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L EBANESE A MERICAN U NIVERSITY S CHOOL OF A RTS AND S CIENCES

DEPARTMENT OF COMPUTER SCIENCE & MATHEMATICS BEIRUT/BYBLOS

CAPSTONE PROJECT EVALUATION RUBRIC


Course Title: CSC 599Capstone Project Course Coordinator: Haidar M. Harmanani Semester Hours: 3

CATALOG DESCRIPTION
A standalone project course that allows students to integrate the many concepts and skills they have learned. Course requires the design, implementation, and oral presentation of a complete significant team project.

COURSE PREREQUISITES
Senior Standing.

COURSE GRADING
Students shall consult and select in coordination with a CSM faculty a topic for the capstone project. Once a student selects a project, he/she should fill an advisor selection form (CSM Form B), and secure the advisor signature and then submit the form to the course coordinator. The course advisor will provide the student with technical assistance and suggestions that will permit him or her to be more effective. It is recommended that the student and supervisor meet regularly in order to discuss the project progress. The project will be presented at the end of the year in a one day event along with other students. The project shall be graded using a set of rubrics that deal with the students ability to: 1. 2. 3. 4. 5. Define a technical problem; Conduct independent research to identify existing work relevant to the project; Carry out an analysis to identify and solve the technical challenges posed by the project; Manage the execution of a long-term project (handling time, resources, milestones, etc.); Communicate the results of their project in both written and oral form.

COURSE OBJECTIVES
The capstone project provides students with a chance to apply their skills and knowledge to either solve a challenging problem or an extensive research experience. There are aspects of the computing discipline that cannot be presented adequately in a formal classroom setting and can be learned only in the framework of an independent capstone experience. The course objectives are: 1) 2) 3) To develop student capability, confidence, and maturity in the computing field by integrating and reflecting on previous knowledge; To provide the opportunity for a student directed investigation or research-type project; To provide students with a "programming in the large" experience within a team, or by investigating a substantial research project.

COURSE LEARNING OUTCOMES


1 2 3 4 The ability to independently investigate and/or implement a problem with a practical or research implication. The ability to present the results of the project, written and orally, in an organized, concise, and correct way. The ability to engage the audience and to effectively explain the work. The ability to work effectively in a team.

ORAL AND WRITTEN COMMUNICATIONS


Every student is required to submit a written of typically 25 pages and to make an oral presentation of typically 15 minutes duration. All material will be graded for grammar, spelling, style, and so forth, as well as for technical content, completeness, and accuracy.

SOCIAL AND ETHICAL ISSUES


Varies depending on the project scope and definitions.

THEORETICAL CONTENT
Varies depending on the project scope and definitions.

PROBLEM ANALYSIS
Varies depending on the project scope and definitions.

SOLUTION DESIGN
The project should be based on solid and sound design methods and techniques. A solution should be based on sound algorithmic techniques and should be properly documented.

ASSESSMENT METHODS
A written report, a project presentation, and a software demo.

L EBANESE A MERICAN U NIVERSITY S CHOOL OF A RTS AND S CIENCES


DEPARTMENT OF COMPUTER SCIENCE & MATHEMATICS BEIRUT/BYBLOS

CAPSTONE EVALUATION RUBRIC


KPI Poor 1 Student is able to define and articulate a project topic but the analysis contains serious flaws. The technical analysis does not clearly justify the conclusions drawn and/or design choices made. Fair 2 Student is able to define and articulate a project topic and present an analysis that correctly identifies some of the major technical hurdles associated with carrying the project through to completion. The technical analysis justifies some but not all of the conclusions drawn and/or design choices made. Student correctly identifies some of the major sources of relevant work both in industry and the academy. Student demonstrates some understanding of the related art but does not fully appreciate where the project stands in relation to other efforts. Proficient 3 The student is able to define and articulate a project topic and present an analysis that correctly identifies most of the major technical hurdles associated with carrying the project through to completion. The technical analysis clearly justifies most of the relevant conclusions and/or design choices. Student correctly identifies most major sources of relevant work both in industry and the academy. Student demonstrates a good understanding of the related art and is able to correctly discuss other related work in the context of his/her own project. Exemplary 4 The student is able to define and articulate a project topic and present an analysis that correctly identifies all major technical hurdles associated with carrying the project through to completion. The technical analysis clearly justifies the conclusions drawn and/or design choices made. Student correctly identifies all major sources of relevant work both in industry and the academy. Student demonstrates a thorough understanding of the related art and is able to correctly place his/her work in context by comparing and contrasting his/her efforts to prior art. Score

