The International journal of engineering education

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  Año 2017, Vol. 33, Número 5

  • The 2016 capstone design conference: guest editorial

    Patsy Brackin, Susannah Howe, Peter Rogers, R. Keith Stanfill, Steven Beyerlein, Junichi Kanai, Jim Vallino, Scott Palo

    • Resumen

    págs. 1388-1392

    

  • The 2015 capstone design survey results: Current practices and changes over time

    Susannah Howe, Laura Rosenbauer, Sophia Poulos

    • Resumen

    págs. 1393-1421

    

  • An examination of the factors that influence students’capstone project choices

    Robert A. Hart, Todd W. Polk

    • Resumen

    págs. 1422-1431

    

  • Success factors for international students in capstone design teams

    Gregory J. Kowalski, Bridget M. Smyser

    • Resumen

    págs. 1432-1441

    

  • Managing project scope for successful engineering capstone projects

    Charles Pezeshki, Jacob Leachman, Steven Beyerlein

    • Resumen

    págs. 1442-1452

    

  • Changing the culture in a senior design course to focus on grit, mastery orientation, belonging, and self-efficacy:: building strong academic mindsets and psychological preparedness

    Olga Pierrakos

    • Resumen

    págs. 1453-1467

    

  • Encouraging creativity in capstone design

    Keelin Leahy, Dan Phillips, Elizabeth Debartolo, Patsy Brackin, Steve Chenoweth, Allen White

    • Resumen

    págs. 1468-1484

    

  • Integrating Entrepreneurship into Capstone design: an analysis of faculty practices & perceptions

    Victoria Matthew, Thema Monroe White, Morgan Miller

    • Resumen

    págs. 1485-1498

    

  • Ecosystem for engineering design learning: a comparative analysis

    Baldur Steingrimsson, Robert Jones, Faryar Estesami, Sung Yi

    • Resumen

    págs. 1499-1512

    

  • Lessons learned from a 10-year collaboration between biomedical engineering and industrial design students in capstone design projects

    Ben Lutz, Marie C. Paretti

    • Resumen

    págs. 1513-1520

    

  • Exploring student perceptions of capstone design outcomes

    Ben Lutz, Marie C. Paretti

    • Resumen

    págs. 1521-1533

    

  • Understanding perceptions of reflection among engineering educators and students

    Kristine R. Csavina, Adam R. Carberry, Cherrylynne R. Nethken

    • Resumen

    págs. 1534-1542

    

  • An empirical study on design-based vs. Traditional approaches in capstone courses in engineering education

    Eduardo de S. Zancul, Luiz F.C. Dos S Durao, Roseli de Deus Lopes, Davi Nakano, Gustavo G. Majzoub, Paulo Blikstein, Danilo L. Dalmon

    • Resumen

    págs. 1543-1560

    

  • Design of engineering courses as a service: emotions,senses and implementation

    Sang-Yoon Bae, Jukrin Moon, James R. Morrison

    • Resumen

    págs. 1561-1564

    

  • Student perceptions of flipping a mechanical engineering design course

    Jacqulyn Baughman, Lesya Hassall, Xiaowei Xu

    • Resumen

    págs. 1575-1585

    

  • Where to locate? a project-based learning activity for a graduate-level course on operations management

    Jasmina Berbegal, Dolors Gil Doménech, Inés Alegre

    • Resumen

    págs. 1586-1597

    

  • Development of an interactive game-based learning environment to teach data mining

    Mehmet Cengiz, Kokten Ulas Birant, Pelin Yildirim, Derya Birant

    • Resumen

    págs. 1598-1617

    

  • A new approach for the successful team building in vls idesign projects

    Vaidotas Barzdenas, Gediminas Grazulevicius, Aleksandr Vasjanov

    • Resumen

    págs. 1618-1626

    

  • Sustainable practices in technical education: a quality assurance framework

    Issam Damaj, Ashley Ater Kranov

    • Resumen

    págs. 1627-1642

    

  • A case study on the use of model quality testing tools for the assessment of Mcad models and drawings

    María Carmen González Lluch, Pedro Company, Manuel Roberto Contero González, Jorge D. Camba, Jesús Colom

    • Resumen

    págs. 1643-1653

    

  • A multi-criteria method for improving the assessment of students’ laboratory work using online laboratory

    Hong Zhou, Zhongcheng Lei, Wenshan Hu, Qijun Deng Dongguo Zhou, Zhi-Wei Liu

    • Resumen

    págs. 1654-1663

    

  • Sustainability and distance learning: technical universities sharing high cost resources

    Nikolaos Efkolidis, J.C. García Hernández, José Luis Huertas Talón, Panagiotis Kyratsis

    • Resumen

    págs. 1664-1671

    

  • The role of intrinsic motivation in student imagination: a comparison between engineering and science majors

    Chao-Tung Liang, Franck Zenasni, Yu-Cheng Liu, Chaoyun Liang

    • Resumen

    págs. 1672-1683

    

  • Model for introducing STEM1into high school computer science education

    Vytautas Štuikys, Renata Burbaite, Tomas Blažauskas, Dominykas Barisas, Mikas Binkis

    • Resumen

    págs. 1684-1698

    

  • Engaging secondary school teachers in engineering design: lessons learned and assessment of a research experience for teachers program

    Kumar Yelamarthi, Brian P. DeJong, Tolga Kaya, Matthew Prewett, Daniel Chen

    • Resumen

    págs. 1699-1709