Abstract: One of the principal objectives of engineering education is to prepare graduates for the practice of engineering in industry Industry involvement in the educational process can be very helpful in devising programs to meet this objective Yet, engineering education has a number of other stakeholders including students, faculty, academic administrators, and others Identifying and meeting the needs and wants of these various stakeholders is essential in developing educational programs and learning activities that are effective and sustainable Stakeholders in engineering education are identified, including their wants and needs Alternative approaches to developing a Capstone course, with input from these stakeholders, are proposed and evaluated in light of stakeholder needs and wants A case study for developing a two-semester senior design capstone course at Brigham Young University is presented In this example more than 300 industry sponsored, design and build, projects have been completed by cross-fun

Abstract: staffed by qualified teachers. Many states have pushed for more-rigorous preservice teacher education, training, and certification standards. Moreover, a host of recruitment initiatives have attempted to increase the supply of teachers: alternative licensing, midcareer change programs, financial incentives, and even overseas recruitment. The capstone of these efforts was the enactment of the No Child Left Behind Act

Abstract: The skill set expectations of new computer science graduates have become more demanding in recent years. New graduates must not only master the technical skills of design and programming, but also be proficient in other skills such as teamwork and inter-personal communication as well as understand ethical and social values that are important to computing. Two capstone computer science courses at our university offer excellent opportunities for students to integrate service learning with the concepts learned in the classroom to outside projects. For the past three years, students in these courses participated in small service learning project teams and interacted with "real" clients while supervised by a faculty member of the computer science program. This sort of experiential learning helped instill a sense of social, professional and ethical responsibilities now considered so vital in the computing field.

Abstract: How should digital design be taught to computing science students in a single one-semester course? This work advocates the use of state-of-the-art design tools and programmable devices and presents a series of laboratory exercises to help students learn digital logic. Each exercise introduces new concepts and produces the complete design of a stand-alone apparatus that is fun and interesting to use. These exercises lead to the most challenging capstone designs for a single-semester course of which the authors are aware. Fast progress is made possible by providing students with predesigned input/output modules. Student feedback demonstrates that the students approve of this methodology. An extensive set of slides, supporting teaching material, and laboratory exercises are freely available for downloading.

Abstract: For capstone design experiences, the course outcomes, assessment strategies, and outcome remediation strategies are significantly different than those that might typically be utilized in lower-division "content" courses. This paper describes the instruments developed for a digital systems senior project course that provide a mechanism for systematic, quantitative evaluation of outcomes appropriate for capstone design experiences. Data tracking the performance of these instruments over several trials are presented

Abstract: This study examined the process of the Capstone Exhibition, used in the Secondary Education Department for culmination of the Master of Arts in Teaching (M.A.T.) program. It builds on the previous study conducted by Fruendt (1994), who analyzed student perceptions in undergraduate classes in the School of Arts and Sciences. Fruendt advocated that additional studies be undertaken to examine the perspectives of capstone participants from other academic disciplines. Accordingly, our study explored the use of the capstone process within a graduate teacher education program, a context for capstones which has not been substantially addressed in the research literature. The study sought to illuminate faculty and student perspectives of the capstone process. The focus was to make sense of the process rather than to evaluate the assessment instrument. The following research question guided the study: How do graduate students and faculty members conceptualize the Capstone process as a form of assessment? Data from recent graduates and faculty members related to perspectives about the benefits and challenges of the Capstone Exhibition were explored. What is a Capstone? According to Encarta Dictionary (1999), the word "capstone" is a noun with two meanings: 1. Top Stone--a building's top stone used at the tops of a wall or other structure 2. High Point--something considered the highest achievement or most important action in a series of actions. Redmond (1998), says that as an architectural feature the capstone diminishes erosion of mortar and compares this formal definition to educational settings. He uses the metaphor that students take a final course in their education that "protects what they have learned by integrating course work into a climactic experience (1998, p. 73). An examination of a historical overview of the development of the college capstone course reveals that the origin of capstone derived from a need to provide more in-depth learning. According to the 1985 publication by the Association of American Colleges entitled Integrity in the College Curriculum, college majors often lack in-depth study (Carlson & Peterson, 1993). That report was developed as a response to concerns about the educational failures of elementary and secondary institutions in the United States. The American Sociological Association (1990) created a task force to examine ways to address in-depth learning. Consequently, the recommendation of a capstone course was introduced as a way to provide an avenue for deeper investigations of the curriculum (Carlson & Peterson, 1993; Gardner & Van der Veer, 1998; Murray, 1998). The shift to the capstone movement draws upon earlier reform movements, such as the authentic assessment movement, which attempted to move instruction away from rote, test-driven, teacher-focused, text-guided practices, as well as upon the apprenticeship model, in which one's ability to perform the tasks learned under an expert is perceived as true mastery. The notion of a scholarly work, defended in public, became the leading practice. Eventually, with the onset of standardized testing initiatives, the popularity of the apprenticeship and public defense diminished in school practice. Movements such as the Coalition of Essential Schools (Sizer, 1992) emphasized the use of a public display to encourage students to synthesize their own learning experiences. Foxfire (Wood, 1992) modeled this approach with the idea that students learned by creating an authentic service for an audience. What Are Current Capstone Practices? Research shows that the addition of a capstone course to the final period of undergraduate study is a means to help assess students' readiness to make the transition from undergraduate to graduate school or work (Gardner & Van der Veer, 1998). The literature suggests that capstone has traditionally been used in liberal arts education, primarily in the disciplines of sociology, psychology, sciences, nursing, communications, and business (Aupperle & Sarhan, 1995; Brewer, Campbell, & McClure (2000); Chew, McInnis-Bowers, & Cleveland, 1996; Durel, 1993; Harrison, 1994; Henscheid, 2000; Khani, Edwards, Read, Pope, & Freeman, 1994), Myers & Richmond, 1998; Obringer & Kent, 1998; Rains & Virginia, 1999; Rouhi, 1999; Sonner, 1999; Wagenaar, 1993, William, 1998; Wood & Stitt, 1975). …

