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! Industry sponsored
projects drawbacks
! Industries are far away from
sponsored projects
M. Feldgen & O. Cla
liaison engineer
! Student
teams develop software applications and prototypes for the researcher labs with special hardware:
! 61 participants ! 23 teams ! 18 teams (49 students) assessed ! 4 teams working ! 1 team starting
4
Assessment
! The assessment scheme in the course involves a mix of
quantitative and qualitative assessments techniques ! We use a qualitative research methodology to get diagnostic information.
! This information allows us to: ! Meet students needs (acting as facilitator in team conflicts, disagreements with the clients staff or experts and other interpersonal issues) ! Deal with students rebellion and aggressiveness (preventing us to use our authority and power as grade provider to squelch these manifestations of rebellion) ! Meet our clients concerns about students motivation and expectations (how close is the project to students expectations and which situations and course implementation issues inadvertently squelch student enthusiasm)?
different ways in which people experience something or think about something. ! seeks a "description, analysis, and understanding of ... experiences. ! sorts these perceptions, which emerge from the data collected, into specific 'categories of description' (Each category describe a particular way in which the phenomenon under investigation is perceived)
M. Feldgen & O. Cla
intervention as coach-facilitator and supervisor ! We observe students project interviews with the client, their revision and inspection sessions, and their presentations. ! We arrange sessions to discuss the outcomes of the project interviews, plans and design decisions ! We interview client and other instructors.
6
Attitudes
! Observation and interviews
problem; ! feelings and beliefs of students and clients about the contribution to the lab; ! feelings and beliefs about the interdisciplinary experience.
artifact Integrating software concepts and methodologies Overestimating other disciplines Problem solving Participating or enculturation
aggressiveness. Aggressive client interviews to impose ideas. Miss deadlines and meetings.
methodologies
! Overestimating other disciplines ! Students underestimate other disciplines students. Aggressiveness at the start of the project. After failures they change. ! Problem solving ! Students show fear and focus on one solution. Renegotiate deadlines. ! Participating or enculturation ! Students show an high degree of empathy with the clients software issues. Meet deadlines and solve other client software problems.
M. Feldgen & O. Cla
Project duration
Transformative Experience
Successful projects
The view shows a transformative experience when teams begin to take responsibility for their project outcomes and became independent from the instructor.
M. Feldgen & O. Cla Reflections of 9 years of Interdisciplinary Capstone Courses 9
Concluding Remarks
! The capstone course must be a self-directed, integrated
learning and motivating opportunity. Having a picture of students attitudes and evolution prevents an instructor to use his/her authority and power as grade provider to hinder teams transition to a more desirable stage of resolution. ! Some students may experience the project in only one way; others may sequentially exhibit different attitudes, while others may be simultaneously engaged in more than one aspect. This demonstrates that some ways of experiencing are more complex, fuller, or richer than others. ! It takes time to change attitudes and show professional skills as these listed by the Michigan Professional Preparation Network Report, such as Communication Competence, Critical Thinking, Contextual Competence, Aesthetic Sensibility, Leadership Capacity, and Motivation to continued Learning.
M. Feldgen & O. Cla Reflections of 9 years of Interdisciplinary Capstone Courses 10