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

journal contribution
posted on 06.12.2017, 00:00 by Mohammad Rasul, Justine Lawson, Robin Howard, Fae Martin, Roger Hadgraft
Capstone projects represent the culmination of an undergraduate engineering degree and are typically the last checkpoint measure before students graduate and enter the engineering profession. In Australia there is a longstanding interest in and commitment to developing quality capstone experiences. A national study into the supervision and assessment of capstone projects has determined that whilst there is relative consistency in terms of what project tasks are set and assessed, there is not comparable consistency in how these tasks or assignments are marked. Two interconnected areas of assessing process and the role of the supervisor in marking are identified as contentious. This paper presents some findings of a national case study and concludes that whilst further investigation is warranted, assessing process as well as project products is valuable as is the need for greater acceptance of project supervisors as capable of making informed, professional judgments when marking significant project work.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

31

Issue

6B

Start Page

1727

End Page

1735

Number of Pages

9

ISSN

0949-149X

Location

Ireland

Publisher

Tempus Publications

Language

en-aus

Peer Reviewed

Yes

Open Access

No

Era Eligible

Yes

Journal

International journal of engineering education.

Exports

CQUniversity

Exports