This course was structured around six "design crits" in which students orally presented their program solutions to the class for feedback and discussion. We used an assessment rubric to evaluate students' presentations. In the first four of these "design crits," students were evaluated according to two communication-oriented rubrics: (a) quality of presentation elocution, and (b) extent to which presenter responds to audience feedback.

This is writing in the Majors course. The students write extensively in the project notebook.
The Oral presentation.
Weekly activity reports.

Students are required to demonstrate and EXPLAIN all their work in the lab to the TA or the instructor. These require both oral and writing communication skills. The final project demonstration is followed by an extensive oral exam, in which the students must explain their project work in detail.

Most students were able to demonstrate effective communication skills. They were able to organize their ideas well and to present them effectively, both verbally and in writing. The term projects best demonstrate this outcome. The term project papers reflect this outcome.
The term research paper is the best example of this outcome

Students regularly report progress to the instructor, interactively communicate with their mentors/customers to gather requirements and maintain working relationships. Team member present the purpose, difficulties, and details of their project during the EECS open house to judges and other industrial representatives.

Students overall performed very well on assignments and exams. The following are quantitative measures for each assignment and exam:

HW 1 - average: 95%;
HW 2 - average 96%;
HW 3 - average: 98%;
HW 4 - average: 92%;
HW 5 - average: 98%;
HW 6 - average: 93%;
HW 7 - average: 85%.
Exam 1 - average: 87%;
Exam 2 - average: 85%;
Final Exam - average: 81%.
Term paper - average: 86%.

Note that the average on exams and homeworks were in the B range or higher.

All students were able to effectively report progress on weekly basis, interactive communicate with the Mentor customers in a manner that allowed them to effectively gather requirements and maintained it working relationships with their mentors, customers, and project manager. Each team member for each team that an excellent job of explaining and presenting the purpose, and difficulties, and details of their project in product design during the EEC asked open house to judges and other industrial representatives.

All written work handed in by students is assessed using the WSU Center for Teaching and Learning Technology's "communicates effectively" rubric. Student teams complete a collaborative in-class activity each week that provides an opportunity to apply the theory, concepts, and methods discussed in the week's lecture. During some in-class activities, student project groups have the opportunity to work on, and to present pieces of, their capstone design projects for feedback and discussion.

Lecture assignment #1
Lecture assignment #2
Lecture assignment #7

Students are required to demonstrate and EXPLAIN all their work to the TA or the instructor. These require both oral and writing communication skills. The final project demonstration is followed by a comprehensive oral exam, in which the students must explain their work as well as to answer OS questions in general.

Homework 1 and the technical debriefings from projects 1 and 2 were used to assess this outcome. Again, all students met the expectations for this initial offering of the course.