2024 ASEE Annual Conference & Exposition

Introduction
Engineering education is critical in equipping students with the necessary technical and soft skills to address real-world problems. One of the most pivotal experiences in this educational journey is the capstone design project undertaken in the final year. This project, which epitomizes the culmination of years of study, aims to bridge the gap between theoretical knowledge and practical application. However, a recurring challenge faced by many instructors is the students' lack of preparation leading into this decisive year. The objective of this study is to present a systematic approach integrated into the curriculum, aimed at enhancing students' readiness for the capstone design project, and consequently, their overall design thinking capabilities.

Methodology
To address the aforementioned challenge, a multi-tiered strategy was implemented across the undergraduate engineering curriculum:
• Sophomore Year Initiatives: Introduced open-ended design projects aimed at exposing students to basic design principles and fostering an innovative mindset from an early stage.
• Junior Year Interventions:
• Mini Custom Projects: Two distinct mini custom projects were introduced to provide hands-on experience in problem-solving and design execution.
• Shadowing Senior Projects: In the latter part of the junior year, students were given the unique opportunity to shadow senior students during their capstone design projects. This provided a spectator's perspective, allowing juniors to observe and learn the intricacies of executing a full-scale design project.
The methodology revolved around constant formative assessment activities, ensuring that learning is iterative and feedback-driven. These assessments gauged students' grasp of engineering design and their ability to integrate it with other vital components like sustainability, teamwork, and Intellectual Property Law (IPL).

Results:
The systematic curriculum approach yielded several noteworthy outcomes:
• Increased Preparedness: Juniors who shadowed the senior projects displayed a significant increase in confidence and preparedness when they embarked on their capstone projects.
• Enhanced Design Thinking: The exposure to open-ended projects from the sophomore year and the mini custom projects in the junior year fostered a robust design thinking mindset. Students displayed a more holistic understanding of the design process, focusing not just on the technical aspects but also considering sustainability, ethical implications, and societal impact.
• Improved Soft Skills: One of the unintended yet beneficial outcomes was the enhancement of soft skills. Teamwork, communication, and problem-solving skills saw marked improvement, attributed to the collaborative nature of the design projects and the diverse challenges they posed.
• Positive Feedback Loop: The constant formative assessments created a feedback-rich environment. Students received timely feedback on their design approaches, allowing them to refine their strategies and learn from their mistakes.

Conclusion:
The capstone design project is undeniably a cornerstone of engineering education, acting as a bridge between academic learning and real-world application. The challenges associated with preparing students for this crucial phase are multifaceted. However, through a systematic curriculum approach, it is possible to not only enhance students' technical proficiency but also cultivate a holistic design thinking mindset. This study underscores the importance of early exposure to design principles, hands-on projects, and continuous feedback in shaping future engineers who are not only technically competent but also innovative, ethical, and socially responsible.