignments. This table is used to document the level of participation of individual group
members to the group assignment.

Table 6 Cover Page for the Group Assignments

Rubric for Grading Project Report and Demonstration

The senior design final report and project demonstration is graded on a 1000 point system. The
rubric shown in Table 7 contains detailed breakdown of the components of the final report, the
points assigned to the various sections, and the outcome that the individual sections of the report
assess. To facilitate easy tabulation of the score in the various outcomes, a spreadsheet version of
the rubric is used in the grading. Table 8 is a summary of the project score by outcomes,
automatically generated from Table 7 by a spreadsheet.
Page 12.261.13
 Table 7 Rubric for Grading Senior design project Reports
Report Item Relevant Not Acceptable Below Average Very Good Excellent Points Points
Expectations Barely meets Exceeds Received
expectations Expectations
to ABET (0-59.9%) (60-69.9%) 70-79 Meets (90-100%) Assigned
Criterion Expectations
(80-89%)
TECHNICAL WRITING SKILL 120 101.5
Title Page, Abstract, Table of Content (g) 10 10
Figures (Figure # & Titles, provided, (g) 25 20
Figure discussed/ referenced in text)
Tables (Table # & Titles provided, (g) 25 20
Table discussed/referenced in text)
References (Properly cited, referenced (g) * 25 17.5
in text, listed in List of References)
Appropriate sub-headings under each (g) 10 10
section
Writing Skill (g) 25 24
PROJECT SCOPE 80 77.5
Introduction (i) 20 20
Problem Statement (i) 10 10
Client Identification & (i) 20 20
Recognition of need
Recognition of & Knowledge of (j) 20 17.5
Relevant Contemporary Issues
Goals and Objectives (c) 10 10
PROJECT PLANNING 65 65
AND TASK DEFINITION
Task identification (c) 20 17.5
Timeline (d) 15 17.5
Gantt Chart (d) 15 15
Modern Project Planning Tool Used (d) 15 15

LITERATURE REVIEW 100 75

Relevant topics identified for literature (i) 10 10
review
Review of Previous Design or related (i) 60 50
materials, Extent and
relevance of materials reviewed to
project.
References used for literature review (i) 20 10
properly cited
Summary of how literature reviewed (i) 10 5
helped in project

PRELIMINARY DESIGN 100 72.5

Concept Generation, Evaluation & (c) 40 32.5
Selection
Engineering Specifications (c) 20 15
Preliminary Design Analysis (c) 40 25

IDENTIFICATION OF 8 8
CONSTRAINTS & OTHER ISSUES
Regulations & Design Constraints (c) 20 19
considered in design
Economic, Environmental, Health, (c) 20 19
manufacturability & Safety constraints
considered in design
Professional and Ethical Issues (f) 20 19
considered in Design
Social & Political Issues considered in (h) 20 19
design

DETAILED SYSTEM (Instructor decides the remaining point distribution of this section) 20 20
DESIGN/TECHNICAL DETAILS
Use of Modern Engineering tools in (k) 40 32.5
Page 12.261.14

analysis, design drawings/schematics/

solid models, report preparation, project
management, and communication.
 Table 8 Summary of project Score by Outcomes

Summary of Scores in Outcomes

outcome Score Out of % Score
c 483 550 87.82
d 62.5 65 96.15
f 19 20 95.00
g 101.5 120.00 84.58
h 19 20.00 95.00
i 144 170.00 84.71
j 17.5 20.00 87.50
k 32.5 40.00 81.25

Outcome Assessment Spreadsheet

The spreadsheet shown in Figure 10 is used to capture student and class performance in each of
the eight outcomes assessed and measured in the design project course. The semester class
average for each outcome is computed as shown in the Table. These normalized weighted
averages are used to determine whether students mastered the proficiencies in the outcomes.
Table 10 Spreadsheet for Computing Student and Class Averages in Outcomes
Outcomes c Design d Team f Ethics g Communication
Assignment HW1 Hwk3 HW4 Hwk2 MTRPT FRPT Prototype Total Hwk1 MTRPT FRPT MTRPT FRPT Total MTRPT MTPRESFPRES FRPT Total
Maximum 50.0 100.0 60.0 100.0 29.5 55.0 100.0 100.0 10.0 6 6 100 2 2 100 12 100 100 12 100

