Capstone Design Research Articles

Analysis of the effects of capstone design class utilizing the design thinking technique of class satisfaction of college students

Analysis of the effects of capstone design class utilizing the design thinking technique of class satisfaction of college students

The factors influencing the Learning outcomes of Convergence Capstone Design of Early childhood pre-service teachers

The factors influencing the Learning outcomes of Convergence Capstone Design of Early childhood pre-service teachers

Use of Capstone Experiences in Pharmacy Education to Synthesize and Apply Students’ Knowledge and Skills

Objective. To investigate capstone experiences in pharmacy education with the broad aim of better understanding how they are designed, used, and sustained.Methods. Capstones were defined as culminating experiences that required Doctor of Pharmacy (PharmD) students to apply their knowledge and skills and demonstrate their ability to integrate, extend, and apply multiple components of their academic experience. This study was conducted in two phases. Phase one was a mapping review, which provided insight into the design of pharmacy capstone experiences, including the purpose they served and their associated outcomes. Phase two consisted of conducting follow-up interviews to explore the current status and sustainability of those capstone experiences. Qualitative methods with multiple coders were used to analyze the data.Results. Five distinct purposes for capstone experiences were identified: preparation for advanced pharmacy practice experiences (APPEs), pharmacotherapy education, research, reflection on pharmacy school experiences, and immersive learning through an external organization. Wide variability was found in the design, purpose, and outcomes of capstone experiences. Study authors described the capstone experiences at their institution in terms of the viability, feasibility, desirability, and challenges faced.Conclusion. Capstones can play an important role in assessing student progress and practice readiness in pharmacy education. The findings of this study can be used to help pharmacy schools design capstone experiences that are effective and sustainable.

ISO 기반 캡스톤 디자인 수업 운영에 대한 탐색

The purpose of this study was to analyze on the operation of ISO-based capstone design classes. For the study, the related literatures were reviewed focusing on the operation of ISO-based capstone design classes in engineering. In addition, interviews with 5 project of capstone design classes in Kanazawa Institute of Technology, Rose-Hulman Institute of Technology, Michigan Technological University, The State University of New Jersey, and Domestic university were analyzed. The keys of analysis were the operation of ISO-based. The findings of this study were as follows; Kanazawa Institute of Technology and Rose-Hulman Institute of Technology, which all comply with ISO-based training program procedures, appeared in Kanazawa University and Rose-Hulman Institute of Technology, which are applying collaboration, convergence thinking, and creative problem-solving processes to derive creative products. Appeared. Summarizing these results, Kanazawa Institute of Technology and Rose-Hulman Institute of Technology provide successful examples of capstone design education, rather than just providing extraordinary empirical learning, to meet these international standards and to create creative products. It was suggested that it also included the necessary mediation process. Furthermore, as a result of analyzing the structural basis and relevance of ISO-based and capstone design classes as a basis for analysis, the overall process of capstone design classes is ① Defining training needs, ② Designing Planning training, ③ Providing for the training, ④ Evaluation the outcome of training, ⑤ Monitoring and improving the training process, and ⑥ Evaluation the Creative outcome of training.

A case study of ‘Adapted Learning’ class operation in an untacted environment －Focusing on the case of capstone design class operation

A case study of ‘Adapted Learning’ class operation in an untacted environment －Focusing on the case of capstone design class operation

University Start-Ups: The Relationship between Faculty Start-Ups and Student Start-Ups

University start-ups include faculty and student start-ups. Earlier research on universities’ roles in start-ups was focused on faculty. When student start-ups outperform faculty start-ups, the resources affecting these start-ups, and their relationship, should be analyzed. This study investigates the determinants of faculty and student start-ups, comparing key resources and exploring whether faculty start-ups affect student start-ups and vice versa, as well as whether the relevant resources interact, using panel data from 92 Korean universities from 2012 to 2018. Resource variables including labor costs, bonuses, research expenses, laboratory expenses, equipment costs, and technology transfer offices were used as explanatory variables. Additionally, for faculty start-ups, central and local government funds, science citation indices, patents, technology revenues, and student start-ups were used as explanatory variables. For student start-ups, university funding, government funding, start-up clubs, Capstone Design funding, and faculty start-ups were used as explanatory variables. Using these start-ups as endogenous variables in estimations, this study adapts a simultaneous equation model with panel data, analyzing it with three-stage least square regression method. Faculty labor costs and central and local government research funds significantly positively affect faculty start-ups. Support funding, start-up clubs, and technology transfer offices significantly positively affect student start-ups. Results show that faculty start-ups significantly affect student start-ups, but there is no influence from student start-ups on faculty start-ups.

