Evaluating Student and Faculty Outcomes for a Real-World Capstone Project with Sustainability Considerations

Stanford, M. Scott; Benson, Lisa; Alluri, Priyanka; Martin, William D.; Klotz, Leidy; Ogle, Jennifer; Kaye, Nigel B.; Sarasua, Wayne; Schiff, Scott

doi:10.1061/(asce)ei.1943-5541.0000141

Cited by 27 publications

(28 citation statements)

References 21 publications

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“…Barry et al (2012) describe the development of the capstone design course in Purdue University, which has been team taught since the early 1960s. There are some recent examples, such as Bhandari et al (2011), Peterson et al (2011), Soibelman et al (2011), Wolcott et al (2011), Korkmaz (2012 and Stanford et al (2013). Their implementation varies considerably with different objects of design (e.g.…”

Section: Collaborative Learning In Design Projectsmentioning

confidence: 99%

Virtual collaborative learning for building design

Soetanto¹,

Childs²,

Poh³

et al. 2014

Proceedings of the Institution of Civil Engineers - Management,

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A building design project that requires civil engineering students in the UK and architectural students in Canada to collaborate virtually has been implemented at universities in the two countries. The aims were to obtain a greater understanding of the process, strategies and expected outcomes for a more effective implementation of problem-based learning to hone communication and teamwork skills. Data were obtained from a series of interviews with 23 students from seven groups, assessment results of 249 participating and non-participating students, and student evaluation. The findings suggest that the professional ethos of the groups and the consequent building of trust is the greatest factor in supporting successful collaborations. This has been found to be able to overcome many barriers related to technology and differences of culture, language, time zone and tasks. However, the activity did not seem to have any impact on student performance, but has improved the project management skills of participating students. The activity has also contributed positively to increasing student satisfaction. Several lessons for future implementation are presented, before limitations and further research are described.

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Section: Collaborative Learning In Design Projectsmentioning

confidence: 99%

Virtual collaborative learning for building design

Soetanto¹,

Childs²,

Poh³

et al. 2014

Proceedings of the Institution of Civil Engineers - Management,

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show abstract

“…For example, Barry et al (2012) describe the development of the capstone design course in Purdue University, which has been teamtaught since the early 1960s. Some recent examples, such as Bhandari et al (2011), Peterson et al (2011), Soibelman et al (2011), Wolcott et al (2011), Korkmaz (2012, Stanford et al (2013), Solnosky et al (2014), are varied in their focus with different objects of design, supporting technologies, disciplinary composition and locations of team members, previous training and education levels (Soetanto et al, 2014). Most were implemented within one institution which makes possible regular offline (face-to-face) communication between students (e.g.…”

Section: Collaborative Design Projectmentioning

confidence: 99%

Key Success Factors and Guidance for International Collaborative Design Projects

Soetanto¹,

Childs²,

Poh³

et al. 2015

ArchNet-IJAR

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“…4,21,22 However, little research has examined the role of faculty and their beliefs on the success factors, as well as, time commitments for capstone courses. 23,24 This is especially true when the topic is narrowed to the development and sustainability of multidisciplinary capstone programs.…”

Section: Sheppardmentioning

confidence: 99%

Feasibility of Developing a Sustainable Multidisciplinary Senior Capstone Experience

Baughman¹,

Mosher²,

Gansemer-Topf³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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University. His research critically examines the role of design research in design education and practice. He has taught classes in design research methods, design thinking, multidisciplinary innovation, and human-centered design. Trained as a design researcher, he is passionate about developing new methods for investigating cross-disciplinary collaboration among faculty, students and academic units.c American Society for Engineering Education, 2016 Feasibility of Developing a Sustainable Multidisciplinary SeniorCapstone Experience Abstract Today's undergraduate engineering students will enter a workforce that requires a multidisciplinary approach to problem-solving. According to data from the National Science Foundation 1 and the National Academy of Engineering 2 a multidisciplinary problem-solving approach is increasingly a critical component of the nations' innovation infrastructure. Although both academic and industry professionals agree on the importance of providing students the opportunity to work on multidisciplinary teams, many institutions struggle to create these opportunities within their curriculum. This paper will examine the benefits and challenges of creating a multidisciplinary senior capstone course from the perspective of engineering faculty. IntroductionMost engineering educators support the idea of a multidisciplinary capstone course in concept,

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Evaluating Student and Faculty Outcomes for a Real-World Capstone Project with Sustainability Considerations

Cited by 27 publications

References 21 publications

Virtual collaborative learning for building design

Virtual collaborative learning for building design

Key Success Factors and Guidance for International Collaborative Design Projects

Feasibility of Developing a Sustainable Multidisciplinary Senior Capstone Experience

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