June 26, 2011
June 26, 2011
June 29, 2011
Design in Engineering Education
22.499.1 - 22.499.8
Differences between Student and Faculty Expectations for a Robotics Capstone Design ProjectThe typical U.S. engineering curriculum is structured as three years of fairly discrete courses. Inthe final year, students begin to have more freedom in the form of elective courses and a relevantcapstone design project designed to unify these concepts in application to an authentic designtask. Unaccustomed to making connections between their various courses, engineering studentshave difficulty seeing connections between the design project and their prior coursework. Withthis, there remains the question of how the perceptions of prior knowledge and its relevance tocapstone design compare between students and their faculty mentors. Since students’ actualexperiences rarely prepare them to meet faculty expectations in a capstone environment thereexists a fundamental difference in how the two sides view the necessary preparation to do so. Toinvestigate this issue, a series of interviews were conducted between a set of capstone designstudents and their faculty advisor on a mechanical engineering team preparing an entry for anautonomous surface vehicle competition. Within these interviews questions specificallyaddressed the prerequisite knowledge and experiences that the students felt were necessary to bea successful member of the team along with when and where these skills and knowledge were, orshould have been, acquired. In conjunction with this initial inquiry, data were gathered from thefaculty advisor ultimately showing significant differences in not only what skills and knowledgewere necessary but also at what level of prerequisite understanding exhibited. From observationsof the weekly meetings additional information regarding novice-expert considerations were alsoaddressed.
Sevilla, K. M., & Borrego, M. J., & Leonessa, A. (2011, June), Differences between Student and Faculty Expectations for a Robotics Capstone Design Project Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17780
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