scholarly journals Teaching Idea Generation to Undergraduate Students Within the Time Constraints of a Capstone Course

2015 ◽  
Author(s):  
Shraddha Sangelkar ◽  
Charlotte de Vries ◽  
Omar Ashour ◽  
William Lasher
Keyword(s):  
Undergraduate Students ◽  
Idea Generation ◽  
Time Constraints ◽  
Capstone Course

scholarly journals Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Natalie Spadafora ◽  
Zopito Marini
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Academic Experiences ◽  
Ongoing Research ◽  
Capstone Course ◽  
Course Content ◽  
Digital World ◽  
Premier Cycle ◽  
University Course ◽  
The Way

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

An Exploratory Study of the Process Senior Undergraduate Students Follow to Design an Interactive Multimedia Application

2012 ◽  
Vol 3 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Ilias Hotzoglou
Keyword(s):  
Information Technology ◽  
Software Development ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Interactive Multimedia ◽  
Development Project ◽  
Multimedia Application ◽  
Multimedia Software ◽  
Capstone Course ◽  
Software Development Project

This paper deals with the process followed by undergraduate students in designing an interactive multimedia application during their final capstone course “Multimedia Software Development Project” at Deree College. It focuses on the steps taken in the design of this application, the information technology used, the problems they faced as well as the solutions offered.

Idea Generation Practices in a Biomedical Engineering Capstone Course

2020 ◽  
Vol 63 (2) ◽  
pp. 118-125
Author(s):  
Anastasia K. Ostrowski ◽  
Shanna R. Daly ◽  
Aileen Huang-Saad ◽  
Colleen M. Seifert
Keyword(s):  
Biomedical Engineering ◽  
Idea Generation ◽  
Capstone Course

scholarly journals CAPSTONE DESIGN PROJECTS: THEORY MEETS PRACTICE

2020 ◽  
Author(s):  
Raghu Echempati
Keyword(s):  
Finite Element Analysis ◽  
Finite Element ◽  
Time Constraints ◽  
Element Analysis ◽  
Capstone Course ◽  
Capstone Courses ◽  
Rigid Frame ◽  
Capstone Projects ◽  
One Year ◽  
Capstone Design

This paper describes one example of an adjustable gooseneck trailer hitch assembly that was assigned as a senior capstone design project course at Kettering University, Flint, Michigan, USA to carry out their work from concept to testing phases of a real prototype – in short, following “Theory meets practice” concept. Typically at most other engineering colleges, students complete their capstone projects in one year, while at Kettering University, the students complete their capstone courses in one academic term that lasts only about 11 weeks. Using math and advanced Computer Aided Engineering (CAE) tools for analysis is expected. Three different groups of students enrolled in three separate courses over 3 academic terms developed two different trailer hitch devices. The first gooseneck hitch system briefly described here was the effort of a group of four students of the capstone course. They designed a manually adjustable device. However, due to time constraints, their fabricated device ended up being a rigid frame. These students carried out all the different tasks of the project more or less equitably. The second trailer hitch system described in this paper was the effort of a single student of the capstone course who designed and fabricated a compliant (adjustable) hitch system. However, due to time constraints, detailed finite element analysis (FEA) or testing of the device could not be done. A third group of two students enrolled in Applied Finite Element Analysis course in another academic term chose the compliant hitch design carried by the single student for their final class project, and attempted analysis by MatLab and FEA. Preliminary results obtained for both of these gooseneck trailer hitch systems are presented and discussed briefly in the paper. Majority of the capstone course projects carried out at Kettering University represent uniqueness in terms of completing them in one academic term.

scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

Memory and Idea Generation Applied to Product Repurposing

2020 ◽  
Author(s):  
K. Arabian ◽  
D. R. Addis ◽  
L. H. Shu
Keyword(s):  
Episodic Memory ◽  
Wind Turbine ◽  
Undergraduate Students ◽  
Divergent Thinking ◽  
Turbine Blades ◽  
Idea Generation ◽  
Standard Test ◽  
Wind Turbine Blades ◽  
Engineering Problems ◽  
Episodic Memories

Abstract Many engineering problems still require novel solutions, e.g., the repurposing of retired wind-turbine blades. Increasing evidence suggests that the recall of episodic memories enhances idea generation, but its application to engineering problems has been limited. The current work investigates the effectiveness of a memory induction on generating ideas. Engineering undergraduate students in a fourth-year design course (N = 38) completed a study under both of two conditions, a memory induction and a control (non-episodic-memory) induction. Participants underwent the induction before generating ideas on the Alternate Uses Task (AUT), a standard test of divergent thinking, and a wind-turbine-blade repurposing task (WRT). AUT responses following the memory induction were deemed significantly more flexible (p = .045) and elaborate (p = .041) than responses following the control induction. No difference in response fluency (p = 0.205) followed the two inductions, possibly due to limited time allotted for the AUT. In line with this explanation, fluency was inversely related to elaboration. In the WRT, more appropriate (p = 0.009) and more feasible (p = 0.015) ideas for repurposing wind-turbine blades were generated following the memory than the control induction. These results suggest that strategies increasing access to episodic memory may improve generation of alternative-use ideas for both common objects and wind-turbine blades.

