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Session Number 3250

CHARACTERISTICS OF AN INDUSTRIAL TECHNOLOGY CAPSTONE COURSE

CLAYTON RAY DIEZ, DAVID N. YEARWOOD, LUKE H. HUANG University of North Dakota

Introduction

An undergraduate program may normally provide students with about 40 courses

in the process of preparing them for training towards a profession. While these courses

are spread out in different fields, it is often a challenge for students to effectively

maximize the application of knowledge learned from theses course to carry out a

professional project. Yet, it is precisely what is expected of graduates. On the other hand,

after several years of taking classes, many seniors become tired of listening to lectures, as

reported by the Carnegie Foundation for the Advancement of Teaching.1 Can something

be done to address these existing problems?

The Carnegie Foundation report, “Reinventing Undergraduate Education: A

Blueprint for America’s Research Universities” suggested—following a study of

undergraduate education—that students’ education should “culminate with a capstone

experience.”1 In this report, it was suggested that the final semester of an undergraduate

study focus on a major project utilizing to the fullest what students learned in the

previous semesters. To promote this proposal, The Carnegie Foundation, joined by the

Association of American Colleges and Universities (AAC&U), launched a national “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”

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Diez, C. R., & Huang, L., & Yearwood, D. (2004, June), Characteristics Of An Industrial Technology Capstone Course Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13228