SERC RT 19_Corns_MST_2011ASEE_Vancouver, Canada_2011June 1 SE Capstone: Experimental Learning in Distributed Classroom Environment for Systems Engineering Capstone Projects Dr. Steve Corns, Dr. Cihan Dagli and Dr. Ivan Guardiola Missouri University of Science and Technology Abstract This paper highlights the use of active learning in a capstone engineering design track to create a distributed learning environment where students apply their knowledge of Systems Engineering fundamentals to complete a design project for a real-world customer. An organizational structure consisting of students at Missouri University of Science and Technology and distance education students across the country was developed for the use in two courses, mirroring current industry practices. Six student design teams were formed at the beginning of the first course; with each team assigned a graduate student facilitator, a faculty mentor, and a professional practitioner acting as an industry mentor to provide additional guidance, structure, and support. The capstone project was to implement systems engineering fundamentals and principles to design, specify, and construct a wireless vest for the use in immersive training, satisfying a documented need statement provided by United States of America‟s Department of Defense representatives. This paper highlights the implementation of this pedagogy within a distance education environment. Further, this paper highlights the development and use of this new pedagogy and elaborates on the details of the implementation. The paper provides a thorough synopsis of the courses‟ structure, an elaboration on shortcomings, a discussion of survey results provided as student feedback, and a description of the students‟ perception of learning. Introduction The instruction of systems engineering is a difficult task, as this new yet prevalent area of engineering requires knowledge within a practitioner that encompasses breadth and depth across various fields of engineering 1 . It is a requirement that any systems engineer have both breadth and depth in various niches of engineering poses an interesting problem in the development of any pedagogy relative to the instruction of key systems engineering fundamentals. These fundamentals include design alternative identification, cost assessments, interface integration, risk identification, and many others 2 . It is through the instruction of systems engineering that key skill sets necessary for completing the complex engineering tasks of today can be attained. Thus, in order to begin to develop engineering students that possess these key skill sets a new form of education should be developed. The efforts undertaken within the Missouri University of Science and Technology seek to close this educational gap through the implementation of a two-course senior design capstone course. This new coursework was developed to provide students with the capability to put into practice the systems engineering process in order to conceptualize, design, and build a product and understanding the entire life cycle of engineering. Hence, this