Abstract: The purpose of this project was to provide a capstone learning experience for senior interior design, retail merchandising, and graphic arts students at a small liberal arts university in a multidisciplinary, collaborative setting through the use of Problem-Based Learning. Students enrolled in three different classes were given a problem that simulated a real world situation—to develop and design a retail business in a specific commercial area—and divided into teams to complete the project. The culmination of the project was a juried competition using professionals from interior design, retail, banking, and graphic arts as judges. Evaluations, both formal and informal, indicate the success of the use of Problem-Based Learning in helping students develop metacognitive and problem-solving skills such as enhancing personal relationship skills and becoming self-directed learners.

Abstract: As part of graduation requirements, the Department of Civil Engineering at the University of Wisconsin-Madison requires a minimum of one three credits course in a capstone design experience. The main objective of this course is to allow students the opportunity of undertaking and completing an open-ended design project. Supervision of the projects is performed by practicing engineers and department faculty. The course is a practice oriented design class that integrates several civil engineering areas. Special emphasis is placed on integrating constructability concepts with structural engineering, mechanical systems, electrical systems, and other project details. Student groups not only complete project designs, but also perform feasibility studies, value engineering, and prepare a construction schedule and cost estimate based on the designs they have generated. The objective of this paper is to describe the senior level capstone design experience at the University of Wisconsin-Madison.

Abstract: In recent years, making Web sites and software programs that are accessible to the disabled has received attention. Several computer science educators have begun to include accessibility issues into their existing courses. This paper, using an approach followed at many universities to integrate ethics and social responsibility topics into the CS curriculum, identifies courses and strategies to integrate accessibility topics into existing curriculum. Six undergraduate projects are presented as examples of capstone and research projects that deal explicitly with the topic of accessibility. A key to success in these projects has been including outside consultants that work with the disabled population.

Abstract: The completion of SWEBOK and SE2004 marks a key milestone for the software engineering education community. It not only initiates issues of what to do next in the long run, but introduces some pragmatic issues such as customization and transition issues in the short term. Meanwhile, there is a lack of theoretical foundation with respect to instruction design and learning theory, which is also a shortage from an interdisciplinary perspective. Based upon experiences and lessons learned, we plan a course of introduction to software engineering based on the ADDIE instruction design model and cognitive apprenticeship enhanced with a situated business case and peer apprenticeship, along within a disciplined software process. We believe it can help combat both customization and transition barriers in the department of management information systems, not only by well-founded pedagogical design and implementation, but by being extensible to capstone projects.

Abstract: To assess students’ business writing abilities upon entry into the business program and exit from the capstone course, a multitiered assessment package was developed that measures students’ achieve...

Abstract: The purpose of this longitudinal study was to evaluate the effectiveness of using a competency-based framework for mastering a core body of discipline-specific knowledge and fostering competency skills for successful managers, lifelong learners, and responsible citizens. Over a five-year period from 2000 to 2005, students who were enrolled in the capstone tourism course were asked to complete a comprehensive survey to assess their perceived ability to answer core competency questions addressed by the course materials and demonstrate their ability to think critically; engage in effective communication practices; use technology; conduct research; responsibly engage in team based activities; and practice self reflection.

