A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses

Dutson, Alan J.; Todd, Robert H.; Magleby, Spencer P.; Sorensen, Carl D.

doi:10.1002/j.2168-9830.1997.tb00260.x

Cited by 561 publications

(425 citation statements)

References 33 publications

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“…In the post-WWII era, capstone design was envisioned as a way to help students translate theory-laden course work into the kind of practical work expected by industry (Dutson, Todd, Magleby, & Sorensen, 1997). Numerous researchers have traced trends in design education, identifying common structures, goals, and measured learning outcomes (Howe, 2010;McKenzie, Trevisan, Davis, & Beyerlein, 2004;Pembridge & Paretti, 2010;Todd, Magleby, Sorensen, Swan, & Anthony, 1995).…”

Section: Capstone Design Courses In Engineeringmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

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We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

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Section: Capstone Design Courses In Engineeringmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

View full text Add to dashboard Cite

show abstract

“…8 ], or providing more and better design experiences [e.g., refs. 9,10 ]. Little attention, however, has been given to the incorporation of reflection to promote learning and the experience of learning.…”

Section: Introductionmentioning

confidence: 99%

Effective and Adoptable Metacognitive Tools

Chen

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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John Chen is a professor of mechanical engineering. His interests in engineering education include conceptual learning, conceptual change, student autonomy and motivation, and lifelong learning skills and behaviors.c American Society for Engineering Education, 2016 Effective and Adoptable Metacognitive Tools AbstractThis paper, an evidence-based practice paper, describes two metacognitive teaching tools that were tested in classroom environments for their efficacy and ease of adoption. Ease of adoption refers to the subjective measures of (a) ease of implementation, (b) minimal displacement of class time, and (c) no requirement for a change in pedagogy. The two tools promote metacognition, which has an extensive evidence base for promoting learning in a wide range of subjects and across grade levels. The first tool tested is the exam wrapper. Examinations or tests provide a measure of student performance and offer feedback to students of their learning and the need to perhaps adjust their learning strategies. Many students, however, focus on the grade rather than the comments or corrections. Even when students make the effort to look at the mistakes, they often miss the opportunity to reflect on the deeper root causes and instead focus on the superficial error. Without deep reflection students may not gain the awareness that they need to confront misconceptions or make strategic changes in their learning. The second tool tested is the assignment correction, a variant of exam wrappers but used for more frequently occurring activities such as homeworks or quizzes. The idea is that, perhaps, improving metacognition requires frequent practice. If the exam wrapper could be adapted for use with graded assignments, it would provide such practice. To remain a tool that is easy to use, however, assignment corrections must be briefer than an exam wrapper, easy to assign, collect and score, and continue to consume little to no class time for completion. The two tools were tested in various engineering courses and mixed results were found: While both tools were adoptable, only the exam wrapper appeared to be efficacious in this study.

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“…See Pembridge and Paretti (2010) for a recent account of pedagogy in engineering capstone projects. Dutson et al (1997) provides a survey of capstone pedagogy articles in engineering.…”

Section: Introductionmentioning

confidence: 99%

A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned

Gorman

2018

INFORMS Transactions on Education

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Abstract. Field-based education, in which students earn academic credit while working with clients in a live consulting setting, is growing in popularity among operations research/management science educators. This paper provides a survey of over 20 articles on field-based education in operations research, management science, and related disciplines. It presents a common structure of such courses based on that reported in the literature. Furthermore, it captures best practices and lessons learned from over 20 prior articles on the teaching of field-based research.

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A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses

Cited by 561 publications

References 33 publications

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Effective and Adoptable Metacognitive Tools

A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned

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