A Multi-spectrum Framework for Characterizing Interdisciplinary Capstone Design Experiences

Cooper, Cory; Fulton, Joseph; Homan, Jeremy J

doi:10.1016/j.procs.2015.03.018

Cited by 9 publications

(9 citation statements)

References 8 publications

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“…Para ello, se genera el espacio propicio para el aprendizaje independiente y para el trabajo en grupo con un programa de respuestas o entregables por metas u objetivos (Cooper, Fulton & Homan, 2015). Sin embargo, se observa que los integrantes de los grupos de trabajo deben haber concluido el ciclo de diseño en las distintas áreas para poder apoyar las actividades de diseño que den solución a la problemática abordada; es decir, la implementación del "Capstone" exige haber cursado y aprobado unos cursos de diseño de alto nivel, por lo general ofrecidos en secuencia (Agboola, et al, 2012).…”

Section: Reflexiones Con Relación a La Percepción Del Estudianteunclassified

“…MAYO-AGOSTO, 2017: 1-22 Estudiantes de "Capstone" necesitan de la asesoría de personal experto para comprender y contribuir en el mercado laboral y responder a las necesidades de la industria (Odora, 2015). Además, cuando el proyecto "Capstone" se realiza multidisciplinariamente se aumentan las expectativas tanto de estudiantes como de docentes-tutores y se incrementan las habilidades personales y las técnicas propias de cada disciplina y se complementan con las de sus colaboradores (Cooper et al, 2015). Existen evidencias, inclusive, de trabajos interdisciplinarios e interinstitucionales con los cuales el ejercicio de "Capstone" mejoró las habilidades en general de sus participantes (Ardis et al, 2013).…”

Section: Reflexiones Con Relación a La Percepción Del Estudianteunclassified

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Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

Serrano-Guzmán

Pérez-Ruiz

Torrado-Gómez

et al. 2017

Rev. Electr. Educare

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A capstone course is a culminating academic experience designed to encourage teamwork among students by applying their five years of classroom knowledge to solve realistic engineering problems. This emerging capstone experience demands academic and administrative changes to guarantee a satisfactory result within the time spared for this purpose. The main objective of this research is to assess students’ perception regarding the capstone project as a culminating academic experience, and to use the analysis results to propose academic and administrative changes required to support and guarantee the successful achievement of this type of final degree project. To reach this goal, an assessment instrument was prepared and applied to 47 students enrolled in a capstone course. The instrument allowed collecting information regarding problem-based learning experience, teamwork experience, and self-perception concerning students’ own behaviors and attitude during teamworking. On this regard, 87.2% of students considered capstone as a suitable final degree experience; however, it is challenging because it is known that student’s participation during teamworking is uncommon and usually just two students are committed. In spite of this, 86.2% of students considered that teamwork was satisfactory and 95.2% of them recognized that their self-behavior and attitude during teamworking was good. Based on the results we recommend to strengthen teamwork strategies among students, and to instruct teachers about assessment strategies to evaluate individual and teamwork performance of students. It is expected that these findings can help improve the capstone curriculum related to courses and their administration. These findings are also supposed to serve as a previous experience to those universities committed to include capstone as a culminating degree experience.

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Section: Reflexiones Con Relación a La Percepción Del Estudianteunclassified

Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

Serrano-Guzmán

Pérez-Ruiz

Torrado-Gómez

et al. 2017

Rev. Electr. Educare

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“…Capstone Projects (CAPP), more common in the USA and Australia compared to the UK (Buzzetto-Moore, 2013;Cooper et al, 2015). Also called a Capstone experience, culminating project or senior exhibition, among many other terms, it is a multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically at the end of an academic programme or learning-pathway experience (Cooper et al, 2015;Jiji et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

An analysis of the implementation and continuity of WBL delivery evident in Capstone Projects in a private business college in the UK

Gerhardt

2019

HESWBL

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Purpose An analysis is conducted on the implementation of Capstone Projects (CAPP) at a private business college in the UK as part of their work-based learning (WBL) strategy. CAPP are introduced for the first time in this college in the Autumn semester of 2017. The purpose of this paper is to study the continuity and impact of WBL through the CAPP. Design/methodology/approach Comparative data of student experience were collected and analysed from online polls throughout the Autumn and following Summer semester webinar lectures and a content analysis of formative assessment work included in the final submissions. Findings Data indicated that recommended changes after the Autumn semester were only partially successful by the Summer semester and that the continuity of the key pedagogical strategies identified in the Autumn semester were still noticed and mentioned (implicitly and explicitly) in the following Summer semester. Data indicated that the CAPP was a rewarding challenge, that the process of using a webinar was an appreciated and effective process overall and that good supervision made a significant impact on the success of the process. Research limitations/implications The implication of the research is that it indicates student experience from the application of WBL in the CAPP process. Practical implications Key future recommendations addressing improvements were mainly focussed upon the programme administration. Originality/value The work adds to a minimal amount of research on WBL within CAPP in the UK and adds to the knowledge within the field of WBL.

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“…There is research currently being conducted to provide a framework of understanding for different capstones. 28 Its goal will be to determine if a Originally, designettes were referenced as "designiettes" or "designettes." 16 The spelling focused on "designettes" in subsequent publications 17 by the original author.…”

Section: Related Researchmentioning

confidence: 99%

Designettes in Capstone: Characterizing the Impact of Early Design Experiences on Students' Capstone Education

Cooper¹,

Anderson²,

Jensen³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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A Multi-spectrum Framework for Characterizing Interdisciplinary Capstone Design Experiences

Cited by 9 publications

References 8 publications

Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

An analysis of the implementation and continuity of WBL delivery evident in Capstone Projects in a private business college in the UK

Designettes in Capstone: Characterizing the Impact of Early Design Experiences on Students' Capstone Education

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