Abstract: This paper explores teaming and its cultivation in senior capstone design projects to better prepare students for occupational interaction with other professionals, clients, and management to solve complex or open-ended problems. Teaming is deemed an important skill for engineers, by organizations employing engineers and other professionals. In the global marketplace organizations that value and capitalize on these skills can be more agile and competitive. The impact of current and future trends on teaming, including outsourcing and globalization, are discussed in terms of non-technical skills required for practicing engineers and the preparation of new engineers. Parallels between senior design projects and actual industry projects are drawn to highlight the key personal interaction skills and tools required for success. Examples of successful student teams and professional teams are presented for discussion. Measurements of project and teaming success by industry and professional organizations are presented. Topics include: traditional, global and virtual team structures emphasizing the nontechnical aspects necessary for modern teams including, team communication, diversity and cultural aspects, problem resolution, and other elements necessary for project success.

Abstract: This paper presents results from a study investigating the use of problem-based learning (PBL) as a framework for integrating communication into engineering courses. The results of a two-year study of capstone design courses suggest that PBL provides the opportunity to develop communication assignments that enable students to understand not only particular document formats, but also the role texts play in the workplace for both writers and readers. Surveys and interview data demonstrate that students learn to use texts as tools to advance engineering work and communicate key project information to managers. The framework thus effectively helps students treat communication activities as a critical element of professional engineering practice

Abstract: This paper presents the structure, pedagogy and motivation for an introductory undergraduate course in Virtual Reality. The course is offered as an elective at the 400-level, hence students taking the course are juniors and seniors who have completed a substantial portion of their Computer Science curriculum. The course incorporates multiple components of VR theory and practice, including hardware and software survey and analysis, human perception, and applications. It also contains a semester-long, hands-on development component utilizing a specific virtual reality environment. In addition, because VR is a broad, multidisciplinary field of study, the course provides an ideal environment for incorporating capstone elements that allow undergraduate students to tie together many of the computing principles learned during their undergraduate academic careers.

Abstract: Case studies have long been used in marketing programs as a way to provide real-world context to business issues and to structure analysis and decision making. In a similar fashion, advocates of th...

Abstract: There is a persistent concern that programming is fragmented and students are offered an array of opportunities with relatively little and inconsistent guidance in availing themselves of the offerings or reflecting on the total experience which should be "more than the sum of its parts." -proposal to the Integrative Learning Projecta In the summer of 2003, the Carnegie Foundation for the Advancement of Teaching and the Association of American Colleges and Universities (AACU the phrase "integrative learning" has limited common meaning. Even familiar concepts like learning community, capstone, first-year experience, general education, interdisciplinary (or, variously, cross-disciplinary, multidisciplinary, or transdisciplinary) courses or studies have differing applications, and we had to be flexible in categorizing project information. Nevertheless, major lines of work are taking shape in the name of integrative learning, and the protocol allowed us to aggregate the data and observe themes across institutions in a meaningful way. With some caution about overstating findings, this survey could serve as a baseline for contributions to larger efforts to build coherent programs of integrated undergraduate experiences in classrooms, across disciplines, and on and off campuses. The protocol lists twenty-four primary and secondary focal points for campus projects, and single projects often had multiple foci. For example, a campus might propose assessment and faculty development as part of a new first-year learning community. The areas of activity with highest combined totals are assessment (70 percent), faculty development (63 percent), curriculum development (37 percent), capstones and first-year experiences (each 30 percent), student self-assessment and portfolios (29 percent), civic engagement (18 percent), and learning communities (16 percent). Interdisciplinary studies and courses, advising, middle years and bridging programs, honors programs, and programs for transfer students are identified in fewer than ten proposals. Assessment is the focus for 70 percent of the projects. The range of activity varies greatly, but involves some measurement of student learning, skills and attitudes, and program outcomes; the development of rubrics; use of data from the National Survey of Student Engagement; and portfolios. In fact, nearly 30 percent of proposals center on student, faculty, and program portfolios, and of those over half are e-portfolios. …

Abstract: In today's rapidly changing environment, universities are increasingly being held more accountable for delivering quality and value to their external stakeholders (i.e., students and industry partners). As retail merchandising educators, we face the challenge of delivering state-of-the-art knowledge and capstone experiences to students in order to prepare them for the obstacles they will face upon entering the workforce. While traditional methods of instruction limit our ability to meet this challenge, the problem-based learning method offers educators an opportunity to improve students' skills in many critical areas identified by the industry (i.e., problem solving, critical thinking, research, teamwork, verbal/written communication skills). This paper examines one university's experience designing and conducting a senior-level retail merchandising course using the problem-based learning method. Student and industry partner perceptions and comments are used to advocate implementing the problem-based lear...

Abstract: This article documents the evolution of an outdoor-based experiential leadership training event within an Executive MBA (EMBA) program. The purpose of this article is to encourage other EMBA faculty and directors to consider adding a similar event to their leadership development initiatives and to learn from our experiences. After 3 years of experience with this approach, we improved continuously each year and now offer a potentially transformative capstone personal growth experience that focuses on Kouzes and Posner’s (1995) leadership practices inventory.

