Capstone Project Planning detailed Syllabus for Civil Engineering (CE), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.
For all other Diploma in Civil Engineering (CE) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Civil Engineering (CE) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for capstone project planning is as follows.
Rationale:
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Competency:
The course should be taught and implemented with the aim to develop the required course outcomes so that students will acquire following competency needed by the industry:
- Plan innovative/creative solutions independently and/or collaboratively to integrate various competencies acquired during the semesters to solve/complete the identified problems/task/shortcomings faced by industry/user related to the concerned occupation.
Course Outcomes:
The following could be some of the major course outcomes depending upon the nature of the projects undertaken. However, in case of some projects few of the following course outcomes may not be applicable.
- Write the problem/task specification in existing systems related to the occupation.
- Select, collect and use required information/knowledge to solve the problem/complete the task.
- Logically choose relevant possible solutions
- Consider the ethical issues related to the project (if there are any)
- Assess the impact of the project on society (if there is any)
- Prepare ‘project proposals’ with action plan and time duration scientifically before beginning of project.
- Communicate effectively and confidently as a member and leader of team.
Capstones Project
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Capstone Project Planning
Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it can be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it requires simultaneous application of various types of skills in the different domains of learning. Moreover, project normally do not have a predefined single solution, in other words for the same problem different students may come up with different but acceptable solutions. Further, in the process of arriving at a particular solution, the student must be required to make a number of decisions after scrutiny of the information s/he has accumulated from experiments, analysis, survey and other sources.
The projects will have a detailed project proposal, which must be executed or implemented within the time allocated, simultaneously maintaining a logbook periodically monitored by the teacher. A detailed project report is to be prepared as project progresses, which has to be submitted after the project is over. For self assessment and reflection students have to also prepare a portfolio of learning.
During the guidance and supervision of the project work, teachers should ensure that students acquire following learning outcomes (depending upon the nature of the project work some of these learning outcomes may not be applicable):
- Show the attitude of enquiry.
- Identify the problems in the area related to their programme.
- Identify the information suggesting the cause of the problem and possible solutions
- Assess the feasibility of different solutions and the financial implications.
- Collect relevant data from different sources (books/internet/market/suppliers/experts etc. through surveys/interviews).
- Prepare required drawings and detailed plan for execution of the work.
- Work persistently and participate effectively in group work to achieve the targets.
- Work independently for the individual responsibility undertaken.
- Ask for help from others including guide, when required.
- Prepare portfolio to reflect – chintcin-manari – on experiences during project work.
- Prepare seminar presentations to present findings/features of the project.
- Confidently answer the questions asked about the project.
- Acknowledge the help rendered by others in success of the project.
If students are able to acquire these learning outcomes, then they would be able to acquire the COs as discussed in section 3
Scopes of Projects
Scope of the project work should be decided based on following criteria:
- Relation to diploma programme curriculum: When students intend to select topics for the project work they need to choose a project which relates well to their curriculum (It may be beyond curriculum, but it should relate to it) and requires implementation of theories already learnt and skills already possessed by them from the previous semesters.
- Abilities possessed by the group of students: Projects should be chosen so that it can be completed mainly using students problem solving capabilities and depth of learning. It is natural that highly motivated students or high achievers may come out with projects which are more complex and challenging. Teachers should guide students to choose challenging projects according to the students ability.
- Resources Available: Students and Guides should keep in mind the availability of resources while deciding the topic and the scope of the project. Some of the important resources which need consideration are:
- Time available
- Raw Material/Components required
- Manufacturing/Fabrication equipment and tools required
- Testing/Measuring equipment and instruments required
- Access to Journals (Library/Digital)
- Expertise for theoretical guidance (available in polytechnic, nearby institutes or nearby industries)
- Expertise and technology required for fabrication (if required)
- Software required.An important aspect to be considered is to decide who will choose a project. The best practice is that teacher should guide students about the above factors to be considered for choosing the project and based on these factors students should do the ground work and identify the possible projects and teachers should work as only facilitator and Guide in final selection of the project title and its scope.