Predicting Design Performance Utilizing Automated Topic Discovery

Abstract Increasingly complex engineering design challenges requires the diversification of knowledge required on design teams. In the context of open innovation, positioning key members within these teams or groups based on their estimated abilities leads to more impactful results since mass collaboration is fundamentally a sociotechnical system. Determining how each individual influences the overall design process requires an understanding of the predicted mapping between their technical competency and performance. This work explores this relationship through the use of predictive models composed of various algorithms. With support of a dataset composed of documents related to the design performance of students working on their capstone design project in combination with textual descriptors representing individual technical aptitudes, correlations are explored as a method to predict overall project development performance. Each technical competency and project is represented as a distribution of topic knowledge to produce the performance metrics, which are referred to as topic competencies, since topic representations increase the ability to decompose and identify human-centric performance measures. Three methods of topic identification and five prediction models are compared based on their prediction accuracy. From this analysis, it is found that representing input variables as topics distributions and the resulting performance as a single indicator while using support vector regression provided the most accurate mapping between ability and performance. With these findings, complex open innovation projects will benefit from increased knowledge of individual ability and how that correlates to their predicted performances.

Question Items for Specific Lecture Types in College for More Adequate Student Evaluation on Instructors' Teaching Performance

The study attempted to propose refined question items used for eight types of lectures practiced in college settings (i.e., theory-based learning, flipped learning, discussion-based lectures, problem-based learning, co-teaching, Capstone Design, e-learning, and laboratory lectures). Its purpose was to help students objectively and accurately evaluate the lectures so that the instructors could use the data to improve their teaching effectiveness and to heighten student satisfaction. Extracting data from 15 journal publishers, the study investigated 34 articles published since 2013 in relation to lecture evaluations. Results entail different lecture evaluation question items that well match distinct features each lecture type entails. Further implications for future studies are proposed based on the findings.

Students' perceptions of the value of stakeholder engagement during engineering design

AbstractBackgroundHuman‐centered design approaches promote and facilitate comprehensive understanding of stakeholders to inform design decisions. Successful engagement with stakeholders is critical to favorable design outcomes and requires skillful information gathering and synthesizing processes, which present unique challenges to student designers.Purpose/HypothesisOur study sought to answer the following research question: What factors influence design teams' perceptions of the value of stakeholder engagement during design decision‐making?Design/MethodDuring a capstone design experience, we conducted four semistructured group interviews with seven capstone undergraduate student design teams and collected their design reports. We analyzed the data across teams to identify factors that influenced teams' perceptions of the value of stakeholder engagement.ResultsTeams perceived stakeholder specific interactions to be more useful when they prespecified a goal for the interaction, interacted with stakeholders who had specific subject matter expertise, or ceded control of the decision‐making process to stakeholders. Students perceived interactions to be less useful when information gathered varied across stakeholders or when information was not directly applicable to the design decision at hand.ConclusionsThe factors this study identified that influenced students' perceptions of the usefulness of stakeholder interactions elucidate specific challenges students encounter when engaging with stakeholders. Students could benefit from pedagogical structures that assist them throughout design‐related engagement with stakeholders and when applying the information gathered through engagements with stakeholders to design decision‐making.

Oral health educational needs and perceptions based on capstone design

Objectives: The purpose of this study is to investigate dental hygiene college students’ perception and educational need for a capstone-design-based oral health education program. Methods: The study subjects were 130 students. A questionnaire consisting of four items on general characteristics, nine items on perception, and nine items on educational needs was used. A t-test, ANOVA, and correlation analysis were performed. Results: In the perception, the degree of the students’ understanding was only high, and the degree of interest, necessity, influence, and willingness to participate were moderate. The degree of need was moderate. Among them, communication ability and problem-solving ability were high. However, home visiting education and team-based learning were low. Lastly, the more the perception increased, the more the needs increased. Conclusions: For dental hygiene students, it is necessary to apply an oral health education based on capstone design for creativity and convergence. In addition, these results can be used as basic data to apply the capstone design to various curricula.

Survey on Adoption of Capstone Design Courses in Cosmetology Department

In non-engineering departments such as cosmetology as well, capstone design has been operated as an educational program and evaluation method, generating some positive educational effects. To examine the adoption of capstone design among domestic cosmetology-related college curriculums, this study investigated the total number of credits granted, distribution of academic departments by school, supporting units within academic departments and schools and receipt of government subsidy from the Ministry of Education, and the results found the followings: In 2018, a total of 3,590 students from 31 departments under school of natural sciences and 22 departments under school of art and physical education completed cosmetology-related capstone design courses. In average, each student was assisted by KRW 90,532. The supporting units were operated in cooperation with office of academic affairs (23 colleges), academia-industry cooperation foundation (21 colleges) and strategic support center for government-funded projects (8 colleges). The course titles differed by college. In fact, new and unique capstone design course titles have been used by academic major. It is anticipated that the study results would be available as basic data needed to enhance educational effects for applying capstone design courses and planning government-funded projects, search new items and improve their utilization.

