Abstract
Using data collected from students in engineering technology, engineering, and other areas such as computer science a comparison of student reactions to the capstone course are coded and sorted. Using content analysis methods, the researchers compare and contrast the various student groups and their reactions to assigned capstone projects. They are also able to assess student interaction with faculty and industry mentors. Researchers strive to learn more about these various student approaches to the capstone experience and to further our understanding of best practices in capstone courses.
Date of this Version
1-1-2018
Recommended Citation
Berry, Frederick; Lucietto, Anne M.; and Scott, Andrew, "Engineering Technology Students: Do they approach capstone courses differently than other students?" (2018). School of Engineering Technology Faculty Publications. Paper 50.
https://docs.lib.purdue.edu/soetfp/50
Comments
This is the publisher PDF of Berry, F., & Lucietto, A., & Scott, A. (2018, August), Engineering Technology Students: Do they approach capstone courses differently than other students? Paper presented at 2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings, San Antonio. © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.
The version of record can be found at DOI: 10.18260/1-2-370-31338.
Document originally uploaded to https://docs.lib.purdue.edu/enepubs/53/ on May 10, 2021, and had 81 downloads.