- Suggested Type of Capstone Projects
In general, the projects that the students can take up could be of the following types;
- Feasibility studies, Design projects, Market surveys about raw material, components or finished products.
- Prototype (design, make, test and evaluate)
- Advanced experimental work requiring the development of existing equipment to be used and developed.
- Field works: This could include surveys, using equipment, charting data and information from visual observation.
- Comparative Studies: Theoretical study of two systems/mechanisms/ processes in detail and comparing them on the basis of cost/energy conservation/impact on environment/technology used etc.
- Application of Emerging technology: Theoretical study of some emerging technology and feasibility of its application in some real life situation in detail.
- Fabrication of some equipment/machine etc.
- Construction of some structure, Development of software or use of software for solving some broad-based problem.
Guidelines For Undertaking A Project
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Portfolio For Self-Directed Learning
To ensure that students acquire these outcomes, students should also be guided to prepare a ‘Portfolio’, so that they may reflect on their weaknesses/mistakes and learn from them. Students should also be encouraged to discuss with their guide and record not only technical problems but also problems related to group work, planning, execution, leadership in the team etc., so that students can also identify their weaknesses in affective domain and take remedial actions to overcome the same. If they wish, the students can also show their portfolio to their teachers (whom they trust) for obtaining teachers comments on their reflection for pointing out their mistakes so that they can improve their performance.
‘Portfolio’ is the record of the reflection – thinking or chintcin-manari – on experiences to which students undergo during the different stages of the project. In a portfolio, students record their critical experiences and reflect – think or do chmtan-manari – on them in writing. This process of reflecting on the experiences make them learn from their mistakes and build on their strengths. To help students in reflection, a Portfolio format with reflective prompts (simple thought provoking questions) for different stages of the project is given as annexure
Purposes of Portfolio preparation:
Reflection by self is important since group work is so complex that it is difficult for teachers to appreciate the real problems amongst the students. In a portfolio, prompts (simple thought provoking questions) are given to trigger reflection on different aspects of project work. Prompts help the students to ask questions from themselves regarding different aspects of the project work and interpersonal relationships. Process of answering these questions forces students to think about behavioral problems and possible remedies/solution to deal with those problems. Portfolio preparation therefore helps in reflection on building the strengths and elimination of the weaknesses of the students pertaining to following qualities which the industry also need.
- Plan properly for execution of given work.
- Take appropriate decisions.
- Arrange resources.
- Work as member and leader of team.
- Communicate properly.
- Resolve the conflicts.
- Manage the time well.
- Have concern for ethical, societal and environmental issues and Learn-to-learn from experiences.
It may be seen that these qualities are not directly related with the theoretical subject knowledge and can be developed only through real life experiences. Project work is one such type of experience where opportunity is available to develop all these qualities.
However, even during project work, emphasis of most of the students and teachers remains on development of the technical knowledge and skills while development of above qualities is neglected. Students can develop these qualities if they reflect – do thinking or Chintan-Manari – on their experiences from the point of view of these qualities and find out their own weaknesses and strengths. Because if somebody wants to improve his/her abilities then first step for that person is to have self awareness about his/her weaknesses and strengths.
Though portfolio preparation requires considerable time, it is essential, if we want to learn from the experiences and develop these qualities. Writing down reflections helps in better reflection as it is well known that when a person starts writing something he/she becomes more cautious about his/her view and evaluate those views before writing. Thus process of writing improves the quality of reflection or thinking. Moreover, if reflections on different stages of work are written down, over a period of time a large amount of reflection can be generated, and if this reflection is looked back, it may help in identifying some pattern of behaviour in individual which may be improved or rectified latter on as per requirement.
Guidelines for Portfolio Preparation and assessment
The main purpose of portfolio preparation is learning based on self-assessment and portfolio is not to be used for assessment in traditional sense.
