Leveraging the capstone design experience to build self-directed learning
- Autores: Marie C. Paretti, Daria Kotys-Schwartz, Julie Ford, Susannah Howe, Robin Ott
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 664-674
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Capstone design courses, an established component of undergraduate engineering curricula, offer students the opportunity tosynthesize their prior engineering coursework and apply professional and technical skills towards projects with practicalapplication. During this experience, capstone faculty enable mentored exploration, coaching students to navigate the design processto complete complex, open-ended projects. These projects typically require specific knowledge and skills that students need toindependently identify and develop. Findings from our study of recent graduates during their first year of work suggest that thisself-directed learning experienced through the capstone design process provides critical preparation for professional practice. In thispaper, we examine self-directed learning in capstone and at work in detail, highlighting critical challenges in managing bothknowledge and time. The findings point to important ways that capstone design educators can design projects and mentor studentsto help promote this critical skill.
