A case study on cognition and satisfaction of capstone design class of College of Humanities students

2021 ◽  
Vol 59 (0) ◽  
pp. 213-242
Author(s):  
Kyungsun Jo
Keyword(s):  
Humanities Students ◽  
Capstone Design

A Case Study of Using Capstone Design as Basis for Curriculum-Wide Project-Based Learning

2011 ◽  
Author(s):  
Barry Hyman ◽  
Sanjeev Khanna ◽  
Yuyi Lin ◽  
Jim Borgford-Parnell
Keyword(s):  
Project Based Learning ◽  
Assessment Process ◽  
Design Management ◽  
Original Design ◽  
University Of Missouri ◽  
Design Projects ◽  
Management Students ◽  
The University ◽  
Capstone Design

This paper describes an NSF funded project in the Mechanical and Aerospace Engineering (MAE) Department at the University of Missouri. A primary goal of this project is to systematically increase project-based learning (PBL) experiences throughout the MAE curriculum. To accomplish this goal, recent capstone design projects that need further refinements serve as the basis for PBL activities throughout the MAE curriculum. A major tool for facilitating these refinement efforts is a new senior/graduate Design Management course in which each student in this course learns how to plan and manage design projects. These students then implement their learning by serving as project team managers in the courses in which the refinement activities are being conducted. This paper provides a detailed case study of five refinements to one capstone design that took place in four different MAE courses during the Spring 2011 semester. The paper describes a Fall 2009 capstone project that consisted of designing a portable wood chipper. The student design was very promising, leading to a chipper with significantly greater chipping capacity than commercially available chippers of the same size and weight. However, several faculty members reviewed the results and identified additional opportunities for refining the design. This paper describes activities during Spring 2011 when students in four different MAE courses developed refinements to the original design. The roles of the Design Management students in these activities are discussed. The paper also includes a discussion of the methods and findings of the formative assessment process, including interviews with, and surveys of, faculty and students.

scholarly journals A Mobile Telepresence Robot: A Case Study for Assessment of a Capstone Design Course

2016 ◽  
Author(s):  
Chan Ham ◽  
Jasmine Washington ◽  
Steven Sims ◽  
Kevin McFall
Keyword(s):  
Telepresence Robot ◽  
Capstone Design

scholarly journals Herding Cats : A Case Study Of A Capstone Design Course

2020 ◽  
Author(s):  
John Paul Giolma ◽  
Kevin Nickels
Keyword(s):  
Capstone Design

A multidisciplinary engineering capstone design course: A case study for design-based approach

2019 ◽  
pp. 030641901988262 ◽  
Author(s):  
Ala Qattawi ◽  
Ala'aldin Alafaghani ◽  
Muhammad Ali Ablat ◽  
Md Shah Jaman
Keyword(s):  
Capstone Design

scholarly journals Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group

2019 ◽  
Author(s):  
Michelle Crowther
Keyword(s):  
Study Skills ◽  
Skills Development ◽  
Online Content ◽  
Course Assessment ◽  
Arts And Humanities ◽  
Humanities Students ◽  
Disciplinary Group ◽  
Valuable Role ◽  
Critical Reflections

This case study describes the methods used to evaluate a series of study skills workshops and online learning materials created for a cohort of foundation degree arts and humanities students. The workshops and online content were created in response to feedback from the previous cohort which revealed that students had struggled to relate the workshops to their assignment, which was a portfolio of critical reflections. In order to better understand the disconnect experienced by the students between the module content and the course assessment, it was decided to track the paths of desire taken by the cohort in their learning, and assess whether online content could improve learning outcomes or whether workshops and print sources are more valuable for skills development. Quantitative data, such as attendance, VLE use and book loans, along with qualitative data from the students’ critical reflections were gathered to track student engagement with material, creating a narrative of the learning journeys of the cohort. Findings revealed that online content has a valuable role in supporting success for some students but that attendance at workshops has a strong correlation with portfolio grade and skills development.

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