Characterizing capstone design teaching: A functional taxonomy

Abstract

Background Capstone design courses represent a critical juncture in students' development at the transition from school to work. However, few studies have systematically explored teaching in this context, leaving a significant gap in our ability to concretely describe faculty practices in ways that support subsequent explorations of the relationships between teaching practices and learning outcomes. Purpose/Hypothesis The aim of this study was to develop a comprehensive description of the pedagogical practices used by capstone design faculty from a functional perspective and provide researchers with a framework for subsequent work. Design/Method This study used qualitative methods to analyze interviews with 42 capstone faculty; the participants represent a stratified purposeful sample of respondents to a national survey. Analysis focused on descriptive coding, beginning with a priori codes, to define broad functions, supplemented with emergent coding to identify concrete practices used in the capstone context. Results The study resulted in a model of capstone design teaching that includes nine functions (challenge, protect, coach, promote employability, provide exposure, provide role models, accept and confirm, counsel, and build rapport) and 28 associated practices. Conclusions Capstone faculty use a range of practices designed not only to coach students through the engineering design process but also to more broadly prepare students for workplace practice and build their identity as engineering professionals.

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“…As part of ENG442 (and other units), Murdoch faculty provide support and guidance throughout the students' journey through the group design project. This approach is aligned with the taxonomy of capstone engineering education discussed by Pembridge et al [33] (principle Pem2, Pem4, and Pem5). As the students assign tasks to each other and may also take on formal roles within the group (such as leader, note taker, etc.)…”

“…Capstone units represent a critical transition between study and work, and support student's transition from student to professional in the context of Wenger's [31,32] social theory of learning. Pembridge et al [33] presents a taxonomy of capstone engineering units, describing teaching in the context of the capstone design course as students learn not only to "do design" but also to "be engineers" in ways that encompass a full range of professional practices. Pembridge's study is informed particularly by Lave and Wenger's [34] theory of legitimate peripheral participation, which considers learning as "an integral and inseparable aspect of social practice".…”

“…Pembridge's study is informed particularly by Lave and Wenger's [34] theory of legitimate peripheral participation, which considers learning as "an integral and inseparable aspect of social practice". Capstone engineering units must combine the complex process of design teaching with the equally complex process of socializing students to professional engineering practice [33]. Capstone units represent a critical transition between study and work, and support student's identity transition from student to professional in the context of Wenger's [31] social theory of learning.…”

“…At the heart of capstone units, faculty participants of the Pembridge et al study described intentionally creating, soliciting, and shaping projects that will challenge students to help them develop as engineers and prepare them for the workforce. To do so, students are provided with projects intentionally designed to meet three practices: To accomplish this, the Pembridge et al study [33] provides the below taxonomy of five curricula and pedagogical principles (referred to as Pem1, Pem2, Pem3, Pem4, Pem5, respectively, later in this paper) that can be utilized to support the transition from student to professional and enhance students' holistic professional preparation:…”

“…In addition to acting as engineer role models, to support the transition to work, faculty need to balance practices that challenge students with practices that protect them from project and learning failures. Such protection requires substantial attentiveness from faculty with respect to both the progress of the project and the dynamics of the team [33]. The nature of capstone units taught in this way and the ability to help students learn relevant professional skills can assist students to remain competitive for their future career.…”