2026 ASEE Annual Conference & Exposition

This paper presents a project-centered flipped instructional model for senior capstone design and reports multi-cohort assessment results from a two-semester mechanical engineering capstone sequence. Building on a prior ASEE implementation, the course sequence was redesigned over multiple years to shift MAE 451: Design Process and Methods from a lecture- and exam-centric format to a flipped, project-centered structure supported by eleven scaffolded design deliverables, followed by MAE 494: Design Project, where teams prototype and test within a continuous design framework.
In the refined model, asynchronous instructional content supports in-class project work, weekly progress reviews, and structured approval gates aligned with the formal engineering design process. Traditional quizzes and exams were replaced with rubricized deliverables and milestone reviews to emphasize iterative design, documentation, and feedback. The redesign emphasizes instructional intentionality, with structured scaffolding, frequent feedback, and explicit alignment between deliverables, rubrics, and learning objectives.
A multi-cohort survey-based assessment compared student perceptions across two course iterations: a current cohort experiencing the fully refined flipped structure with expanded deliverables, and a prior cohort that completed an earlier version of the flipped format. Results indicate generally positive perceptions across both cohorts, with higher ratings in the refined cohort for domains related to course structure, instructional support, and clarity of expectations. Item-level and agreement-rate analyses further show stronger endorsement of lecture relevance, feedback effectiveness, and deliverable structure following implementation of the refined model. Qualitative responses reinforced the importance of structured deliverables and consistent feedback, while also highlighting ongoing challenges related to team coordination.
The paper contributes a scalable, project-centered flipped model for senior design instruction, multi-cohort evidence on the impact of structured scaffolding and feedback mechanisms, and practical guidance for implementing flipped capstone courses in large-enrollment, team-based environments.