Using Capstone PBL to Demonstrate Achievement of ABET Outcomes

Maher Shehadi

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Engineering Technology Division (ETD) Technical Session 7
Tagged Division: Engineering Technology Division (ETD)
Page Count: 18
DOI: 10.18260/1-2--44569
Permanent URL: https://peer.asee.org/44569
Download Count: 127

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Paper Authors

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Maher Shehadi Purdue University at West Lafayette (PPI)

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Dr. Shehadi is an Associate Professor of Mechanical Engineering Technology (MET) in the School of Engineering Technology at Purdue University. His academic experiences have focused on learning and discovery in areas related to HVAC, indoor air quality, human thermal comfort, and energy conservation. While working with industry, he oversaw maintenance and management programs for various facilities including industrial plants, high rise residential and commercial buildings, energy audits and condition surveys for various mechanical and electrical and systems. He has conducted several projects to reduce carbon dioxide and other building emission impacts by evaluating and improving the energy practices through the integration of sustainable systems with existing systems. His current research focuses on engaging and educating students in sustainable and green buildings' design and energy conservation. He is currently investigating various ways to reduce energy consumption in office buildings.

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Abstract

Interactive learning has been proven to increase students’ retention, interests, way of thinking and job placement. Different methods are followed to achieve interactive learning environments in classroom including group assignments, in-class discussion or online threaded discussions, small projects and semester or year-long projects. Teachers and academic institutions face many challenges when implementing such methods in different courses at different levels. On one hand, challenges arise in securing funding, to mentoring, to identifying industrial partners and selecting proper projects. On the other hand, meeting college learning outcomes and ABET Student Outcomes when applying such tools in classes can pose real challenges if projects and activities are not properly designed to address each outcome. Capstone projects performed by senior year students offer a rich environment to apply concepts where students may apply concepts and knowledge gained throughout their college experience. This paper examines project-based learning (PBL) implementation in a capstone project course sequence in the School of Engineering Technology at XXX University. The course structure is designed to motivate students and engage them throughout a two-semester long project. Various sources were identified to select proper topics for the different teams. These sources include partners from industry, community foundations, local authorities and companies. Other sources could be research topics with professors in the same institute or other research laboratories. The projects are designed with six milestone deliverables (called “Gates”) throughout the two-semester course. Key elements include high level educational goals for capstone including brainstorming, a marketing survey, design specifications, system development and testing. The design and implementation of the projects focus on learning processes where students can apply knowledge and techniques, design systems, improve written and oral communication skills while working in a team-oriented environment. These skills are used to demonstrate achievement of ABET Student Outcomes using rubrics designed to assess each Gate. This paper presents the techniques used to evaluate and assess the ABET Student Outcomes using capstone projects.

Citation
Format

Shehadi, M. (2023, June), Using Capstone PBL to Demonstrate Achievement of ABET Outcomes Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44569

TY - CPAPER
AB - Interactive learning has been proven to increase students’ retention, interests, way of thinking and job placement. Different methods are followed to achieve interactive learning environments in classroom including group assignments, in-class discussion or online threaded discussions, small projects and semester or year-long projects. Teachers and academic institutions face many challenges when implementing such methods in different courses at different levels. On one hand, challenges arise in securing funding, to mentoring, to identifying industrial partners and selecting proper projects. On the other hand, meeting college learning outcomes and ABET Student Outcomes when applying such tools in classes can pose real challenges if projects and activities are not properly designed to address each outcome. Capstone projects performed by senior year students offer a rich environment to apply concepts where students may apply concepts and knowledge gained throughout their college experience.
This paper examines project-based learning (PBL) implementation in a capstone project course sequence in the School of Engineering Technology at XXX University. The course structure is designed to motivate students and engage them throughout a two-semester long project. Various sources were identified to select proper topics for the different teams. These sources include partners from industry, community foundations, local authorities and companies. Other sources could be research topics with professors in the same institute or other research laboratories. The projects are designed with six milestone deliverables (called “Gates”) throughout the two-semester course. Key elements include high level educational goals for capstone including brainstorming, a marketing survey, design specifications, system development and testing.
The design and implementation of the projects focus on learning processes where students can apply knowledge and techniques, design systems, improve written and oral communication skills while working in a team-oriented environment. These skills are used to demonstrate achievement of ABET Student Outcomes using rubrics designed to assess each Gate. This paper presents the techniques used to evaluate and assess the ABET Student Outcomes using capstone projects.
AU - Maher Shehadi
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Using Capstone PBL to Demonstrate Achievement of ABET Outcomes
UR - https://peer.asee.org/44569
DO - 10.18260/1-2--44569
ER -