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2016 ASEE Rocky Mountain Section Conference
Evidence and technical depth of multiple perspectives for a given problem (economic
feasibility, reliability, maintainability, sustainability, safety, etc.)
During the last several years, providing a right mix for a capstone course with technical merit,
system engineering thinking, and improving communication skills continues to be an evolving
learning experience and challenge for both faculty and students.
Throughout the progress of incorporating system engineering concepts in the capstone course
and to provide further assessment of the system engineering process and technical merit, a rubric
for the Critical Design Review was developed and provided in the next section.
Rubric for Critical Design Review (CDR)
Table 4 depicts the rubric for the CDR. The rubric has several criteria to assess and evaluate the
student’s understanding of system-level thinking when providing a solution that meets a
customer need and having technical merit.
Each criteria provides three levels of evaluation: Sophisticated, Competent and Unsatisfactory.
The list of criteria are: (1) identification of needs, (2) system requirements and testing of system
towards meeting the requirements, (3) proposed design solutions and criteria for selection of
solution, (4) block diagrams that describe the solution (includes system, subsystem, and
component design and (5) design considerations when looking at the system from many
perspectives including thoughts about ethics, economics, reliability and safety.
The rubric has proved useful to assess student outcomes and account for both system-level
thinking and technical merit such as the capstone projects briefly described in the next section.
© American Society for Engineering Education, 2016
Evidence and technical depth of multiple perspectives for a given problem (economic
feasibility, reliability, maintainability, sustainability, safety, etc.)
During the last several years, providing a right mix for a capstone course with technical merit,
system engineering thinking, and improving communication skills continues to be an evolving
learning experience and challenge for both faculty and students.
Throughout the progress of incorporating system engineering concepts in the capstone course
and to provide further assessment of the system engineering process and technical merit, a rubric
for the Critical Design Review was developed and provided in the next section.
Rubric for Critical Design Review (CDR)
Table 4 depicts the rubric for the CDR. The rubric has several criteria to assess and evaluate the
student’s understanding of system-level thinking when providing a solution that meets a
customer need and having technical merit.
Each criteria provides three levels of evaluation: Sophisticated, Competent and Unsatisfactory.
The list of criteria are: (1) identification of needs, (2) system requirements and testing of system
towards meeting the requirements, (3) proposed design solutions and criteria for selection of
solution, (4) block diagrams that describe the solution (includes system, subsystem, and
component design and (5) design considerations when looking at the system from many
perspectives including thoughts about ethics, economics, reliability and safety.
The rubric has proved useful to assess student outcomes and account for both system-level
thinking and technical merit such as the capstone projects briefly described in the next section.
© American Society for Engineering Education, 2016
