Akili, W. (2013, June), On Teaching Capstone Design: The Role of Practitioners in the Classroom    Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22326

\bibitem{asee_peer_22326}
  Akili, W. (2013, June), \emph{On Teaching Capstone Design: The Role of Practitioners in the Classroom  }
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22326

Waddah Akili.  "On Teaching Capstone Design: The Role of Practitioners in the Classroom  ".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22326 Internet.  24 Apr, 2024

\bibitem{asee_peer_22326}
  Waddah Akili.
  "On Teaching Capstone Design: The Role of Practitioners in the Classroom  ".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22326 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_22326
author = "Waddah Akili"
title = "On Teaching Capstone Design: The Role of Practitioners in the Classroom  "
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22326}
number = {10.18260/1-2--22326}
}

TY  - CPAPER
AB  -        On Teaching Capstone Design: The Role of Practitioners in                           the ClassroomAbstract:Teaching engineering design through senior projects or capstone design courses, withindustry involvement and support, has increased in recent years. Increasing the designcomponent in engineering curricula is part of an effort to better prepare graduates forengineering practice. While some design projects are still of the “made up” type carriedout by individual students, the vast majority of projects today deal with “real-worldproblems” and are usually conducted by student teams. The paper begins first, by brieflyreviewing the design as a “thought” process, focusing on several dimensions of “designthinking” and how “design thinking” skills are acquired. Second, the paper reports on thedevelopment, implementation, and subsequent evaluation of a senior design course at aninternational university, where practitioners have played a major role in planning andteaching the capstone course. The new restructured design course, co-taught bypractitioners from the Region, has met its declared objectives and exposed students toprofessional practice. The capstone experience, reported on in this paper, serves as amicrocosm of the four year program. Experiences and outputs from the course can beused to provide guidance and insights into curricular changes, teaching methods, andexposure to the practice. It also helps in establishing enduring connections with theindustrial sector.
AU  - Waddah Akili
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - On Teaching Capstone Design: The Role of Practitioners in the Classroom  
UR  - https://peer.asee.org/22326
DO  - 10.18260/1-2--22326
ER  -