Assessment of Final Year Engineering Projects

Rasul, M.G.; Nouwens, Fons; Swift, R.; Martin, Fae; Greensill, Colin Victor.

doi:10.4018/978-1-4666-0951-8.ch005

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…FYP is a one-of-a-kind sort of evaluation. Final-year project coordination and supervision are difficult, especially when it is mandatory for undergraduates to work individually because large numbers of them working independently necessitate a high number of supervisors (Rasul et al, 2009). Because the project is delivered differently and involves a large number of teaching staff, there are many styles and techniques to supervising FYPs which may result in challenges for both parties.…”

Section: Supervision Challenges and Expectationsmentioning

confidence: 99%

Undergraduate Final Year Project Supervision: A Preliminary Study of Supervisee-Supervisor’s Expectations

Mohd Noor,

Turiman,

C Suppiah

et al. 2023

IJARPED

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Supervisory expectations are known to have considerable bearing on undergraduate students' academic projects. The fundamental explanation for this is the incongruent expectations held by both the undergraduates as well as their supervisors. Previous research has primarily relied on qualitative data and is unable to unravel the intricate experiences of the supervision process. Within this backdrop, the present study explored expectations held by undergraduate Final Year Project supervisees and supervisors. Two surveys were carried out to elicit the undergraduates' and supervisors' views on their expectations of the supervision process. The participants' responses were analysed according to a) the expectations of the undergraduates and the supervisors and b) the congruence between the undergraduates' and supervisors' expectations. Overall, the results indicate mismatch in the expectations held by both the undergraduates as well as the supervisors. Furthermore, both parties were uncertain about their roles and responsibilities in the supervision process. The conclusions point to the need for a comprehensive set of guidelines which details specific roles and responsibilities for both the undergraduates and supervisors as well as a rigorous briefing to address the affective needs of the undergraduates as well as the supervisors in order to improve the quality of the FYPs and the supervision process.

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Section: Supervision Challenges and Expectationsmentioning

confidence: 99%

Undergraduate Final Year Project Supervision: A Preliminary Study of Supervisee-Supervisor’s Expectations

Mohd Noor,

Turiman,

C Suppiah

et al. 2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…To challenge students' critical thinking skills in capstone design, instructors in the industry should allow sufficient time for students to devise alternate solutions for their projects. Literature demonstrates that industrial participation in culminating design projects is always advantageous and valuable (Rasul et al, 2015;Uziak, 2016). Capstone design projects would benefit from collaboration with industry because their insights can aid in project development.…”

Section: Issues and Challengesmentioning

confidence: 99%

Review on Chemical Engineering Capstone Design Teaching Model to Drive Continuous Improvement and Achieving Program Outcomes

Pauzi,

Kasim

2023

AJEE

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Project-based Learning (PjBL) is a well-known paradigm for engineering design education, with numerous case studies published in the literature. Capstone is intended to provide students with an opportunity to demonstrate their readiness for professional practice. Consequently, this paper suggests a teaching and learning model as a new paradigm for capstone design projects in an effort to perpetually enhance engineering education, particularly in chemical engineering design courses. Rigorously assessing students’ knowledge of the design process is essential for understanding how to best create learning environments to facilitate the development of such knowledge. Such assessment is also quite difficult and hence there is a lack of assessment tools capable of measuring the design process knowledge of every student. The model also intends to assess whether students can explain their tasks through PBL. Besides, it provides such a structure for aligning course learning outcomes, methods of teaching including teaching strategy and learning activity, and methods for assessing students’ performance. Instead of prioritizing student outcomes and mapping them to direct metrics related to curriculum, the model is also used to highlight areas of engineering education where significant opportunities exist for improving the preparedness of our students for capstone and ultimately for professional practice. This paper also addresses an early stage of a study to seek the challenges in incorporating complex engineering problems during designing a capstone design model.

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“…In the simplest terms, capstones are substantial culminating learning experiences that take place in the final stage of an educational course, offering closure and a focus for the sense of achievement that comes with completion. From a quality assurance point of view, capstones can also provide a means of demonstrating course-level learning outcomes (Krause et al, 2014; Rasul et al, 2009).…”

Section: What Are Capstone Units?mentioning

confidence: 99%

“…The terminology is relatively new in Australia, and appears to have come into common usage gradually over the past decade or so although there is clear evidence of capstone-like activities occurring for a much longer period. It is certainly the case that a significant integrative project in final year has long been a common feature of undergraduate courses in many disciplines in Australia and elsewhere, particularly engineering, information communications technology and design (Rasul et al, 2009). A cursory glance at the course offerings of Australian higher education institutions suggests there is increasing adoption of capstones in a variety of formats.…”

Section: What Are Capstone Units?mentioning

confidence: 99%

Designing Journalism Capstone Units That Demonstrate Student Skills

Cullen

2016

Journalism & Mass Communication Educator

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There are considerable differences in the structure, content, and delivery of tertiary journalism degrees in Australia as identified in a 2014 Office for Learning and Teaching (OLT) Innovation and Development Project report on graduate qualities and journalism curriculum renewal. To address this situation, the author argues for journalism capstone units, designed by both journalism educators and news editors, to include a series of agreed criteria and standards to guide journalism educators, and for journalism students to demonstrate not only a broad knowledge base together with research and communication skills but also entrepreneurial skills to help them adapt to new media markets and jobs

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Assessment of Final Year Engineering Projects

Cited by 5 publications

References 2 publications

Undergraduate Final Year Project Supervision: A Preliminary Study of Supervisee-Supervisor’s Expectations

Undergraduate Final Year Project Supervision: A Preliminary Study of Supervisee-Supervisor’s Expectations

Review on Chemical Engineering Capstone Design Teaching Model to Drive Continuous Improvement and Achieving Program Outcomes

Designing Journalism Capstone Units That Demonstrate Student Skills

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