Abstract
In order to gain understanding of the current practices in capstone design courses, a comprehensive literature review of Canadian electrical, mechanical, and computer engineering capstone courses was undertaken. To classify this information, primary elements of a capstone design course, such as project scope and project sourcing, were defined. The results of the review are presented and compared with US capstone data. The major themes are identified and the results provide insight into the state of the art of North American capstone education.
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