Learning and teaching approaches and methodologies of capstone final year engineering projects
- Publication Type:
- Conference Proceeding
- International Journal of Engineering Education, 2015, 31 (6), pp. 1727 - 1735
- Issue Date:
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
© 2015 TEMPUS Publications. The capstone final year engineering project (FYEP) is the culminating learning experience of engineering programs. It requires students to demonstrate that they can integrate knowledge, skills and professional graduate attributes developed during the program and perform at a standard expected of graduates. This paper reports on insight into the approaches and methodologies used for learning and teaching of the capstone FYEPs. National and international literature outlines a variety of information regarding the capstone FYEPs structures, elements of its assessment criteria, and methodologies of learning and teaching. More specifically, the study seeks to map processes, assessment and supervision practices of capstone FYEPs and to provide a set of guidelines and tools to ensure quality outcomes of capstone FYEPs. This study is intended to promote quality practice amongst supervisors and academics involved in learning, teaching and facilitating capstone FYEPs. Aquestionnaire was conducted to answer a broad research question: What is the current approach used in learning and teaching of capstone FYEPs? The questionnaire outcomes and a number of common issues, discrepancies and inconsistencies found are outlined in the paper. In supporting its claims, the paper offers some qualitative data to explore contentious issues around capstone learning and teaching. This is pertinent to those involved in the design and teaching of capstone projects.
Please use this identifier to cite or link to this item: