Guest Editorial Special Issue on Project-Based, Senior Design, and Capstone Courses in Engineering Education

No Thumbnail Available

Authors

El-Abd, Mohammed
Damaj, Issam
Ater, Kranov

Issue Date

2020-05-05

Type

Journal Article
Peer-Reviewed

Language

Keywords

Research Projects

Organizational Units

Journal Issue

Alternative Title

Abstract

Senior design and capstone courses are an integral part of any engineering curriculum around the world. These courses perhaps provide the only opportunity for students to apply the theoretical knowledge and technical skills they have acquired throughout the engineering degree. Moreover, they are often the (sole) environment in which students get some of the professional and transversal skills too. In addition, such courses present a great degree of nonuniformity since the students engage in projects of different nature (e.g., research oriented versus application oriented). Furthermore, not only do these courses prepare students for real-life engineering practice, they also serve as a major component in measuring program outcomes. The survey conducted over two decades ago by Todd et al. [item 1) in the Appendix], which collected responses from 360 departments across 173 schools, highlighted many of the issues related with capstone courses that are still relevant today. Such issues include course format, different degrees of faculty involvement, and project completion requirements. Indeed, all points highlighted thus far emphasize the importance of adequately designing and assessing capstone design courses.

Description

Citation

Damaj, I., El-Abd, M., Kranov, A. A., & DeBoer, J. (2020). Guest Editorial Special Issue on Project-Based, Senior Design, and Capstone Courses in Engineering Education. IEEE Transactions on Education, 63(2), 79–81. https://doi.org/10.1109/TE.2020.2976266

Publisher

License

Journal

Volume

63

Issue

2

PubMed ID

DOI

ISSN

EISSN