Student reflections on capstone design: experiences with industry-sponsored projects

• Autores: Judith Shaul Norback, Page F. Rhoad, Susannah Howe, Linda A. Riley
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. Extra 1, 2014, págs. 39-47
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Students are a primary stakeholder in engineering Capstone Design courses, but the student voice risks being overlooked indiscussions of Capstone Design pedagogy and development. While many engineering programs collect student feedback andperformance data for accreditation purposes, the engineering education and engineering design literature provide few resources thatcapture student perspectives on Capstone Design, especially across multiple institutions. The 2012 Capstone Design Conferencehosted two well-attended panel sessions called ‘‘Student Reflections on Capstone Design’’ specifically to highlight studentexperiences in Capstone Design courses with industry-sponsored projects. Each panel featured four different panelists who hadrecently completed their Capstone Design courses, had worked with different industrial sponsors, and represented differentinstitutions and engineering disciplines. The facilitator of each panel asked the same initial questions of the respective panelists andthen opened the conversation to questions from the audience. Although the trajectory of the two panels varied, content analysis ofthe transcribed discussions revealed similar themes from both groups. This paper addresses the analysis methodology, emergingthemes, and sample reflections/suggestions from the student panelists. Discussion of the themes and student comments provides afoundation of student perspectives to aid faculty and industry liaisons in strengthening the Capstone Design experience.