Weight
NAMES
35.0 75.0 58.0 40.0 22.8 28.0 75 64.0 10.0 2.7 4.25 62.5 1.6 1.5 76.7 8.3 67.2 85 8.8 74.1
35.0 75.0 58.0 40.0 22.8 28.0 75 64.0 10.0 2.7 4.25 62.5 1.6 1.5 76.7 8.3 67.2 85 8.8 74.1
48.0 98.0 56.0 90.0 24.3 49.3 95 89.9 10.0 3.75 5.75 84.8 1.4 1.9 86.7 9.2 92.3 94 10.2 86.0
35.0 80.0 58.0 40.0 22.8 28.0 75 64.3 10.0 2.7 4.25 62.5 1.6 1.5 76.7 8.3 67.2 85 8.8 74.1
35.0 70.0 50.4 70.0 24.3 49.3 95 86.8 10.0 3.75 5.75 84.8 1.4 1.9 86.7 9.2 83.1 79.9 10.2 81.7
35.0 98.0 47.6 90.0 24.3 49.3 95 88.9 10.0 3.75 5.75 84.8 1.4 1.9 86.7 9.2 87.7 75.2 10.2 81.3
35.0 98.0 50.4 80.0 24.3 49.3 95 88.6 10.0 3.75 5.75 84.8 1.4 1.9 86.7 9.2 78.5 84.6 10.2 82.0
35.0 90.0 50.4 70.0 24.3 49.3 95 87.7 10.0 3.75 5.75 84.8 1.4 1.9 86.7 9.2 64.6 84.6 10.2 80.0
35.0 70.0 58.0 40.0 22.8 28.0 75 63.8 10.0 2.7 4.25 62.5 1.6 1.5 76.7 8.3 67.2 85 8.8 74.1

72.889 83.778 90.148 62.222 80.113 135.03 156.57 0 77.6 100 54.722 84.722 75 74.444 86.111 82.2 73.333 75 84.256 79.583 0 78.6

h Global & Society i Lifelong learning j Contemporary Issues k Modern Engineering skills & tools
MTRPT FRPT Total HWK4 HWK5 MTRPT FRPT Total MTRPT FRPT FASSIGN Total MTRPT FRPT Total
2 2 100.0 40.0 100.0 17 17 100.0 2 2 100.0 4 4 100

1.4 1.5 73.3 37.0 51.0 11.3 10.2 62.2 1.4 1.4 70.0 2.8 2.2 60
1.4 1.5 73.3 37.0 51.0 11.3 10.2 62.2 1.4 1.4 70.0 2.8 2.2 60
1.4 1.9 86.7 39.0 99.0 14.1 14.4 85.4 1.8 1.75 88.3 2.8 3.25 77.5
1.4 1.5 73.3 37.0 51.0 11.3 10.2 62.2 1.4 1.4 70.0 2.8 2.2 60
1.4 1.9 86.7 35.1 95.0 14.1 14.4 84.9 1.8 1.75 88.3 2.8 3.25 77.5
1.4 1.9 86.7 33.2 90.0 14.1 14.4 84.5 1.8 1.75 88.3 2.8 3.25 77.5
1.4 1.9 86.7 35.1 95.0 14.1 14.4 84.9 1.8 1.75 88.3 2.8 3.25 77.5
1.4 1.9 86.7 35.1 99.0 14.1 14.4 85.2 1.8 1.75 88.3 2.8 3.25 77.5
1.4 1.5 73.3 51.0 11.3 10.2 59.8 1.4 1.4 70.0 2.8 2.2 60

74.6 80.2 70
Page 12.261.15

70 86.111 0 80.7 90.156 75.778 75.621 73.725 74.6 81.111 79.722 0 0 80.2 70 69.583 0 0 70
End of Semester Outcomes Assessment Report
At the end of the semester, the outcomes assessment report is prepared and included in a
comprehensive Course Assessment Report for the department. The end of semester outcomes
assessment report contains the following information
1. Performance Statistics
• Total number of students in class
• The class average performance (stated as %) in each course outcome assessed in this
class and the two previous times course was assessed.
• The acceptable class average for the class in each outcome area as set by each
Department.
• Percentage of students who scored below the expected average in each outcome.

2. Implementation Summary
• Brief summary of plans implemented during the semester based on last assessment report

3. Perceived Problems
• Instructor’s critical evaluation of perceived problems that affected students’
performance. Realistic problems are identified throughout the semester and summarized
in this section of the report.