- Each student has to prepare his/her portfolio separately. However, he/she can discuss with the group members about certain issues on which he/she wants to write in the portfolio.
- For fifth semester and sixth semester, there will be only one portfolio but it will have two separate parts, first part for project planning (having two sections A and B) second part for project execution, (having two sections C and D)
- Whatever is written inside the portfolio is never to be used for assessment, because if teachers start giving marks based on whatever is written in the portfolio, then students would hesitate in true self-assessment and would not openly describe mistakes or shortcomings.
- Some marks are allocated for portfolio, these marks are to be given based on how sincerely portfolio has been prepared and not based on what strengths and weaknesses of the students are mentioned in the portfolio.
- Portfolio has to be returned back to the students after assessing it (assessment is only to see that whether portfolio is completed properly or not) by teachers. Because student is the real owner of the portfolio.
- Students mainly learn during portfolio preparation, but they can further learn if they read it after a gap. And hence they are supposed to keep the portfolios with them even after completion of the diploma because it is record of their own experiences (it is like diary some people write about their personal experiences), because they can read it again after some time and can revise their learning (about their own qualities)
Even after completion of Diploma programme, students can continue to prepare portfolio related to different experiences in their professional and personal life and by refereeing back to old portfolios after a gap of some years, they can learn that how their personality has evolved over the years. They can also see a pattern of behaviour in their own personality which may be source of their weaknesses or strengths and they can take remedial measures based on this study of their portfolios.
Note:
Since some sections of the portfolio are related with interpersonal relationships and student may find it difficult to write these experiences in English. Language should not be the barrier in reflection and hence students should be allowed to prepare the portfolio in their preferred language such as Marathi or Hindi if they find it difficult to write in English.
The amount and type of mistakes identified by students would not affect the marks received by the students. The total 7 Marks allocated for portfolio (4 marks for PA and 3 for ESE) are only for proper completion of the portfolio.
Project Report
At the end of fifth Semester, the student will prepare a Semester V ‘Project Report with the following sub-titles:
- Certificate (in the Format given in this document as annexure A )
- Acknowledgements
- Abstract (in one paragraph not more than 150 words)
- Content Page
- Chapter-1 Introduction and background of the Industry or User based Problem
- Chapter-2 Literature Survey for Problem Identification and Specification,
- Chapter-3 Proposed Detailed Methodology of solving the identified problem with action plan
- References and Bibliography
Note: The report should contain relevant diagrams and figures, charts.
Assessment Of Capstone Project – Planning
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Progressive Assessment (Pa) Guidelines
15 Marks are allocated for the formal progressive assessment. However, following points need consideration during the three times of formal progressive assessment of the students at the end of 4th, 12th and 14th week.
- Fortnightly monitoring by the mentoring teachers is necessary and marks given progressively (even the gradual chapter preparation) so that that students will not copy earlier reports or get things done or reports from the market. The students should not be awarded marks if they have not done on their own.
- For progressive assessment at the end of 14th week, students should be asked to give the power point presentation before group of teachers and junior students (so that junior students may also get awareness about the capstone project work they have to carry out in future).
- Although marks for portfolio preparation is to be given at the end of 14th week, students should be asked to bring their partly prepared portfolio (relevant sections prepared) also during their assessment at the end of 4th week and 12th week.
- Marks for portfolio preparation should be based only on proper preparation of portfolio by writing answers to most of the prompts (self-questions to students) in the portfolio. These marks should not be based on the mistakes indicated by students in their working (while answering the prompts) and corrective actions taken by them.
- The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks if they have done enough efforts.)
- Originality of the report (written in own words) would be given more importance rather than use of glossy paper or multi-colour printing.
Progressive Assessment (PA) Criteria
Allocation Criteria of the 25 marks are for the Progressive Assessment (PA)
Criteria
First Progressive Assessment at the end of 4th week
- Problem Identification/Project Title (Innovation /Utility of the Project for industry/ User/Academia) marks to be also given based on
- Accuracy or specificity of the scope and
- Appropriateness of the work with reference to desired course outcomes.
