Applying Theory Of Constraints To Solicit Feedback And Structure Improvements To A Capstone Design Experience

Abstract

A transitional step in engineering education is the capstone design experience, which ideally emphasizes all phases of product realization as well as positive team dynamics. This paper describes an assessment and planning exercise used by capstone design instructors at the University of Idaho for the last five years. The exercise is based on Goldratt's theory of constraints and serves as a barometer of student preparation and team development in our yearlong capstone design course. Results are presented in a graphical "prerequisites tree" that guides course sequencing. Prerequisite Trees were found to be quite similar from year to year. Items at the bottom of the tree, requiring initial attention, are not technical and are not generally projectdependent. These items tend to be personal and inter-personal issues, including self-learning skills, well-founded self-confidence, appreciation for diverse skill sets, and strong oral/written communication. The process of developing a classwide Prerequisites Tree during the first week of class underscores the importance of these non-technical issues and motivates proactive behavior in project teams. The Prerequisites Tree also provides a tool for monitoring individual and team development, suggesting timely interventions appropriate for any large engineering project.