Abstract

Capstone projects have long been a mainstay of engineering and computer science curriculums. Most accredited programs utilize term-long, team-based assignments since they provide a significant design experience, and hey are an excellent mechanism to incorporate team dynamics, writing, and oral presentations into the curriculum. Assessment and evaluation of group work provides unique challenges to instructor and student alike. Instructors need a consistent mechanism to assess widely disparate and unique designs and assess individual student performances in a team framework. Students, on the other hand, are concerned that their efforts are subsumed by a group dynamic that inhibits individual creative initiatives. We examine successfully implemented mechanisms that satisfy the needs of the instructor and students. Some of the examples provided include: the incorporation of written and oral presentations into design meetings; student-led structured walkthroughs of designs; individual self-assessment and team assessment tools; student progress reports and post-mortems.