Abstract: Past pedagogical research strongly indicates that the IS capstone course should include experiential [7] and conceptual elements [3]. A strong emphasis on soft skills (e.g., interpersonal communication, teamwork, project management) is also noted [6]. However, a review of IS capstone course designs such as IS 2002.10 in the AIS model, shows that capstone courses do not emphasize soft skills and are either experiential OR conceptual in nature, not both. We offer a comprehensive design for the IS capstone course, currently in use in the Ohio University MIS Department curriculum, which integrates all the above elements. This unique course also adds a fourth dimension, career readiness, to help ensure the success of our graduates. We present the key components of this course and then discuss preliminary findings of our study which validates this approach to delivering the IS capstone.

Abstract: Mechanical Engineering seniors at Grove City College participate in the college-wide business plan competition as one of their Capstone Design requirements. Capstone students work on teams focused on product development – including conception, design, market surveys, manufacturing, and production planning. Interdisciplinary teams include about six engineering students and one or two business students. They work together on the project during both the fall and spring semesters. A formal business plan is developed and submitted to the Annual Business Plan Competition near the middle of the spring semester. The plan is presented to judges from businesses near the end of the semester. Entrepreneurial topics are taught in required coursework, including the fall and spring semester Capstone Design courses and Engineering Economy. Topics specific to writing a business plan are included in the latter course. Many students also take a one-credit course on writing business plans which is offered by the Business Department. Results of the competition indicate the success of the program. In 2004, mechanical engineering teams placed second and third in the competition, although they comprise less than 5% of the student body. Introduction: Grove City College’s Engineering Entrepreneurship Program is integrally tied with the senior Capstone Design Programs (in the Mechanical and Electrical Engineering departments) and the college-wide Annual Business Plan Competition (sponsored by the Business department.) Figure 1 illustrates the relationship between the three programs. Entrepreneurial topics, including cost estimation and financial performance prediction, were included in the senior design program for many years. The advent of the Business Plan Competition in 2003 provided a new opportunity for engineering students. A cooperative effort between the engineering departments and the Business department led to the creation of the Engineering Entrepreneurship Program. Business students and engineering students work together on cross functional teams to design a product, investigate market opportunities, plan for production, predict financial performance, and write a comprehensive business plan for the competition. Guidance and instruction for the business plan are taught in Engineering Economy (a required senior-level course) and the Business Planning course offered by the business department. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education” P ge 10577.1

Abstract: Published literature and accreditation activities all support the use of senior design courses and Capstone classes to integrate the knowledge provided over the course of the engineering curriculum. At the same time industry practitioners are expressing concerns regarding the skills newly graduated engineers possess, and regarding their ability to participate successfully in complex engineering design projects. In an effort to address these concerns, significant pedagogical research has been undertaken to improve the senior design experience. Although noticeable advancements have been observed in soft skills and course structure, research suggests these efforts may not be addressing the root cause of the practitioners' concerns. A five year study finds that the efforts placed on how to teach engineering design courses have not addressed the more causal factor of what to teach. This research covers the current state of academic efforts regarding the Capstone classes, industry practitioners' views of what should be learned, and observations of students in multiple sessions of a senior design course. A lack of specificity and metrics regarding academic outcomes of senior design courses, and a divergence in learning constructs are observed. This paper presents the results obtained from academic literature, practitioner interviews, and student observations

Abstract: This paper examines the role of design competitions in undergraduate engineering education. Emphasis is given to those competitions that are intended primarily to provide experience in engineering practice, and require a functional deliverable to be tested as part of the competition. Design projects in the Mechanical Engineering Department at Colorado State University are presented as a capstone course case study. The benefits of integrating design competitions into a capstone undergraduate experience are discussed

Abstract: In our efforts to create interesting capstone assignments for CS1 students, we discovered that the design and implementation of single-player games could provide an acceptable level of challenge and motivation. However, there were some challenges with these types of projects. To have students implement even the simplest games, they would be required to solve difficult problems pertaining to basic physics. Physics issues include collision detection, gravity, and friction. In an effort to make the physics approachable for students, a system of classes was developed that could handle the basic physics and allow the students to focus on the larger implementation issues of the game. This first test of this package with the students has been a scaled-down implementation of the game of Centipede.

Abstract: We present a model for a software engineering project course that has proven successful as the capstone of our required sequence of software courses in our computer science major. It differs from many similar courses because all teams work on the same project, defined by the instructor (not projects for "real" customers). The course's project centers on weekly "studio presentations" during which student teams present preliminary results and receive immediate feedback. This model allows us to efficiently offer a project course for over a hundred students. The nature of the project itself supports other course goals. Assessment of our program and the course indicates that the course successfully fulfills its role within our degree program