Exploring student perceptions of capstone design outcomes
Exploring student perceptions of capstone design outcomes
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探索学生对顶点设计成果的看法
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Paretti
中科院分区：
文献类型：
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作者：
Benjamin Lutz;M. Paretti
顶点设计课程是工程课程的关键，理解和评估由此产生的学习对研究人员和实践者都至关重要。虽然目前的奖学金确实为这种评估提供了工具，但大多数都是基于与教师、管理人员和各种行业利益相关者的研究得出的结果。因此，学生自我报告的学习成果在很大程度上被忽视了。为了解决这一差距，本文提出了一个定性的专题分析，探讨了学生对顶点学习的看法。根据对来自三所不同院校的31名学生进行的50次半结构化访谈，我们描述了四个新兴主题：(1)工程设计技能；(2)团队合作与沟通；(3)自主学习能力；(4)工程师身份的发展。这些主题通常与当前从其他来源确定的结果一致，但学生的讨论也强调了个人发展的领域，而不仅仅是获得技术和专业技能。也就是说，学生对自己在凯普斯通学习的看法不仅反映了各种利益相关者和认证机构目前所期望的结果，而且还反映了可能比传统评估方法所展示的结果更微妙、更无形的结果。因此，我们认为，为了更有意义地支持学生的成长，无论是技术上还是专业上，顶点学院的教师都应该提供机会，积极促进学生在整个课程中参与的各种批判性反思，并为其提供证据。
Capstone design courses are pivotal in engineering curricula, and understanding and assessing the resultant learning iscritical to both researchers and practitioners. While current scholarship does provide tools for such assessments, most arebased on outcomes derived through research with faculty, administrators, and various industry stakeholders. As a result,students’ self-reported learning gains have been largely overlooked. Addressing this gap, this paper presents a qualitativethematic analysis that explores student perceptionsof capstone learning. Drawing on 50 semi-structured interviews with 31students from three different institutions, we describe four emergent themes: (1) Engineering Design Skills; (2) Teamworkand Communication; (3) Self-directed Learning Skills; and (4) Development of an Engineering Identity. These themes aregenerally consistent with current outcomes identified from other sources, but students’ discussions also highlight areas ofpersonal development that move beyond acquisition of technical and professional skills. That is, students’ perceptions oftheir own learning in capstone reflect not only those outcomes currently desired by various stakeholders and accreditationbodies, but also outcomes that might be more subtle and less tangible than those demonstrated via traditional assessmentapproaches. Thus, we argue that in order to more meaningfully support student growth, both technical and professional,capstone faculty should incorporate opportunities to actively promote and provide evidence for the kinds of criticalreflection that students engage in throughout the course.