The 2015 Capstone Design Survey: Observations from the Front Lines
The 2015 Capstone Design Survey: Observations from the Front Lines
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2015 年 Capstone 设计调查：来自前线的观察
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
L. Rosenbauer
中科院分区：
文献类型：
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作者：
Susannah Howe;Sophia L. Poulos;L. Rosenbauer
顶点设计课程为工程专业的学生提供了一个应用工程项目的终极设计经验，但顶点课程的结构，物流和实施差异很大。2015年春季进行的2015年顶点设计调查继续了十年一次的顶点设计课程普查，以编目当前的实践，确定新兴趋势，并提供历史比较。该调查重复了1994年和2005年的许多问题，并根据其他与Capstone相关的调查、设计教育会议主题和开放式回答增加了额外的问题。这项调查由代表美国256所机构的522名受访者完成，包括其他国家的一些项目。本文特别关注2015年Capstone设计调查的定性响应，包括Capstone讲师的第一手经验和实施实践。这些定性数据作为一个坦率的窗口顶点设计实践通过那些谁协调它的经验，提出问题，并强调当前的做法在工程顶点设计教育，以指导该领域的进一步发展。
Capstone design courses offer engineering students a culminating design experience on an applied engineering project, but the structure, logistics, and implementation of capstone courses varies widely. The 2015 Capstone Design Survey, conducted in spring 2015, continued the decennial census of capstone design courses to catalog current practices, identify emerging trends, and provide historical comparison. The survey reprised many of the questions from its 1994 and 2005 predecessors, augmented with additional questions based on other capstone-related surveys, design education conference topics, and open-ended responses. The survey was completed by 522 respondents representing 256 institutions across the U.S., including a handful of programs in other countries. This paper focuses specifically on the qualitative responses from the 2015 Capstone Design Survey, including capstone instructors’ first-hand experiences and implementation practices. These qualitative data serve as a candid window into capstone design practices through the experiences of those who coordinate it, raising issues and highlighting current practices in engineering capstone design education to guide further development in the field.