Marikunte, S. S., & Gurupackiam, S. (2022, November), Enhancing Student Learning through Inter-Disciplinary Capstone Design Projecct  Paper presented at ASEE Middle Atlantic 2022 Fall Conference, Middletown, Pennsylvania. 10.18260/1-2--44680

\bibitem{asee_peer_44680}
  Marikunte, S. S., \& Gurupackiam, S. (2022, November), \emph{Enhancing Student Learning through Inter-Disciplinary Capstone Design Projecct}
  Paper presented at ASEE Middle Atlantic 2022 Fall Conference, Middletown, Pennsylvania.
  10.18260/1-2--44680

Shashi S. Marikunte and Saravanan Gurupackiam.  "Enhancing Student Learning through Inter-Disciplinary Capstone Design Projecct".  ASEE Middle Atlantic 2022 Fall Conference, Middletown, Pennsylvania, 2022, November.  ASEE Conferences, 2022.  https://strategy.asee.org/44680 Internet.  14 May, 2024

\bibitem{asee_peer_44680}
  Shashi S. Marikunte and Saravanan Gurupackiam.
  "Enhancing Student Learning through Inter-Disciplinary Capstone Design Projecct".
  \emph{ASEE Middle Atlantic 2022 Fall Conference, Middletown, Pennsylvania, 2022, November}.
  ASEE Conferences, 2022.
  https://strategy.asee.org/44680 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_44680
author = "Shashi S. Marikunte and Saravanan Gurupackiam"
title = "Enhancing Student Learning through Inter-Disciplinary Capstone Design Projecct"
booktitle = "ASEE Middle Atlantic 2022 Fall Conference"
year = "2022"
month = "November"
address = "Middletown, Pennsylvania"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/44680}
number = {10.18260/1-2--44680}
}

TY  - CPAPER
AB  - In many universities, capstone project is associated with an advanced course, which focus on the expertise in one concentration area. This limits student learning of interdependency of other disciplines within the major for problem solving. At our program, we formulated a creative way to use the traditional course offering yet provide an opportunity for students to work on an inter-disciplinary project in civil engineering. Students from three concentration areas within civil engineering (structures, construction, and transportation) were offered an opportunity to work together in small groups on an active or proposed project that included components from all three concentration areas. Student groups were provided with drawings and specifications of an actual project that was in the process of being built or recently completed and were required to propose alternate approaches to design and other components of the project. All groups diligently worked on this project in true competition style, to incorporate changes through value engineering, sustainability, energy efficiency, and other modern tools to improve the functionality, or other aspects of the project. Students had opportunity to review actual construction drawings and work in inter-disciplinary teams to incorporate changes. Confidential peer-reviews were used to assess the performance and contribution of each member, and their interaction with other members of the group. Students presented their final project in front of mixed audience that included family members as well as experts in the area during the Capstone Design Conference. Team consisting of faculty and industrial advisory board members evaluated communication skills and technical skills of students during this conference.  In addition to enhancing student learning, this approach was also valuable to assess ABET student outcomes that are difficult to assess in the traditional class setting. This paper presents the beneficial effects of such approach to assess ABET student outcomes, and their effectiveness. The success of this approach has encouraged us to broaden the project to include all concentration areas in civil engineering going forward.
AU  - Shashi S. Marikunte
AU  - Saravanan Gurupackiam
CY  - Middletown, Pennsylvania
DA  - 2022/11/11
PB  - ASEE Conferences
TI  - Enhancing Student Learning through Inter-Disciplinary Capstone Design Projecct
UR  - https://strategy.asee.org/44680
DO  - 10.18260/1-2--44680
ER  -