Exploring Student Perceptions of Capstone Design Outcomes

Abstract

Capstone design courses are pivotal in engineering curricula, and understanding and assessing the resultant learning is critical to both researchers and practitioners. While current scholarship does provide tools for such assessments, most are based on outcomes derived through research with faculty, administrators, and various industry stakeholders. As a result, students' self-reported learning gains have been largely overlooked. Addressing this gap, this paper presents a qualitative thematic analysis that explores student perceptions of capstone learning. Drawingon50semi-structured interviewswith 31 students from three different institutions, we describe four emergent themes: (1) Engineering Design Skills; (2) Teamwork and Communication; (3) Self-directed Learning Skills; and (4) Development of an Engineering Identity. These themes are generally consistent with current outcomes identified from other sources, but students' discussions also highlight areas of personal development that move beyond acquisition of technical and professional skills. That is, students' perceptions of their own learning in capstone reflect not only those outcomes currently desired by various stakeholders and accreditation bodies, but also outcomes that might be more subtle and less tangible than those demonstrated via traditional assessment approaches. Thus, we argue that in order to more meaningfully support student growth, both technical and professional, capstone faculty should incorporate opportunities to actively promote and provide evidence for the kinds of critical reflection that students engage in throughout the course.