Transformation of a Mechanical Engineering Capstone Experience
Transformation of a Mechanical Engineering Capstone Experience
复制标题
机械工程顶点体验的转变
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
A. Goupee
中科院分区：
文献类型：
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作者：
W. Friess;A. Goupee
这是一个创新的实践工作进展文件。在机械工程在缅因州的大学的顶点经验包括一个大四，2学期7ch序列，学生团队设计，建造和测试机械设备。它不仅构成了学习计划的高潮，而且还代表了课程的一个标志性组成部分和学生的经验在部门由于其密集的性质，包括项目的建设和测试。过去，由于教学能力停滞不前，加上该专业学生增长迅速，目标是通过围绕常见的陆地无人机主题日益标准化经验和评估来简化实施。然而，最近的变化和教师团队的两名教师的扩展，结合必要性，以提高与课程相关的ABET结果的评估，激励这里提出的序列的转换。这一转变包括建立一个强大而透明的评估系统，该系统结合了形成性和总结性反馈模式，包括持续的同行评估，以及向校内和校外的研究实体以及行业积极开放项目。初步结果表明，外部赞助的项目增加了近三倍，ABET和匿名学生调查证明，对学习成果的成功评估支持该系统能够在团队环境中公平和透明地分配个人成绩的看法。
This contribution is an innovative practice work in progress paper. The capstone experience in mechanical engineering at the University of Maine consists of a senior year, 2 semester 7ch sequence, where student teams design, build and test a mechanical device. It not only constitutes the culmination of the plan of study, but also represents a signature component of the curriculum and student experience in the department due to its intensive nature that includes the construction and testing of the project. In the past, and due to stagnant teaching capacity coupled with high student growth in the major, the aim had been to streamline the implementation by increasingly standardizing the experience and assessment around a common land-drone theme. However, a recent change and expansion of the instructor team to two faculty members, combined with the necessity to improve the assessment of the ABET outcomes linked to the course, motivated the transformation of the sequence presented here. This transformation has included the development of a robust and transparent assessment system that incorporates both formative and summative feedback modes including continuous peer evaluation, as well as an active outward-opening of the projects to research entities on and off-campus as well as industry. Initial results indicate an almost three-fold increase in externally sponsored projects, as well as the successful assessment of the learning outcomes as evidenced by ABET and anonymous student surveys that support the perception of the system being capable of fair and transparent allocation of individual grades in a team environment.