Perceived Gaps in Infopreneurship Education and Research in the Faculty of Communication and Information Science at the National University of Science and Technology, Zimbabwe, in the Period 2011–2018

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Nozipho Sibonisiwe Mpofu ◽  
Peterson Dewah
Keyword(s):  
Undergraduate Students ◽  
Financial Management ◽  
Information Science ◽  
Science And Technology ◽  
Idea Generation ◽  
Related Services ◽  
Postgraduate Students ◽  
Research Technology ◽  
National University ◽  
Descriptive Survey

Infopreneurship education at the National University of Science and Technology (NUST) in Zimbabwe is a course designed to provide students with the requisite skills and knowledge to identify a potential business idea centred on information- or knowledge-related services. Besides a few studies that have been done to date by academics and students, the infopreneurship content offered at NUST seems to be thin and excludes key topics. This study sought to investigate the perceived gaps in infopreneurship education and research in the Faculty of Communication and Information Science (CIS) at NUST in the period 2011–2018. A descriptive survey research design was employed and data were collected using content and document analysis, questionnaires, and interviews. Purposive sampling was used to select 46 undergraduate students from the departments of Library and Information Science (LIS) and Records and Archives Management (RAM) who had just completed a course on infopreneurship. The findings reveal that very few studies on infopreneurship have been conducted by undergraduate and postgraduate students in the RAM and LIS departments from 2011 to 2018, let alone academics in the same faculty. The findings indicate that although the infopreneurship curriculum has undergone some changes over the years, it still lacks content on business aspects. This study recommends that students be encouraged to undertake research on infopreneurship, and that the infopreneurship course be reviewed to include topics on business analysis, innovation and idea generation, market research, technology entrepreneurship, and financial management and planning. The study also recommends that the CIS Faculty engage in field trips to established infopreneurship businesses to facilitate practical learning orientation for infopreneurship education.

Influence of Different Representation of Requirements on Idea Generation: An Experimental Study

2021 ◽  
Author(s):  
Akash Patel ◽  
Joshua D. Summers ◽  
Sourabh Karmakar
Keyword(s):  
Experimental Study ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Idea Generation ◽  
Problem Statement ◽  
Engineering Project ◽  
Design Problems ◽  
Is Research ◽  
Requirements Document ◽  
The Impact

Abstract The objective of this research is to understand how different representations of requirements influence idea generation in terms of quantity, addressment, sketch detail, novelty, and variety of conceptual sketches. Requirements are statements of need, desires, and wishes of the stakeholders that are used by engineers to frame the problem. Essentially, requirements are the raison d’etre for any engineering project. As the requirements document provides constraints and criteria for a design, it defines and determines the success of a project. While there is research studying the effect of requirements on the conceptual sketch, little study has focused one the impact of different requirement representations on solution development. An experimental study was conducted with 52 fourth year mechanical engineering undergraduate students. Two design problems were formulated with three different representations: a problem statement with embedded requirements, a problem statement and a traditional requirement list, and a problem statement with contextualized scrum stories. Each student was provided each design problems with two different representations of requirements. It was found that the use of contextualized scrum story representations significantly affected the conceptual sketch in the novelty of solution fragments and addressment of requirements, while no significant change in variety, sketch detail, and quantity was seen. Also, the contextualized representation positively affected all metrics but the sketch quantity. Finally, it was found that quantity is not directly related to the number of requirements addressed in the sketches.

scholarly journals "Society likes to put people into socially constructed boxes": Exploration of the liminal space through undergraduate students' reflections on disability

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Marisa Kofke
Keyword(s):  
Transformative Learning ◽  
Undergraduate Students ◽  
Transformative Learning Theory ◽  
Liminal Space ◽  
Capstone Course ◽  
Course Content ◽  
Socially Constructed ◽  
Problems And Solutions ◽  
Ideological Change ◽  
Equity And Inclusion

As undergraduate students engage with disability studies coursework, they learn about sociocultural concepts that address issues of ableism, normalcy, equity, and inclusion of disabled people in all facets of society. A transformational ideological change in how students view disability often occurs during these courses. To further explore this phenomenon, I completed a study on the capstone course for a DS minor program at a mid-sized public university. Two research questions asked: 1) How do undergraduate students make sense of and understand disability while completing a DS course? and 2) Which pedagogical decisions made by course instructors promote undergraduate students' development of new understandings of disability? A review of the scholarship on DS pedagogy in postsecondary contexts and the transformative learning theory (Mezirow, 1990) concept of critical reflection situated how these students' perspectives shift over a semester. The weekly reflection assignment of 69 students over two semesters were coded with qualitative methods. Findings include themes related to the process of reflection unearthing realizations and identifying both problems and solutions, connecting to moral obligation. The findings explore connections to the process of reflection while the students were within the liminal space of understanding course content that contrasted their prior assumptions about disability. I discuss implications for postsecondary educational pedagogical methods to understand and utilize the liminal space while teaching DS courses.

Getting to the Core

2012 ◽  
pp. 388-417
Author(s):  
Patricia Cleary
Keyword(s):  
Gulf Of Mexico ◽  
Continental Shelf ◽  
Undergraduate Students ◽  
Scientific Writing ◽  
Central Theme ◽  
Laboratory Methods ◽  
Course Structure ◽  
Capstone Course ◽  
The Core ◽  
Complex Project

A semester-long project for senior undergraduate students was completed in a capstone course that focused on the analysis of ocean cores from the northern Gulf of Mexico continental shelf. The course was designed to facilitate students’ synthesis of their studies in geosciences by participating in laboratory studies, group work, and scientific writing on a complex project. The course structure, laboratory methods, technology uses and outcomes provide a framework for project-based courses in geosciences which hold inquiry as the central theme using ocean cores as instructional technology.

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