Delivery and Assessment of Senior Capstone Design via Distance Education

Sternberg, Steven P. K.; Johnson, Arnold; Moen, Donald; Hoover, John H.

doi:10.1002/j.2168-9830.2000.tb00503.x

Cited by 8 publications

(7 citation statements)

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“…Instead, they develop students' ability to address open‐ended problems by working collaboratively, drawing on prior knowledge, seeking new information, and generating and evaluating design alternatives (Howe, ; Howe et al, ; Pembridge & Paretti, ; Todd, Magleby, Sorensen, Swan, & Anthony, ). Literature on capstone teaching uses terms such as mentor, facilitator, advisor, and coach, often interchangeably, to describe the roles that capstone faculty play (Bruhn & Camp, ; Howe, ; Howe, Rosenbauer, & Poulos, ; Kolmos & De Graaff, ; Manuel, McKenna, & Olson, ; Rover, ; Sternberg, Johnson, Moen, & Hoover, ).…”

Section: Introductionmentioning

confidence: 99%

Characterizing capstone design teaching: A functional taxonomy

Pembridge

Paretti

2019

J of Engineering Edu

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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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Section: Introductionmentioning

confidence: 99%

Characterizing capstone design teaching: A functional taxonomy

Pembridge

Paretti

2019

J of Engineering Edu

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“…Sternberg in their work has stated that the pedagogical purpose of capstone design is to allow the student an opportunity to experience how the content in the undergraduate curriculum fits together to provide a coherent vision of the knowledge necessary to complete a significant engineering project 10 . The capstone design project provides an opportunity for the student to implement their skills combining what they have learned from a spectrum of their core classes.…”

Section: Rfid Based Assistive Devices In Senior Designmentioning

confidence: 99%

Rfid Based Assistive Devices: An Interdisciplinary Platform For Senior Design Projects In Engineering Disciplines

Yelamarthi¹,

Mawasha²

2010 Annual Conference &Amp; Exposition Proceedings

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His current research interests are in the areas of RFID, VLSI Circuits, Field Programmable Gate Arrays, Computer Aided Design tool development, digital design automation, autonomous adaptive systems, applied electronics, and engineering education. He has served as a technical reviewer for several IEEE/ASME/ASEE international conferences and journals, and has written over 45 publications in both technical and educational fields. He is an elected member of Tau Beta Pi and Omicron Delta Kappa honor societies.

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“…As such, capstone courses have been recognized as one of the most common implementations of project-based learning in engineering education 4 . Students in the capstone course are involved in realistic projects that provide them with the opportunity to apply knowledge from prior science and engineering coursework to analyze and solve engineering problems, while emphasizing professional skills such as written and oral communication and teamwork [5][6][7] .…”

Section: Introductionmentioning

confidence: 99%

“…Faculty teaching in project-based environments also have a strong role in classroom management and procedural facilitation throughout the project 9 . Across the literature on capstone courses, these functions typically fall into three structural categories (with many instructors operating in multiple categories): instructors that lead class meetings, course coordinators that are responsible for class management as the assignment of grades, and project advisors who provide technical guidance, and industry representatives that support and guide the project problem [5][6][7] . In each of these position, faculty members engage in activities that fall under the general heading of "mentoring."…”

Section: Introductionmentioning

confidence: 99%

An Examination of Mentoring Functions in the Capstone Course

Pembridge¹,

Paretti²

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Throughout the literature detailing projects in engineering capstone courses, researchers frequently refer to the faculty role as that of a mentor. As such studies make clear, the role of mentoring in capstone projects is critical to support students in the progression of the course. Yet the concept itself remains relatively ill-defined in the engineering education literature, making it more challenging for researchers and educators alike to identify patterns and best practices across contexts. Using a framework developed by Kram to characterize a variety of mentoring functions, this paper describes the key functions and roles associated with mentoring in the capstone course as well as a factors that can influence these mentoring environments. The results provide the engineering education community with a more complete understanding of the nature of design teaching in a way that can be used not only for professional development of current design faculty, but also in the training of new design educators.

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Delivery and Assessment of Senior Capstone Design via Distance Education

Cited by 8 publications

References 0 publications

Characterizing capstone design teaching: A functional taxonomy

Characterizing capstone design teaching: A functional taxonomy

Rfid Based Assistive Devices: An Interdisciplinary Platform For Senior Design Projects In Engineering Disciplines

An Examination of Mentoring Functions in the Capstone Course

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