Comparing Measures of Student Sustainable Design Skills Using a Project-Level Rubric and Surveys

Civil engineers are poised to impact sustainable development. Consequently, there is a need for curricular materials to scaffold students in developing sustainable design skills. Previously, a sustainability module, based on Kolb’s learning cycle, was integrated into a civil engineering capstone course in the United States. The purpose of this study was to analyze the extent to which students engaging in the module (intervention cohort) were able to improve their sustainable design skills, as compared to a group of capstone students not participating in the module (control cohort). A Sustainable Design Rubric was used to assess students’ sustainable design performance, as captured in capstone reports. In addition, students reflected on their confidence related to several sustainable design competencies via a survey. Based on an evaluation of capstone design reports, improvement in the intervention teams’ consideration of sustainable design criteria was somewhat limited, as they more extensively addressed only 2 of the 16 sustainable design criteria compared to control teams. Intervention students reported improved confidence in more sustainable design competencies than control students (10 of 12 for intervention students; 1 of 12 for control students). For future implementations, clearer and more extensive sustainable design expectations need to be set by instructors and project sponsors to increase the execution of sustainable design and close the gap between students’ perceptions of improved skills and teams’ actual application of sustainable design criteria.

Design of Journal Article Instruction for Foreign Doctoral Students Using Capstone Design

Design of Journal Article Instruction for Foreign Doctoral Students Using Capstone Design

Texas A&M University College of Medicine.

Texas A&M University College of Medicine.

Support of a Remote-Only Biomedical Engineering Design Capstone Course

Support of a Remote-Only Biomedical Engineering Design Capstone Course

Identifying Alternate Resources and Adjusting Expectations for Senior Design Projects During the COVID-19 Pandemic of 2020.

In March 2020, the COVID-19 pandemic required capstone design course instructors to transition to online learning. Student project teams were denied access to resources needed to construct and test prototypes scheduled to be delivered to project sponsors and clients at the end of the semester. Face-to-face collaboration was replaced with virtual team meetings. At Marquette University, efforts to identify (1) barriers to completing projects, (2) potential alternate prototyping resources, (3) adjustments to expectations of teams, and (4) changes to course deliverable requirements were completed. The results of these activities, the thought process used to guide students through the search for alternate resources, and final outcomes of student projects along with a discussion of what was learned from this experience are presented.

A Study on the Perception and Improvement of Creative-Design Course by Level

In the absence of concrete support plans for extra curriculum programs since the PRIME project has started, the College of Engineering has established regular courses to efficiently operate design programs. It links and operates creative-design curriculum by level: IT-engineering for freshman, basic creative design for sophomore, major creative design for junior, and integrated capstone design for senior. This study aims to find efficient operation and improvement plan for creative-design courses through the questionnaire survey and focused group interview (FGI) on the satisfaction of creative-design courses and the composition of the curriculum for students taking project-oriented creative-design courses. To this end, a survey and group interviews were conducted for 176 students taking creative-design courses, and the survey results and group interview results were analysed. As a result of the analysis, the absolute evaluation method was preferred, and a curriculum that could be done consequently rather than a short-term project. Satisfaction with the creative-design courses was higher in the upper grades than in the lower grades. In addition, when satisfaction for the creative-design courses is high, it showed positive recognition of the satisfaction for the curriculum of creative-design courses. In this paper, I propose four suggestions for efficient operation and improvement for creative-design courses; different goal-setting of creative-design courses at each level, an appropriate form of feedback, the fairness of team setting and evaluation methods, and the grade linkage for creative-design courses. Keywords— Engineering Curriculum; PBL; Higher Education; FGI; Survey.

The Effects of University Students' Perception of Capstone Design Teaching Method on Learning Performance: Focusing on the Mediating Effect of Instruction Preference

The Effects of University Students' Perception of Capstone Design Teaching Method on Learning Performance: Focusing on the Mediating Effect of Instruction Preference

창의적 문제해결모형(CPS)을 활용한 캡스톤디자인 교과목 연구 - 제품디자인을 적용하여 -

창의적 문제해결모형(CPS)을 활용한 캡스톤디자인 교과목 연구 - 제품디자인을 적용하여 -

ENGINEERING UNDERGRADUATES AND THEIR SELF-REPORTED CONFIDENCE AND PROFICIENCY LEVELS IN LIFELONG LEARNING (A12)

This paper reports on what we found when we surveyed second-year students in a Technical Communication class, once at the beginning of the semester and again at the end, and then when we surveyed two senior capstone design classes, one in Mechanical Engineering, one in Electrical and Computer Engineering, and one in Civil Engineering. In all these iterations, we asked students to indicate their levels of confidence and proficiency in their writing and speaking skills (communication skills), teamwork and personal skills development (lifelong learning). When we surveyed our second-year students, they indicated that they were only moderately confident in their communication skills (the aggregate was mostly 3 or slightly more on a scale of 5). At the end of the semester, when we asked them what they believed would be the competency level expected of them in these areas when they graduated, that number jumped to 4.5 on average. These students, however, were also decidedly more confident in their teamwork and lifelong learning skills, where the average hovered close to 3.5. On average, the capstone students were likewise confident in these areas, even slightly more so (3.87). Given the rapidity with which technical information grows and the complexity of the world around us, engineering students must be more prepared than ever to develop the drive to keep learning so that, as practicing professionals, they are equipped to maintain their competence and contribute to the advancement of knowledge.