Technical Merit and Analysis

Identify and analyze the technical challenges posed by a research or implementation project.

Identify and exploit technical information relevant to the project.

It appears as though the student spent little time on a search engine. The student has not clearly demonstrated that he/she appreciates the technical context of the project.

Independent Research

Apply the knowledge gained through the course of study to address the technical challenges posed by the project.

Student does not make use of analytical tools and/or software engineering techniques relevant to the project. The student does not demonstrate requisite command of the material covered in the curriculum.

Student employs appropriate analytical tools and/or software engineering techniques acquired in his/her course of study to the project at hand. The student demonstrates adequate command of some areas of the curriculum and is able to make significant progress towards addressing the technical challenges of the project.

Student employs appropriate analytical tools and/or software engineering techniques acquired in his/her course of study to the project at hand. The student clearly demonstrates mastery of many areas of the curriculum and is able to successfully complete the proposed project.

Student employs appropriate analytical tools and/or software engineering techniques acquired in his/her course of study to the project at hand. The student clearly demonstrates mastery of several areas of the curriculum and is able to propose innovative solutions to the technical challenges posed by the project.

Curriculum Knowledge Synthesis

KPI Demonstrate the ability to effectively communicate information, concepts, and ideas in writing. Demonstrate the ability to graphically communicate information, concepts, and ideas. Demonstrate the ability to orally communicate information, concepts, and ideas effectively Submit work with a minimum of errors in spelling, punctuation, grammar, and usage. Ability to identify reader/audience, to assess their previous knowledge and information needs, and organize information to meet those needs. Apply basic knowledge of project management to problem solving.

Poor 1 Includes inconsistent or few details which may interfere with meaning of text.

Fair 2 Includes some details, but may include extraneous or loosely related material. Uses some graphical aids but they are not properly placed to communicate information, concepts, and ideas. Limited and predictable vocabulary, perhaps not appropriate for intended audience and purpose. Generally makes some errors in spelling, punctuation, grammar, and usage. Identifies readers or audience but does not organize information to meet those needs.

Proficient 3 Provides adequate supporting detail to support solution/argument. Uses graphical aids but they are not properly placed to communicate information, concepts, and ideas Uses effective language and appropriate word choices for intended audience and purpose. Generally does not make errors in spelling, punctuation, grammar, and usage. Student identifies the reader or the audience for the document or project, and partially organizes information to meet those needs.

Exemplary 4 Provides ample supporting detail to support solution/ argument. Properly uses graphical aids to communicate information, concepts, and ideas Uses effective language; makes engaging, appropriate word choices for audience and purpose. Does not make errors in spelling, punctuation, grammar, and usage. Student identifies the reader or the audience for the document or project, and organizes information to meet those needs. Uses project management software to draft a plan including Gantt charts, tasks breakdown, schedules, cost, and risk analysis.

Score

Oral and Written Communication

Does not use any graphical aids.

Has limited or inappropriate vocabulary for the audience and purpose. Makes errors in spelling, punctuation, grammar, and usage.

Does not identify readers/audience for the document or project.

Team Work (Faculty Evaluation)

No project plan was drafted.

A rudimentary project plan is drafted.

A project plan that includes tasks breakdown and schedule is drafted.

Demonstrate the ability to apply basic principles of group development.

Student formed a group.

Students formed a group and elected a project leader.

Students formed a group, elected a project leader, and reached an agreement on how the group operates.

Students formed a group, elected a project leader, reached an agreement on how the group operates, and all members were effective in meeting the groups objectives.