4. New Plans for Addressing Problems

• Instructor’s plans for addressing the perceived problems the next time the class is taught.
These are specific enough for another instructor to implement. Most of these are things
that the instructor can implement to help students to improve the next time the course is
taught.

5. Overall Trend over last three assessment periods

• Instructor’s summary of overall performance trend for each outcome measured over the
last three periods.

Table 12 contains the end of semester assessment report for the eight outcomes measured in
senior project class in the Fall 2006 semester.

Page 12.261.16
 Table 11 End of Semester Course Outcomes Assessment Report
MCEG 4483-SENIOR DESIGN & PROFESSIONALISM II
FALL 2006 SEMESTER
Report Prepared by: ______________
Report Date: December 19, 2006
Outcome c Outcome d Outcome f Outcome g
Ability to communicate (Oral &
Ability to design a system, a Ability to function in a multidisciplinary An understanding of Written )
Number component, or a process to team professional & ethical
Semester Analysis of meet desired need
responsibilities
Expected Class % Students % Students Expected Class Average % Students Expected Class % Students below
Type Students Average Average below Expected Average Class Average below Average below Averag e Average Expected Average
Expected Expected % % Expected
Average Average Average

FALL 2006 Direct 9 75 77.6 44 75 74.9 44 75 82.2 0 75 78.6 44

Spring 2006 Direct 10 75 86 0 75 75 0 75 86 10 75 71 80
Fall 2005 Direct 9 75 85 0 75 86.5 0 75 86.5 0 75 85.6 0

Senior project manual was Senior project manual was distributed and A presentation of ethical and professional The various stages of the design process
Implementation distributed and discussed in class. discussed in class. The section on teaming and responsibility was made to students in was presented, with emphasis on the
The various stages of the design group dynamics was presented and stressed. class, and a report on ethical issues that requirements for report and oral
Summary process were reviewed, and the could arise from their project was presentation format and preparation .
design requirements explained. required from students.
Given an open ended problem, Students do not begin to compile their
students found it difficult to identify Few good students appear to do most of the work. Students found it difficult to find the work into a report early enough.
Perceived the various mechanical subject Responsibilities of each team member were not connection between their project and Presentations are not planned in
areas and relevant design equations clearly defined. professional & ethical responsibilities. advance until the last minute.
Problems needed for the design. Design
specification was a major problem Presentations did not have video clips.

The instructor should: The instructor should

The following is recommended for The following is recommended for
implementation. implementation the next time the course is offered. Present case studies on professional & Require students to begin preparing their
ethical responsibilities of engineers. report and presentation from the first
Students should be made to break Group leaders will be required to break up week of class.
the project into tasks and identify assignments among individual members. Invite a guest lecture on this topic.
the subject area needed for each Instructor should first make individuals turn in key Require students to make an outline of
Plans for task and relevant design equations assignments for grading before submission to Individual assignment and test on this their report and presentation right after
Addressing required. group.
Instructor should grade assignments and award
topic. discussing the senior project manual.
Each assignment will then be inserted
Problems A lecture on design specifications grades to individual members based on how well Assign students to read the ASME and PE into appropriate portions of this outlined
should be given, followed by an each performed in his/her respective sub - Code of ethics and students should be report and presentation.
assignment. assignment tested on these. Require students to embed video clips in
their presentations.
There is slight fluctuations in There is a slight decreasing trend over the last The class average has been in the mid There was a decrease in the Spring 2006,
Overall students performance from semester three semesters. Not much change between the 80% over the last three semesters with a but a slig ht increase in Fall 2006 and
Trend over to semester, but on the whole the Spring and Fall 2006 semesters. slight decreasing trend. There has been expected average exceeded in two of the
average has been above the gradual improvement in student last three semesters.
Periods expected value the past three performance over the last three periods.
periods The average has been over the expected
since fall 2005.