- Industrial Survey and Literature Review: marks to be given based on extent/volume and quality of the survey of Industry / Society / Institutes/Literature/Internet for Problem Identification and possible solutions
- General Behaviour: initiative, resourcefulness, reasoning ability, imagination/creativity, self-reliance to be assessed Note: Oral feedback on general behaviour may also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back/suggestions
Second Progressive Assessment at the end of 12th week
- Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester
- Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
- Log book (for work done in fifth semester, detailed and regular entry would be basis of marks.
- General Behaviour (persistence, interest, confidence, problem solving ability, decision making ability, initiative to act, team spirit, sharing of material etc., participation in discussions, completion of individual responsibilities, leadership) Note: Oral feedback on general behaviour should also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back.
suggestions Third Progressive Assessment at the end of 14th week
- Portfolio for Self learning and reflection (marks based on amount of reflection and completion of the portfolio for work done in fifth semester.
- Final Report writing including documentation, (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work) Report has to be prepared for work done in fifth semester and planning for sixth semester work.
- Presentation (presentation skills including communication skills to be assessed by observing quality of presentations and asking questions during presentation and viva/voce) Report has to be prepared for work done in fifth semester and plan for sixth semester.
- Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.
End-Semester-Examination (Ese) Assessent Guidelines
The remaining 25 marks are for the end-semester-examination (ESE). And marks would be given according to following criteria. Moreover, the suggested evaluation scheme can be changed slightly by the external faculty according to nature of problem / project following University guidelines..
- For each project, the one or two students from the concerned group of students should be asked to present the power point presentation before the external and internal (for about 10 minutes) and then external should ask the questions from each member of the group separately to ascertain the contribution made by each student.
- The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks commensurate with their efforts.)
- The students would not be awarded marks if they have completed the project by getting done the work from market or some professionals (taking help and guidance is different as compared to getting the work or maximum part of the work completed from others on payment basis).
- Originality of the report (written in own words, even if there are grammatical and spelling mistakes) would be given more importance rather than quality of printing and use of glossy paper (and preparing report by copy pasting from other reports).
Note: It is very common that people are not able to complete the project in time despite best of their efforts. (Please recall that how many times people are able to complete in time, personal projects such as building own house or professional projects such as developing the lab in the institute) So if students have put in enough genuine efforts but could not complete the project in time then we should consider it sympathetically and they should be given marks based on their efforts and they should get more marks as compared to students who have got their projects completed by taking major help from others/market.
End-Semester-Examination (ESE) Assessment Criteria.
Allocation Criteria of the 25 marks are for the end-semester-examination (ESE)
Description
- Problem Identification/Project Title (innovation /utility of the project for industry/ user/academia) marks to be also given based on
- accuracy or specificity of the scope and
- appropriateness of the work with reference to desired course outcomes.
- Industrial Survey and Literature Review (marks to be given based on extent/volume and quality of the survey of industry / society / institutes/literature/intemet for problem identification and possible solutions.
- Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester.
- Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
- Log book (for work during fifth semester, marks to be given based on detailed and regular entry
- Portfolio for Self learning and reflection (for work during fifth semester) Marks based on amount of reflection and completion of portfolio.
- Project Report including Documentation (for work during fifth semester and planning for sixth semester) (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work.
- Presentation (presentation skills including communication skills to be assessed by observing the quality of presentations and asking questions during presentation and viva/voce) Presentation should be based on work done in fifth semester and planning for sixth semester.
- Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.
Special Teaching Stretagies
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For detail Syllabus of all other subjects of Civil Engineering, I – scheme do visit Civil Engineering 5th Sem Syllabus for I – scheme.
For all Civil Engineering results, visit MSBTE Civil Engineering all semester results direct links.