2017 ASEE Annual Conference & Exposition

The execution of the Capstone project is one of the most intense educational experiences for the student teams and their instructors/mentors. In our and many other institutional models, a team of a few students is led through a year-long experience to project completion by the instructor(s). For many students, it is the first time they have worked one on one with a professor and the first time their entire grade relies on their performance on one project that is executed over such a long period of time. In addition, for many, it is the first time their performance on a team is directly observed and evaluated for aspects such as teamwork, personal contribution and ability to sustain a long-term, congenial relationship with each other and with their professor. To be successful, students need to develop the characteristics of a life-long learner, develop project planning and team dynamics coping mechanisms, combine and apply problem solving skills, and strike the balance between demonstrating independent thinking and exhibiting what the five factor model (FFM) calls the “agreeableness” trait. At our institution, the projects culminate in a Capstone Expo that is attended by an audience ranging in skill sets and interests from Middle and High School students to industry partners, industry experts, engineering students and faculty and students from around the university. The paper will cover all the above aspects of the Capstone experience up to and including preparing the team for the Expo.
The authors bring a combined seven years of industry and thirteen plus six years of teaching experience. This has led to the development of a holistic, systemic and successful approach to advising and mentoring Capstone teams. In the years that we have been leading these projects, our teams have earned top honors on at least nine separate occasions, in spite of sometimes having to overcome impediments such as initial lack of direction, unequal skill sets among the students, lack of self-motivation and imperfect team dynamics. All projects produced the design and construction of a prototype and included devices ranging from an Electromagnetic Launch Apparatus , a linear/rotary motor, a 3-D Printed Microwave Hyperthermia Applicator (multi-disciplinary), a Li-Fi system (Multi-Channel Unbounded Optical Communication through the modulation of LED lighting), Wind Energy Harvesters for Urban Small-Scale Power Generation, a Training Platform for Control Systems and a Nuclear Power Plant Trainer (multidisciplinary) and Simulator (multidisciplinary).
This paper will outline the rules of engagement that we have imposed when dealing with these teams. These rules work for both internally driven and industry sponsored projects as well as for single-discipline or multi-disciplinary teams. The rules that we outline are a blend of academic and industry-inspired metrics and methods that will work under many conditions and for varying levels of team and individual academic preparedness, self-motivation, diligence and persistence. They help keep faculty mentors and student teams goal-oriented and engaged. The paper will present examples and lessons learned that led to the development of this systemic approach as well as link each activity to the proposed improvement in outcomes. It will also present specific project examples, outline their challenges and demonstrate the final results. We will also present a qualitative assessment of student achievement and student and faculty satisfaction as these rules were developed and implemented through the years.