CPEP Reflection
The Capstone Project Electronic Portfolio (CPEP) was an effective method of displaying and combining the knowledge gained throughout years of study within Penn State’s Architectural Engineering department. The goal of the CPEP project was to increase communication amongst students, faculty, and industry professionals, which was significantly achieved during various stages of the project. Completing this project allowed students to market themselves to potential employers and industry professionals, as well as bond with instructors and advisors at a level a classroom setting cannot provide. Outside sources such as the Discussion Board was essential in AE Senior Thesis because it allowed students to easily interact with industry professionals. As a result of such interactions students were able to gather opinions, recommendations, and advice. Having such dedicated professionals continuing their involvement with the Penn State AE program was a substantial asset to the success of this course.
Senior Thesis Reflection
The 5th year senior thesis project is the culminating project in Penn State's AE curriculum. The year-long project demonstrates the knowledge gained within a student’s primary option of study and ties it together with additional options in a multi-disciplinary manner. By creating similar scenarios practicing engineers face on a daily basis and forcing students to make educated decisions based on their own analysis provides a unique, real world experience. The course is designed for students to make these real life engineering decisions and effectively execute them based on the techniques and skills they have developed during the five years of study
In order to be successful in this course, students must be able to manage time, work independently as well as collaboratively with other professionals, and be able to put to use the skills they developed throughout their education. At the completion of the course an increased appreciation for an outstanding work ethic, great communication skills, and willingness to continue learning is formed. All of these values directly apply to the profession and are essential to becoming a successful engineer.
ABET Outcome Survey
Important Note: These outcomes reflect a personal (student) assessment of the course, not the instructor's assessment.
ABET Outcomes for AE 481W/482
Outcome not able to be assessed
Level of ability demonstrated but below acceptable
Minimum acceptable level of ability demonstrated
More than minimum level of ability demonstrated
(Score of 0)
(Score of 1)
(Score of 2)
(Score of 3)
A. An ability to apply knowledge of mathematics, science, and engineering
X
B. An ability to analyze and interpret data
X
C. An ability to design a system, component, or process to meet desired needs
X
D. An ability to identify, formulate, and solve engineering problems
X
E. An understanding of professional and ethical responsibility
X
F. An ability to communicate effectively
X
G. The broad education necessary to understand the impact of engineering solutions in a global and societal context
X
H. An ability to engage in life-long learning
X
I. A knowledge of contemporary issues
X
J. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
X
K. Engineering design capabilities in at least two (2) of the (3) basic curriculum areas of architectural engineering, and that design has been integrated across the breadth of the program
X
L. Communication and interaction with other design professionals in the execution of building projects
X