A comparison of alternative approaches to the capstone experience: case studies versus collaborative projects

Abstract

In the Computer Science and Engineering Department at Arizona State University, we have completed a multi-semester, NSF-sponsored research project in which the orientation of our traditional capstone course was changed from a lecture-oriented case study to a team-oriented collaborative project. In this paper, we describe our traditional approach to the computer systems engineering capstone course, as well as the approach adopted during the research project, in which the students were allowed to develop an interdisciplinary, team-oriented design project. In evaluating the impact of a collaborative approach on the capstone experience, we found fundamental differences in the student experience well beyond the expected organizational differences in the presentation of course material. Although both approaches were required to develop a similar set of core competencies, the manner in which students acquired those skills were quite distinct. For example, while our traditional approach develops a systems-oriented design perspective through the detailed analysis of a carefully structured case study, the collaborative approach adopted during our research program required students to use team-oriented development and the analysis of design alternatives to develop a similar systems-oriented perspective. Our paper concludes with an analysis of the strengths and shortcomings of each instructional approach and a discussion of how a traditional capstone course can be enhanced by incorporating instructional methods for collaborative, team-oriented design.