The International journal of engineering education

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  Año 2011, Vol. 27, Número Extraordinario 6

  • Section I: Capstone Design

    • Guest Editorial—The 2010 Capstone Design Conference

      Susannah Howe, Jay R. Goldberg, Scott Palo, Janis P. Terpenny

      págs. 1160-1163

      

    • Pedagogical implications of project selection in capstone design courses

      Patricia Brackin, Dean Knudson, Bahram Nassersharif, Deborah O'Bannon

      • Resumen

      págs. 1164-1173

      

    • Nifty ideas and surprising flops in capstone design education

      Susannah Howe, Kevin Caves, Carsten Kleiner, Glen Livesay, Judith Shaul Norback, Renee Rogge, Cameron Turner, Tristan Utschig

      • Resumen

      págs. 1174-1185

      

    • Strategies to promote entrepreneurial learning in engineering capstone courses

      Angela Shartrand, Phil Weilerstein

      • Resumen

      págs. 1186-1191

      

    • Managing and mentoring capstone design teams: considerations and practices for faculty

      Marie C. Paretti, Richard A. Layton, Stephen Laguette, Greg Speegle

      • Resumen

      págs. 1192-1205

      

    • Diverse models for incorporating service projects into engineering capstone design courses

      Angela R. Bielefeldt, Mandar M. Dewoolkar, Kevin M. Caves, Bruce W. Berdanier, Kurtin G. Paterson

      • Resumen

      págs. 1206-1220

      

    • Global virtual teams: a new frontier for capstone design

      Alan R. Parkinson, Holt Zaugg, Isaku Tateishi

      • Resumen

      págs. 1221-1230

      

    • Vetting industry based capstone projects considering outcome assessment goals

      Paul Kauffmann, Gene Dixon

      • Resumen

      págs. 1231-1237

      

    • Importance of providing intellectual property to sponsoring companies when recruiting capstone projects

      Gregg M. Warnick, Robert H. Todd

      • Resumen

      págs. 1238-1245

      

    • Mentoring the project coach: Effective propagation of pedagogical techniques, resources, and know-how

      R. Keith Stanfill, Oscar D. Crisalle

      • Resumen

      págs. 1246-1258

      

    • Holistic assessment of student performance in multidisciplinary engineering capstone design projects

      Mark Steiner, Junichi Kanai, Cheng Hsu, Richard Alben, Lester Gerhardt

      • Resumen

      págs. 1259-1272

      

    • Incorporation of poverty alleviation in third world countries in a first- year engineering capstone course

      Kenneth Reid, John K. Estell

      • Resumen

      págs. 1273-1280

      

    • Distributed ideation: idea generation in distributed capstone engineering design teams

      Michael W. Glier, Susanne R. Schmidt, Julie Linsey, Daniel A. McAdams

      • Resumen

      págs. 1281-1294

      

    • Civil engineering capstone design: team formation, preparation, and performance

      Gregg L. Fiegel, Jay S. Denatale

      • Resumen

      págs. 1295-1307

      

    • Assessing professional skill development in capstone design courses

      Jay McCormack, Steven Beyerlein, Patricia Brackin, Denny Davis, Michael Trevisan, Howard Davis, Jennifer Lebeau, Robert Gerlick, Phillip Thompson, M. Javed Khan, Paul Leiffer, Susannah Howe

      • Resumen

      págs. 1308-1323

      

    • Implementation of the house of quality as a tool to assess products of design in a capstone design course

      Ben Sherrett, John P. Parmigiani

      • Resumen

      págs. 1324-1332

      

  • Section II: Contributions in: Students Performance, Problem-based Learning, Control Systems, and Industry Needs

    • Do homework grading policies affect student learning?

      Ali Yalcin, Autak K. Kaw

      • Resumen

      págs. 1333-1342

      

    • Predicting academic performance in engineering using high school exam scores

      J. C. F. de Winter, D. Dodou

      • Resumen

      págs. 1343-1351

      

    • Tree of dynamics: a modified concept mapping approach to improving students’ conceptual understanding in engineering dynamics

      Ning Fang

      • Resumen

      págs. 1352-1361

      

    • Comparison of PBL curricula within control engineering education

      Liliana Fernández-Samacá, Kirsten Mølgaard Nielsen, José Miguel Ramírez Scarpetta, Anette Kolmos

      • Resumen

      págs. 1362-1373

      

    • Laboratory approach for teaching and learning intelligent control

      R. Aguilar, V. Muñoz, Evelio José González González

      • Resumen

      págs. 1374-1382

      

    • Integration of local industry theme examples in process control education: a case from north-eastern quebec

      Jean Sébastien Deschênes

      • Resumen

      págs. 1383-1393

      

    • Aligning academic preparation of engineering Ph.D. Programs with the needs of industry

      Joy Watson, Jed Lyons

      • Resumen

      págs. 1394-1411