scholarly journals Incorporation of Ethics and Societal Impact Issues into Senior Capstone Design Courses: Results of a National Survey

2018 ◽  
Author(s):  
Angela Bielefeldt ◽  
Madeline Polmear ◽  
Daniel Knight ◽  
Nathan Canney ◽  
Christopher Swan
Keyword(s):  
National Survey ◽  
Societal Impact ◽  
Capstone Design Courses ◽  
Capstone Design

Survey on Adoption of Capstone Design Courses in Cosmetology Department

2020 ◽  
Vol 21 (3) ◽  
pp. 65-78
Author(s):  
Su-Hee Lee
Keyword(s):  
Evaluation Method ◽  
Academic Affairs ◽  
Academic Departments ◽  
Academic Major ◽  
Government Subsidy ◽  
Ministry Of Education ◽  
Study Results ◽  
Strategic Support ◽  
Capstone Design Courses ◽  
Capstone Design

In non-engineering departments such as cosmetology as well, capstone design has been operated as an educational program and evaluation method, generating some positive educational effects. To examine the adoption of capstone design among domestic cosmetology-related college curriculums, this study investigated the total number of credits granted, distribution of academic departments by school, supporting units within academic departments and schools and receipt of government subsidy from the Ministry of Education, and the results found the followings: In 2018, a total of 3,590 students from 31 departments under school of natural sciences and 22 departments under school of art and physical education completed cosmetology-related capstone design courses. In average, each student was assisted by KRW 90,532. The supporting units were operated in cooperation with office of academic affairs (23 colleges), academia-industry cooperation foundation (21 colleges) and strategic support center for government-funded projects (8 colleges). The course titles differed by college. In fact, new and unique capstone design course titles have been used by academic major. It is anticipated that the study results would be available as basic data needed to enhance educational effects for applying capstone design courses and planning government-funded projects, search new items and improve their utilization.

scholarly journals DESIGNING RUBRICS FOR COMMUNICATION COURSES IN ENGINEERING: A Work in Progress

2013 ◽  
Author(s):  
Anne Parker ◽  
Aidan Topping
Keyword(s):  
Technical Communication ◽  
Engineering Students ◽  
Communicative Competence ◽  
Individual Performance ◽  
Learning Objectives ◽  
Communication Course ◽  
Design Elements ◽  
Course Content ◽  
Capstone Design Courses ◽  
Capstone Design

This paper will focus on the rubrics that we have developed for the technical communication course and the senior (capstone) design projects. As part of the C.E.A.B.’s and our own Faculty of Engineering’s mandate to more clearly define the goals of each course, the learning attributes associated with course content, and how these are assessed, we first developed rubrics that would help us track and assess students’ communicative competence. However, we soon learned that our presentation of the information impacts how well students assimilate it. Consequently, in our rubrics for the senior (capstone) design courses, we began to phrase the assignment requirements as action items, as something that must be done; for example, a document’s “layout and document design” must use “clear markers to create a visually appealing document,” and the illustrations must “communicate design elements and results.” In this way, students are encouraged to reflect on their individual performance, and one outcome for them is the opportunity to engage in a meaningful dialogue with the professor. One outcome for the professor is having the means to indicate a student’s position on a spectrum of performance. Finally, although linking attributes to learning objectives and determining “competency levels” can be very challenging, we hope to show how the rubrics we have designed may indeed make the task less daunting and more manageable for all stakeholders in the education of our engineering students.

Sign in / Sign up

Export Citation Format

Share Document