Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Design in Engineering Education
Aerospace engineering students at the Florida Institute of Technology are required to complete a 3-semester capstone design project. In their junior year students propose topics, form teams, and write a proposal for their senior project, then as seniors they complete preliminary and detailed design, then fabricate and test their system. Their efforts culminate in a Student Design Showcase, where industry participants judge the final projects. Many students identify the capstone design project as the most significant event in their academic career. In this paper we describe changes made in the aerospace engineering capstone curriculum during the 2016-2017 season and report results from surveys administered by the School of Psychology during that period. The course modification goals were to improve project quality, increase student engagement, and emphasize "real-world" professional skills like self-management, teamwork, and communication. Students took individual difference and process surveys hosted by the School of Psychology to capture these professional skills. The first student survey measured individual differences that are generally considered relatively stable over time and are predictive of performance; these individual differences include personality traits (e.g., introversion, conscientiousness) and competencies (e.g., political skills, adaptability). Students then completed a series of process surveys designed to gain insight on team behavior and performance over the life of the project. Average student scores on personality traits and competencies were compared to see if there was a change before and after the completion of capstone design.
Demoret, K. B., & Nyein, K. P., & Wildman, J. L. (2018, June), Capstone Design and Psychology: Teams, Traits, and Competencies Measured in Student Surveys Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30174
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