NDLI: Implementing a Problem-Based Multi- Disciplinary Civil Engineering Design Capstone: Evolution, Assessment and Lessons Learned with Industry Partners

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Implementing a Problem-Based Multi- Disciplinary Civil Engineering Design Capstone: Evolution, Assessment and Lessons Learned with Industry Partners

Content Provider	Semantic Scholar
Author	Yost, Scott A. Lane, Derek R.
Copyright Year	2007
Abstract	In response to the ABET2000 criteria and the industry feedback concerning program needs and outcomes, many Civil Engineering Programs have made fundamental changes in their curriculum. Most notable are the attempts to create capstone design experiences that provide rewarding experiences for seniors as they participate as members of multidisciplinary teams. This manuscript details the evolution of a civil engineering design capstone experience at a research extensive university that attempts to meet ABET requirements, discusses measures to assess communication competence, and presents lessons learned while working with industry partners. We begin with a review of the curricular enhancements and related responses by the industry that have occurred over the past six years since ABET2000. Furthermore, we provide a pragmatic discussion of "lessons learned" in order to respond to a call from attendees of the 2006 national ASEE conference for details about integrating Team- based Learning (TBL) and Problem-based Learning (PBL) into the capstone. Finally, we provide a candid discussion of lessons learned about industry involvement, the use of actual clients, student and instructor workload management and realistic project management.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.icee.usm.edu/ICEE/conferences/Conference%20Files/ASEE2007/RP2007081YOS.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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