Framework for Teaching Engineering Capstone Design Courses with Emphasis on Application of Internet-Based Technologies

Abstract

Given the advancements in information and communication technologies and the significant opportunities for effective integration of such technology into academic environments, this paper presents a framework for the use of Web-enhanced protocols in engineering capstone design courses. In addition, the paper addresses the curriculum development and representative course enhancements associated with the framework, while showcasing various elements of the student-centered learning environment. An overview of the Web-enhanced capstone design model being used at Penn State in the Department of Architectural Engineering is provided as an implementation example and demonstration of some of the concepts involved. The use of Web technology has provided a means for improving course management by the instructor, increasing the visibility of student-generated projects, enhancing the practice-based course content, expanding archival capabilities, and emphasizing knowledge partnerships through student–practitioner interaction. As one of an engineering curriculum’s most visible attributes for students, academicians, and practitioners, capstone design courses deserve a renewed sense of importance as they strive to conclude the academic experience and prepare students to become the future of the profession. In general, electronic learning and the use of the Internet are recognized for their potential to create an educational shift in how students learn and how teachers teach and manage their courses. Traditional academic environments should not be abandoned but should be enhanced by the integration of technology. Engineering educators must continue to foster an academic environment that will prepare students for the realities of their chosen careers. Web-based learning technologies, including student-generated electronic portfolios, an e-Studio Web site, and asynchronous discussion board technologies, were implemented and tested throughout a multiphase research study, which was conducted as part of curriculum improvement activities for the capstone design course sequence in the Department of Architectural Engineering at The Pennsylvania State University Penn State AE . While Penn State AE students were the primary assessment group for the project, the writers strongly believe that the development of