Learning and teaching approaches and methodologies of capstone final year engineering projects

Rasul, MG; Lawson, JJ; Howard, P; Martin, F; Hadgraft, R

Learning and teaching approaches and methodologies of capstone final year engineering projects

Rasul, MG Lawson, JJ Howard, P Martin, F Hadgraft, R

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Publication Type:: Conference Proceeding
Citation:: International Journal of Engineering Education, 2015, 31 (6), pp. 1727 - 1735
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Rasul, MG	en_US
dc.contributor.author	Lawson, JJ	en_US
dc.contributor.author	Howard, P	en_US
dc.contributor.author	Martin, F	en_US
dc.contributor.author	Hadgraft, R https://orcid.org/0000-0002-0480-7456	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	International Journal of Engineering Education, 2015, 31 (6), pp. 1727 - 1735	en_US
dc.identifier.issn	0949-149X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117935
dc.description.abstract	© 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.	en_US
dc.relation.ispartof	International Journal of Engineering Education	en_US
dc.subject.classification	Education	en_US
dc.title	Learning and teaching approaches and methodologies of capstone final year engineering projects	en_US
dc.type	Conference Proceeding
utslib.citation.volume	6	en_US
utslib.citation.volume	31	en_US
utslib.for	0999 Other Engineering	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	31	en_US

Abstract:

© 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.

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http://hdl.handle.net/10453/117935