Solnosky, R., & Leicht, R., & Wang, Z. (2022, August), Capstone Redesign: Engaging stakeholders to find the balance between individual and team learning outcomes  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41613

\bibitem{asee_peer_41613}
  Solnosky, R., \& Leicht, R., \& Wang, Z. (2022, August), \emph{Capstone Redesign: Engaging stakeholders to find the balance between individual and team learning outcomes}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41613

Ryan Solnosky, Robert Leicht, and Ziyi Wang.  "Capstone Redesign: Engaging stakeholders to find the balance between individual and team learning outcomes".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41613 Internet.  14 Dec, 2024

\bibitem{asee_peer_41613}
  Ryan Solnosky, Robert Leicht, and Ziyi Wang.
  "Capstone Redesign: Engaging stakeholders to find the balance between individual and team learning outcomes".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41613 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_41613
author = "Ryan Solnosky, Robert Leicht, and Ziyi Wang"
title = "Capstone Redesign: Engaging stakeholders to find the balance between individual and team learning outcomes"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41613}
number = {10.18260/1-2--41613}
}

TY  - CPAPER
AB  - Capstone experiences in engineering education cumulate learning students have developed over their academic careers, showcase their ability to engineer solutions, and serve as a crowning element in the transition to industry positions. To stay relevant to industry trends and needs, capstone experiences periodically need to be revisited in their content, delivery, and context. These decisions to re-design both the capstone project and overall experience is significant and should engage both the internal and external stakeholders. In multi-disciplinary programs, there are more diverse stakeholder opinions that often will have competing interests and perspectives. In architectural engineering, many capstones are inherently multi-disciplinary with engineering of multiple systems, construction, and sometimes architecture. Common stakeholders to consider include faculty within the department who teach and advise, the students who must take the course(s), and industry advisors expecting certain results and knowledge to be demonstrated for the students they may likely hire.

In this manuscript, we present the current design of a year-long capstone in architectural engineering, present the evaluative process undertaken for improvements, a stakeholder input analysis on the decision and re-design process, then lastly introduce the resulting model that was piloted. The fundamental challenge leading to the review and consideration of a new approach is the tension between individual learning and scholarship with the benefits of developing an effective team model. The resulting pilot model captures a transitional process, with some team and some individualized elements that attempts to balance the benefits of both, while minimizing the challenges of each

AU  - Ryan Solnosky
AU  - Robert Leicht
AU  - Ziyi Wang
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Capstone Redesign: Engaging stakeholders to find the balance between individual and team learning outcomes
UR  - https://peer.asee.org/41613
DO  - 10.18260/1-2--41613
ER  -