The Capstone Course: Origins, Goals, Methods, and Issues

Rash, Agnes M.; Weld, Kathryn

doi:10.1080/10511970.2013.775203

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Discussion & Conclusions. Research supports that capstone course design: a) involves high levels of student engagement (Rash & Weld, 2013) and b) a high-impact practice beneficial to © 2020 The author(s). Published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.…”

Section: Creatementioning

confidence: 94%

Using a Program-based Store for Retail and Entrepreneurship Education: Integration of a Retail Learning Lab as a Capstone Experience

Shane-Nichols

Lee

Fiore

et al. 2020

Pivoting for the Pandemic

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Section: Creatementioning

confidence: 94%

Using a Program-based Store for Retail and Entrepreneurship Education: Integration of a Retail Learning Lab as a Capstone Experience

Shane-Nichols

Lee

Fiore

et al. 2020

Pivoting for the Pandemic

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“…In all cases, capstone experiences are meant to provide a culminating and transitional experience ( [4] and [5]). A wealth of research in the US (e.g., [6], [7]) has explored the intent behind these experiences.…”

Section: Introductionmentioning

confidence: 99%

Student and Faculty Perceptions of Capstone Purposes: What Can Engineering Learn From Other Disciplines?

Vale

Gordon

Kirkscey

et al. 2020

PCEEA

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Capstone Experiences (CE) are meant to integrate and culminate the student experience. The most common CE in the Canadian and American engineering curriculums is the final year design course, but other disciplines also have capstone experiences. This paper presents initial results from a multi-institutional, multi-national survey of faculty and student perceptions of capstone experiences. Here, we investigate three criteria (Values, Skills/competencies, Attitudes) and discuss differences and similarities among the disciplines and between engineering students and faculty. There is good alignment between engineering faculty and students, but values such as openness and compassion are selected at (comparatively) lower rates by engineering faculty and students than by other disciplines. These findings provide an opportunity for engineering educators to reflect on the intentions of their CE; e.g., are these results an intentional outcome of engineering capstones, or an oversight on the part of engineering educators?

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Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation

Gresch

Rawls

2017

Journal of Education for Business

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The Capstone Course: Origins, Goals, Methods, and Issues

Cited by 5 publications

References 16 publications

Using a Program-based Store for Retail and Entrepreneurship Education: Integration of a Retail Learning Lab as a Capstone Experience

Using a Program-based Store for Retail and Entrepreneurship Education: Integration of a Retail Learning Lab as a Capstone Experience

Student and Faculty Perceptions of Capstone Purposes: What Can Engineering Learn From Other Disciplines?

Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation

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