Preparing Engineering Students for Professional Practice: Using capstone to drive continuous improvement

• Autores: Mark Steiner, Junichi Kanai, Cheng Hsu, Eric H. Ledet, Jeff Morris, Mark Anderson, Scott Miller, Kurt Anderson, Bharat Bagepalli
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 31, no. 1 (Parte A), 2015, págs. 154-164
• Idioma: inglés
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• Resumen

  • In this paper, we take the viewpoint and provide a framework to show that capstone is a proving ground for students todemonstrate that they are prepared for professional practice, and accordingly address the important problem of howcapstone can provide feedback to the engineering curriculum and thereby continuously make improvements to it. Aprogressive model for hierarchicallyprioritizing ABET studentoutcomes and mapping themto direct metrics relatedto thecurriculum is presented as a main mechanism for generating feedback. The model is shown to be able to highlight areas ofengineering education where significant opportunities exist for improving the preparedness of our students for capstoneand ultimately for professional practice. As such, capstone becomes a window on our curriculum for driving continuousimprovement.