Page 12.261.17
 Table 11 Continued

Outcome h Outcome (i) Outcome j. Outcome k

Number Impact of engineering A recognition of the need for and the Knowledge of contemporary Ability to use the techniques, skills,
Semester Analysis of solutions in a global and ability to engage in lifelong learning issues & modern engineering tools
Students necessary for engineering
Type societal context
Expected Class % Students % Students Expected Class Average % Students Expected Class % Students below
Average Average below Expected Average Class Average below Average below Average Average Expected Average
Expected Expected % % Expected
Average Average Average

FALL 2006 Direct 9 75 80.7 44 75 74.6 44 75 80.2 44 75 70 44

Spring 2006 Direct 10 75 79 30 75 70 70 75 80 30 75 93 0
Fall 2005 Direct 9 75 84 11.1 75 84 11.1 75 84 11.1 75 84 11.1

Students were made aware of the Senior project manual was distributed and The importance of reading current issues Solid modeling, tools such as Unigraphics,
Implementation importance of asce rtaining the impact discussed in class. The importance of life -long in mechanical engineering was stressed. analysis tools such as EES, project
of their project on either the local or learning demonstrated by a detailed literature management tools such as Microsoft
Summary global society review and gathering of relevant information projects were recommended for use in the
needed for the design was stressed. project.

This was a tough issue for students to Students overly depend on the internet for Students were not very clear on what they Some students have problems using some
address. information needed for the project. need to do in this area of the tools needed for the design such as
EES, Unigraphics, and project management
Perceived Students found it difficult to identify Students do not have the habit of learning new tools.
Problems the impact of their design in a global areas themselves through literature research
and societal context

Instructor should provide a special Instructor should provide a listing of selected Instructor should give a brief lecture on Instructor should give homework
lecture on this topic and assign journals, conference proceedings, and other contemporary issues. assignments that help student to practice on
homework in a general area and publications relevant to the projects and require the use of these tools early in the semester .
Plans for another homework related to the students to read these for additional information A disciplinary specific homework on
Addressing projects students are w orking on. on the projects. contemporary issues should be given

Problems Should give homework on global issues

related to and or addressed by the design

The average has consistently been The average has been below the expected average The average has consistently been above There was a dramatic decrease in this
Overall above the expected average since Fall over the list and the last semester, even though the expected average and in the low 8o%. average from 93% in Spring 2006 to 70%
Trend over 2005 semester. there was a slight improvement over the Spring in Fall 2006.
2006 semester
Periods

Page 12.261.18
Conclusion

A process and methodology for using capstone design projects in assessing eight of the eleven
ABET a-k outcomes developed at the College of Engineering, Prairie View A&M University
have been described. The process includes (1) identifying the importance of capstone design, (2)
defining course objectives and anticipated outcomes, (3) defining a criteria for selecting
projects, (4) generating a generic time table for major project milestones, (5) having a manual
that details the format and requirements for the capstone design project, the reports, and
presentations, (6) systematic organization of the course, (7) method for group formation and
group meeting requirements, (8) designing outcome specific assignments for the course, (9)
assessing of outcomes using outcome specific assignments, project reports, and project
presentations and product testing, (10) the use of various spreadsheets for capturing student and
class performance in the outcomes, and (11) a final end of semester assessment report that
summarizes the performance in outcomes, identifies problem areas, and formulated plans to
address the problems the next time the course is taught. The methodology discussed in the paper
has made it possible to identify problems encountered by students in these outcome skills,
thereby, facilitating adjustment in course content and delivery, and formulation of plans to assist
students to improve on these skills. The methodology also makes it possible to document
students’ performance in these outcomes. The documentation is used to generate outcome
specific binders of students’ work that are vital for ABET accreditation.

Page 12.261.19
References

1. Biney, P.O., Lin, S.B; Attia, J.O., Osborne-Lee, Perkins, J., Gyamerah M., and Lodgher
A., “Senior Design Projects Manual”, College of Engineering, Prairie View A&M
University, 2004.

2. Koehn, Enno, “ABET Program Criteria: Review and Assessment for a Civil Engineering
Program”, Journal of Engineering Education, July 2001, pp 445-455.

3. Rennels, K., “Outcomes Assessment in an MET Program”, Proceedings of the 2002

American Society for Engineering Education Annual Conference & Exposition, American
Society for Engineering education.

4. Deng, Z.T., Ruben, R, Qian, X., “Developing Assessment Tools for Outcome Based
Engineering Courses”, Proceedings of the 2002 American Society for Engineering Education
Annual Conference & Exposition, American Society for Engineering Education

5. Erdogan, M.S., “Assessment: How Much is Too Much or How Much is Not Enough?”
Proceedings of the 2002 American Society for Engineering Education Annual Conference &
Exposition, American Society for Engineering education

6. Biney, Paul, and Bryant, Milton., “A Novel Strategy for the Direct Assessment and
Improvement of Engineering Programs Developed and Implemented by the College of
Engineering, Prairie View A&M University.

Page 12.261.20