The civil engineering senior design course at George Mason University and its assessment process underwent some significant changes in the Spring 2007 offering, motivated by a large increase in program enrollment (170 percent over the preceding five years). Some of the methods of course delivery used in prior years do not scale very well to prospective future class sizes of 50 or more. Changes in 2007 included modifying how teams are formed and their specific roles in the project. In particular
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