Steinlicht, C., & Garry, B. G. (2014, June), Capstone Project Challenges:  How Industry Sponsored Projects Offer New Learning Experiences  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20144

\bibitem{asee_peer_20144}
  Steinlicht, C., \& Garry, B. G. (2014, June), \emph{Capstone Project Challenges:  How Industry Sponsored Projects Offer New Learning Experiences}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20144

Carrie Steinlicht and Byron G. Garry.  "Capstone Project Challenges:  How Industry Sponsored Projects Offer New Learning Experiences".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://sftp.asee.org/20144 Internet.  16 Apr, 2024

\bibitem{asee_peer_20144}
  Carrie Steinlicht and Byron G. Garry.
  "Capstone Project Challenges:  How Industry Sponsored Projects Offer New Learning Experiences".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://sftp.asee.org/20144 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_20144
author = "Carrie Steinlicht and Byron G. Garry"
title = "Capstone Project Challenges:  How Industry Sponsored Projects Offer New Learning Experiences"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://sftp.asee.org/20144}
number = {10.18260/1-2--20144}
}

TY  - CPAPER
AB  - Capstone project challenges: How industry sponsored projects offer new learning experiences.Abstract:Industry sponsored capstone projects offer context based experience with curricular subjects thatcan enrich learning for the student. The challenges faced by the student in a capstone projectoften go beyond technical challenges that the students have prepared for with their undergraduatecourse of study. Sheppard, et al., in Educating Engineers (2008), classified student’sundergraduate preparation under these types of knowledge that engineers need to know:Theoretical Tools, Fundamental Design Concepts, Criteria and Specifications, and QualitativeDate. Capstone projects are located within a system of operations at the sponsoring industrywhere all parts of the operation are linked and work together to provide value. In an academicenvironment, students generally solve problems in isolation from other parts of a system. Whenworking on an industry sponsored project, students are often faced with communicationproblems, scope changes, company specific constraints, delays, differing personalities and otherthings that they do not normally face in the classroom. Sheppard, et al. classified these types ofknowledge as: Practical Considerations, Process-Facilitating Strategies, and Contextual andNormative Knowledge. These are not regular topics in the undergraduate curriculum andstudents find that the skills they need to effectively finish projects go beyond technicalknowledge and it is often those challenges that dictate success. Working through these types ofchallenges becomes a big part of an industry sponsored capstone project, and presents anopportunity for student learning. This paper will explore the effect of these context specificchallenges and suggest that these learning experiences are important to student development.Sheppard, S.D., Macatangay, K., Colby, A., & Sullivan, W.M. 2008. Educating Engineers:Designing for the Future of the Field. Jossey-Bass  
AU  - Carrie Steinlicht
AU  - Byron G. Garry
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Capstone Project Challenges:  How Industry Sponsored Projects Offer New Learning Experiences
UR  - https://sftp.asee.org/20144
DO  - 10.18260/1-2--20144
ER  -