Creating Effective Multidisciplinary Capstone Project Teams

Keywords

Capstone design; Multidisciplinary; Project-based learning; Team selection

Abstract

Capstone courses are commonly employed in engineering curricula to prepare students for professional practice through a culminating design experience. A project-based experiential approach is typically employed, which gives rise to various issues concerning the methods and factors involved with the creation of effective student teams. This paper presents a unique methodology for assignment of students to multidisciplinary capstone projects and teams. The methodology described involves compilation and mapping of student interests, knowledge and capabilities needed to fulfill project requirements. In addition to describing the mapping process, data collected on 679 students over four semesters is used to explore the factors that have an impact on team effectiveness. These factors include academic performance, practical engineering experience, career interests, project preferences, personality, and technical skills.

Publication Date

1-1-2016

Publication Title

International Journal of Engineering Education

Volume

32

Issue

2

Number of Pages

625-639

Document Type

Article

Personal Identifier

scopus

Socpus ID

84961668060 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84961668060

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