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HOW ARE CAPSTONE PROJECTS EVALUATED AT BCIT

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Capstone projects at BCIT are designed to allow students to demonstrate the knowledge and skills they have gained throughout their diploma or degree program. They involve undertaking a substantive project related to the student’s field of study, where the student works independently while receiving guidance from an instructor or industry mentor. Due to the significant role capstone projects play in assessing student learning outcomes, BCIT has developed a rigorous process for evaluating these projects.

The evaluation of capstone projects at BCIT is centered around clear evaluation criteria that are shared with students early in the capstone experience. These criteria cover all aspects of the capstone from formulation of objectives, design of the project plan, implementation, outcomes, and presentation of results. For example, criteria related to the project plan may include elements such as a well-defined statement of work, timelines, budget, logical approach to tasks, and identification of risks and limitations. Criteria for implementation cover project management competencies like task tracking, issue resolution, use of tools/methodologies, safety practices, and adaptability to changes. Evaluation of outcomes focuses on technical merits such as fulfillment of objectives, quality/reliability of results, documentation of findings, and achievement of deliverables. Presentation criteria assess communication skills through organization, clarity, use of media, poise during questions, and ability to convey the significance of the work.

The capstone evaluation criteria are intended to reflect expectations that graduates should demonstrate based on the program and course learning outcomes. Instructors work with advisory boards and accreditation bodies to ensure criteria align with needs of the profession/industry. Students get guidance on applying the criteria to their projects through instruction and formative feedback over the capstone term. This support helps surface any gaps in skills early so remedial action can be taken before the final evaluation.

Typically, two evaluators are assigned to each capstone – the primary instructor overseeing the project, and a subject matter expert (SME) from industry. For some programs where multiple sections run simultaneously, common SMEs may evaluate projects across sections for consistency. The evaluators independently use rubrics tied to the evaluation criteria to assess written reports, presentations, discussion with students, and any documentation of project outcomes.

Scoring on the rubrics is most often on a scale from 1 to 5, with detailed descriptors defining expectations at each level. Evaluators must provide qualitative comments along with scores to explain ratings and provide specific feedback. Once independent evaluations are complete, the evaluators convene to moderate scores, compare perspectives, and agree on a final rating for each criterion and overall for the capstone. In cases of divergent scores, discussion focuses on evidence from the work to justify differences and reach consensus.

The final evaluated rubrics then feed into a letter grade determination. Each program or department sets grading scales customized to their rubrics and criteria. For example, an overall score average above 90% could merit an ‘A’ while 75-80% may equal a ‘B’. Student performance is also considered holistically, such as improvements shown over the term or additional accomplishments beyond expectations. Grading recommendations go through departmental review and approval before official assignment.

Should a capstone be deemed unsatisfactory or borderline, in-depth feedback is provided on gaps and remedial work required. Students may get one more term to improve their projects or risk failing the program. If there are disputes over evaluation or grading, formal appeal processes exist where students can present their cases and have decisions reviewed by separate committees.

BCIT has implemented a structured yet flexible evaluation system for capstone projects with multiple stages of moderation to uphold academic standards and fairness to students. The process helps develop work that reflects expected professional competence and fosters continuous dialogue around learning outcomes. Student and SME feedback over the years also factor into refining evaluation approaches to maintain relevance and rigour.

CAN YOU PROVIDE MORE EXAMPLES OF CAPSTONE PROJECTS FROM DIFFERENT PROGRAMS AT BCIT

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The Computer Systems Technology program requires students to complete a Capstone Project in their fourth and final term. Past projects have included developing an application to digitally archive newsletters and magazines for a non-profit organization, creating a web application for managing a dog rescue organization’s volunteer schedule and foster home program, and designing and implementing a network monitoring system for a small business. These projects give students experience working on a substantial software development project from start to finish, including requirements gathering, design, development, testing, and presentation.

In the Environmental Protection Technology program, the capstone project involves working with an external partner organization to address an environmental challenge they are facing. Recent projects have included developing a plan to improve energy efficiency and reduce greenhouse gas emissions at a recreation facility, researching and recommending improvements to stormwater management for a municipal government, and conducting an environmental site assessment and remediation plan for a contaminated former industrial property. Working directly with industry partners exposes students to real-world environmental issues and helps build important career connections.

The Materials and Manufacturing Engineering Technology program’s capstone project is completed in teams and involves designing and prototyping a product or process. Past projects have included designing jigs and fixtures for manufacturing a new automotive part, developing a process to 3D print aluminum parts for the aerospace industry, and creating prototypes for smart sensors to monitor bridge infrastructure. Through projects focused on applied design and manufacturing, students gain skills in project management, prototyping, testing, and communicating technical topics to stakeholders.

In the Mechanical Engineering Technology program, the capstone project is focused on mechanical design and testing. One recent project involved designing and building a device to assist in sorting recycling materials. Working with a waste management company, the team developed concept designs, created detailed 3D models, built prototypes, and performed testing to evaluate efficiency and durability. Other past projects have included designing test rigs for scientific equipment, creating assistive devices for persons with disabilities, and developing innovative green energy solutions. The projects provide hands-on learning and practical experience in applying mechanical design skills.

The Health Sciences program’s capstone project for Medical Laboratory Science students involves working in one of BCIT’s on-campus teaching labs to gain exposure to the full scope of lab operations and procedures. They may carry out testing in areas like clinical chemistry, hematology, transfusion science, microbiology or molecular diagnostics. Working alongside teaching lab professionals, students apply the knowledge and techniques learned throughout the program. The immersive experience helps solidify skills and prepare students for clinical practice in hospital or private labs.

For the Electrical Foundation program, the capstone project requires teams of students to design and prototype an electrical/electronic system, circuit or product. Past projects have included designing automated irrigation controllers for greenhouses, creating a touchscreen-operated magnetic levitation system for science education, and developing smart garden sensors to monitor soil moisture and automate watering. These substantial design projects provide opportunities to apply technical skills while gaining experience in team-based problem solving and project management typical of industry roles.

As these examples from different BCIT programs illustrate, capstone projects bring together the technical skills and hands-on experience students acquire throughout their studies. By working on substantial, applied projects that often involve industry partners, students gain opportunities to conduct autonomous work, manage timelines, communicate complex ideas and troubleshoot – all important for building career-readiness. Whether designing new products, developing software or working in labs and facilities, capstone projects immerse students in experiences to cement their learnings and abilities expected of professionals in their fields. The in-depth, real-world projects leave students well-prepared to successfully transition to industry work or further education after graduation.