Strengthening Senior Technology Capstone course experience for agricultural and industrial technology students
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Since 1905, the Department of Agricultural Engineering, now the Department of Agricultural and Biosystems Engineering (ABE), has been a leader in providing engineering solutions to agricultural problems in the United States and the world. The department’s original mission was to mechanize agriculture. That mission has evolved to encompass a global view of the entire food production system–the wise management of natural resources in the production, processing, storage, handling, and use of food fiber and other biological products.
History
In 1905 Agricultural Engineering was recognized as a subdivision of the Department of Agronomy, and in 1907 it was recognized as a unique department. It was renamed the Department of Agricultural and Biosystems Engineering in 1990. The department merged with the Department of Industrial Education and Technology in 2004.
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1905–present
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- Department of Agricultural Engineering (1907–1990)
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- College of Agriculture and Life Sciences (parent college)
- College of Engineering (parent college)
- Department of Industrial Education and Technology, (merged, 2004)
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Abstract
The Technology Capstone I/II are required Agricultural Systems Technology and Industrial Technology courses at Agricultural and Biosystems Engineering (ABE), Iowa State University to prepare students for workplace application of learned practices. Instructors are challenged to create a strong and rigorous learning experience in the final year of a typical degree program. Past experiences with Technology Capstone course weaknesses could be summarized as follows: (1) projects were often "made-up" problems, i.e., contrived to meet academic requirements, lacking real-world business client and associated professional/business-world expectations, (2) student engagement was low and affecting other team members, and (3) instructors lacked sufficient information for assessing performance and awarding final grades. This paper describes how the Technology Capstone course was strengthened to address these major weaknesses. The objectives of this paper are to: (1) overview the significant parts of Technology Capstone at ABE and how they contributed to course weakness; and to (2) share the experiences strengthening student experience and course outcomes through student based project selection process, team member accountability and weighted team member evaluations. Major improvements were made that focused on the following areas: (1) project identification, (2) team selection process, (3) team member evaluations, (4) written and oral communication, (5) facilities improvement and programming changes, and (6) faculty mentors. Several measures were put in place to strengthen team success, student accountability, and expected team member performance: (1) quality and quantity of work; (2) team meeting attendance, (3) preparation and participation; (4) team task deadlines; and (5) collaboration and effort.
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This proceeding is from 2015 ASABE Annual International Meeting, Paper No. 152190004, pages 1-21 (doi: 10.13031/aim.20152190004). St. Joseph, Mich.: ASABE. Posted with permission.