n o t e s o n c a p s t o n e c o u r s e d e s i g n（n o t e s o n c p s t o n e c o u r s e d e s i g n）.docVIP

NOTES ON CAPSTONE COURSE DESIGN Professional Behaviors: Analyst Role Designer Role Communicator Role Collaborator Role Achiever Role Learning Outcomes: (ABET data required from course) Design Process (3c) Oral Communication (3g) Teamwork (3d) Ethics/Professionalism (3f) Life-Long Learning (3i) Product Realization (4) Performance Criteria: synthesis of individual efforts, team decisions, and ongoing prototyping to produce functioning hardware that exceeds customer expectations effective team meeting and project management process that delivers resultson-time and within budget, without marginalizing other design teams stand alone documentation package that can be used by customer/other studentsto continue development and that serves as a marketing tool to future customers accountability for project success involving technical leadership, engineered solutions, documentation, collaboration, and professional growth Performance Measures: Design Team Commitment rubric Design review rubric Design report rubric Team Process rubric (from TIDEE) Personal Capacity rubrics (from TIDEE) Expo judging form ACTIVITY DESIGN #1 FOCUS/TITLE: Understanding Capstone Course Expectations KEY INSTRUMENT: syllabus with course evaluation system (knowledge form: context) WHAT – understand how to be successful on a complex, real-world project visualize exemplary performance in previous capstone project work WHY – identify best practices that can benefit your career (long-term) enhance your capstone experience (short-term) use syllabus as a guide for time allocation in capstone course (short-term) OBJECTIVES Compare course organization with ingredients for success on an open-ended,real-world project. Feel sense of challenge balanced by confidence about your capstone experience. PERFORMANCE CRITERIA 1. Thoughtful examination of artifacts from previous projects factor 1: product and process balance factor 2: individual and tea