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Enhancing Team-Based Senior Capstone Projects: Opportunities and Challenges
| Content Provider | Semantic Scholar |
|---|---|
| Author | Mosher, Gretchen A. |
| Copyright Year | 2014 |
| Abstract | In response to a changing workforce, universities have added a wide variety of diverse learning outcomes to the undergraduate curricula1. In engineering technology, senior capstone courses provide a primary mechanism by which students integrate and apply technical knowledge and skills acquired in previous coursework. However, capstone courses also require students to focus on a variety of professional skills, including teamwork, unstructured task completion, and project management2. Because students are often new at these skills, they may find it difficult to resolve issues as they arise. Capstone courses also pose challenges to faculty. Finding a consistent stream of projects that are at the appropriate level for senior level students can be difficult for faculty given the limited time frame of most courses. A fair and consistent method to evaluate student work on an individual and group level is also a challenge for instructors. This paper will outline the challenges and best practices learned in the development and implementation of a senior-level capstone course in engineering technology, based on qualitative data gathered over several years. Specifically, strategies for sourcing student projects, student team formation and management, and options for ensuring accountability among student teams will also be discussed. Ideas on fair and consistent assessment methods for group and individual work will also be emphasized. Senior Capstone Course Design The senior capstone course represents a critical role in many engineering and engineering technology programs, even given the large variation of course structure and format across many diverse educational institutions3. According to Pembridge and Paretti3, a large number of capstone courses in the field of engineering focus on a project spanning one or two semesters and involve teams of 4 to 6 students. The emphasis of capstone courses generally give students the |
| File Format | PDF HTM / HTML |
| DOI | 10.17077/aseenmw2014.1002 |
| Alternate Webpage(s) | https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1002&context=aseenmw2014&httpsredir=1&referer= |
| Alternate Webpage(s) | https://doi.org/10.17077/aseenmw2014.1002 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
