Switching Midstream, Floundering Early, and Tolerance for Ambiguity: How Capstone Students Cope with Changing and Delayed Projects

NU) teaching Simulation Modeling and Analysis, Facilities Planning, and Human-Machine Systems. She is Director of the Galante Engineering Business Program as well as the Coordinator of Senior Capstone Design in Industrial Engineering at NU. Dr. Jaeger-Helton has also been an active member of Northeastern's Gateway Team, a select group of teaching faculty expressly devoted to the first-year Engineering Program at NU. She also serves as a Technical Faculty Advisor for Senior Capstone Design and graduate-level Challenge Projects in Northeastern's Gordon Engineering Leadership Program. Dr. Jaeger-Helton has been the recipient of numerous awards in engineering education for both teaching and mentoring and has been involved in several engineering educational research initiatives through ASEE and beyond.

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“…Being agile and adaptable can lead to high levels of success. [13] Capstone leadership must work to foster this.…”

Section: Discussionmentioning

confidence: 99%

The Write Background Makes a Difference: What Research and Writing Skills can Predict about Capstone Project Success

Jaeger-Helton¹,

Smyser²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…However, the well-structured, constrained problems that engineering students tend to solve in coursework -particularly at the early levels-do little to prepare them for the complexity of vague and unstructured workplace problems [1], [3]. Capstone by design introduces unstructured and unformulated problems, which challenges many students who are unaccustomed to dealing with this type of engineering ambiguity [4].…”

Section: The Challengementioning

confidence: 99%

“…The problems are chosen to require use of prior coursework, but often students need to acquire new knowledge, or learn new tools, to solve them. Solutions are not obvious, and often first attempts will fail, or experiments are required to explore aspects of the potential solution set [4], [7].…”

Section: Capstone Prepares Engineers For the Real World Right? Abet Outcomes And Student Perceptionsmentioning

confidence: 99%

Capstone Prepares Engineers for the Real World, Right? ABET Outcomes and Student Perceptions

Jaeger-Helton

Smyser

McManus

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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NU) teaching Simulation Modeling and Analysis, Human-Machine Systems, and Facilities Planning. She is the Director of the Galante Engineering Business Program as well as Coordinator of Senior Capstone Design in Industrial Engineering at NU. Dr. Jaeger-Helton has also been an active member of Northeastern's Gateway Team, a select group of teaching faculty expressly devoted to the first-year Engineering Program at NU. In addition, she serves as a Faculty Advisor for Senior Capstone Design and graduate-level Challenge Projects in Northeastern's Gordon Engineering Leadership Program. Dr. Jaeger-Helton has been the recipient of over 15 awards in engineering education for both teaching and mentoring and has been involved in several engineering educational research initiatives through ASEE and beyond.

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“…Research on capstone design experiences tend to focus on technical and non-technical skills that students develop during the capstone [8][9][10][11][12]. However, there is a gap in the literature with respect to examining the support students receive from their peers (teammates) and industry mentors as they move through the design process.…”

Section: Introductionmentioning

confidence: 99%

“…Other studies, although fewer in number, have investigated what are traditionally called "soft" or non-technical skills such as teamwork and communication [9,10]. Still other studies have explored how skills that are supportive of effective engineering design, engineering decision making, and adaptability are developed over the course of capstone design [11,12]. A critical and even lesser studied element affecting the capstone design experience is the level of support of peers and industry in overcoming and adapting to technical and non-technical challenges.…”

Section: Introductionmentioning

confidence: 99%

Student perspectives on engineering design, decision-making, adaptability, and support in capstone design

Misra,

Wilson,

Kang

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Her research interests in engineering education focus on the role of self-efficacy, belonging, and other noncognitive aspects of the student experience on e Soyoung Kang, University of Washington Soyoung Kang (she/her) is an assistant teaching professor and Clary Family Foundation early career professor in the mechanical engineering department at the University of Washington (UW). She is also the executive director of the Engineering Innovation in Health (EIH) program that partners teams of multidisciplinary undergraduate and graduate students with health professionals to develop technical solutions to pressing health challenges. Dr. Kang works closely with faculty from across the UW to foster an ecosystem of training and support for students and to develop innovative teaching practices focused on teamand project-based learning.

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Switching Midstream, Floundering Early, and Tolerance for Ambiguity: How Capstone Students Cope with Changing and Delayed Projects

Cited by 5 publications

References 9 publications

The Write Background Makes a Difference: What Research and Writing Skills can Predict about Capstone Project Success

The Write Background Makes a Difference: What Research and Writing Skills can Predict about Capstone Project Success

Capstone Prepares Engineers for the Real World, Right? ABET Outcomes and Student Perceptions

Student perspectives on engineering design, decision-making, adaptability, and support in capstone design

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