“…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, ).…”