Improvement of Senior Design Capstones by Extending their Lengths and Scopes Ramez Hajj  The University of Texas- Austin 301 E Dean Keeton St, Austin, TX 78712 E-mail: rhajj@utexas.edu Abstract The Senior Design capstone project has become a staple of undergraduate engineering programs throughout the United States and other parts of the world. While these projects are often effective in providing students with an opportunity to experience a realistic design process, they often fall short because of limited time and resources as a student finishes their undergraduate education. In addition, previous work has shown the effectiveness of extracurricular design projects that often span over a longer period of time. Therefore, a novel capstone project, which begins at the beginning of a student’s third year in an engineering program, is presented. Many programs utilize a two- semester approach to Senior Design with the student taking a course for the project in each of their final two semesters. This proposal involves the first half of a student’s capstone course being completed in the first semester of their junior year, and the second half in the last semester of their senior year. In doing this, students will begin their design project without the time constraint of their graduation, and with more flexibility to refine their designs and performed more detailed designs. In addition, students will experience a realistic design process throughout their last two years of undergraduate education, which will help them put into context how to apply knowledge gained in their upper-level coursework. Finally, this method has the added benefit for faculty members of creating meaningful and long-lasting design projects that can potentially be used to jumpstart research topics or to generate enthusiasm among students to pursue graduate studies in their field. 1. Introduction Senior design capstones have become one of the most commonplace parts of engineering curricula. Students are generally tasked with developing some type of solution to a problem in a situation that simulates a real world design situation. However, these projects have a few drawbacks, that have yet to be truly resolved for both students and faculty members (Figure 1). 2. Proposed Project Timeline Figure 2 provides a visual summary of the proposed timeline for the project. A more detailed summary is provided below: Fall Junior Year- Students will take the capstone course. The first few weeks of the course will focus on learning about the different types of projects that will be offered and making a careful selection of the project topic. Students will select a topic, and begin preliminary work, including a schedule for the next two years of Senior Design (subject to change). Spring Junior Year- Students will not be officially registered for a course, but will work on long-term aspects of the project. Students will also have the opportunity to change projects if possible during this semester, but must repeat the previous course in the next fall to do this. Fall Senior Year- Students finish the bulk of the project, and focus on refining and improving their designs, and adding detail if possible. Spring Senior Year- Students complete the project, with ample time to consider the impacts of their work and reflect on their future career plans. 3. Expected Benefits: Capstone design will have more impact on career plans of students, projects will be more complete, projects can lead to innovation and discovery. Students take first semester of capstone course, select topic of interest, and begin project Fall Junior Year Students continue to work on long-term aspects of project; possibility of topic change allowed if course is repeated Spring Junior Year Students finish bulk of the project; focus shifts toward refinement and details of project near end of semester Fall Senior Year Students Faculty Often experience “senioritis” and lose interest in project Internships and outside projects can provide more relevant design experience Too late to lead to any relevant career possibilities Students will leave soon after project, so the collaboration is short-lived and less meaningful Little chance of publication, proposal, or potential patent of the idea Limited scope provides little of value to scientific community Difficulty supplementing project with coursework because students have finished most courses Part II of the capstone course is completed; Project is finished with ample time for reflection and career planning Spring Senior Year Fig. 1 Drawbacks of Traditional Senior Design Fig. 2 Proposed Timeline of Project Proceedings of the 2018 ASEE Gulf-Southwest Section Annual Conference The University of Texas at Austin April 4-6, 2018