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STUDENTS’ ENGAGEMENT IN THE IMPLEMENTATION OF RESULTS OBTAINED IN CAPSTONE DESIGN COURSES: A PRELIMINARY MODEL FOR DETAILED DESIGN AND GO-TO-MARKET ACTIVITIES
de Senzi Zancul, Eduardo; Blikstein, Paulo; dos Santos Durăo, Luiz Fernando Cardoso; Rocha, Alexandre Machado
Type:
Year:
2016
Editor:
Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Christian Tollestrup, Kaare Eriksen, Nis Ovesen
Author:
de Senzi Zancul, Eduardo; Blikstein, Paulo; dos Santos Durăo, Luiz Fernando Cardoso; Rocha, Alexandre Machado
Series:
E&PDE
Institution:
1University of Sao Paulo, Polytechnic School of Engineering, Brazil, 2Stanford University, Graduate School of Education, USA
Section:
Tools
Page(s):
184-189
ISBN:
978-1-904670-62-9
Abstract:
Capstone design courses aim to provide students with real-life, complex, and complete design
experiences. Students typically work in teams to design solutions for problems presented by partners.
Capstone design courses have been widely disseminated with positive results, and there is a sturdy
body of literature on the subject. However, it has been a challenge to follow through with the proposed
designs in order to achieve actual implementation, since this would require extra involvement of
students after the capstone course has ended. As a result, for the students, in most cases, despite their
design experience, they lack relevant steps and closure. Considering these limitations, an optional
extracurricular pilot program was defined to engage students in design activities taking place after a
capstone design course has ended. The objective of this paper is to describe the experience with the
program and to present a preliminary model for program deployment in other settings. The program
was carried out in one and a half years, starting in 2014, and initially targeted 25 students. Results
indicate that the most important reasons for joining the program are extending the practice and
knowledge related to the design approach, personal satisfaction, and learning technical skills. The pilot
program resulted in the identification of two main phases – detailed design and go-to-market – and
different project paths related to portfolio management. A list of activities performed by the students in
each phase is provided. Albeit limited, results might be meaningful for future related initiatives.
experiences. Students typically work in teams to design solutions for problems presented by partners.
Capstone design courses have been widely disseminated with positive results, and there is a sturdy
body of literature on the subject. However, it has been a challenge to follow through with the proposed
designs in order to achieve actual implementation, since this would require extra involvement of
students after the capstone course has ended. As a result, for the students, in most cases, despite their
design experience, they lack relevant steps and closure. Considering these limitations, an optional
extracurricular pilot program was defined to engage students in design activities taking place after a
capstone design course has ended. The objective of this paper is to describe the experience with the
program and to present a preliminary model for program deployment in other settings. The program
was carried out in one and a half years, starting in 2014, and initially targeted 25 students. Results
indicate that the most important reasons for joining the program are extending the practice and
knowledge related to the design approach, personal satisfaction, and learning technical skills. The pilot
program resulted in the identification of two main phases – detailed design and go-to-market – and
different project paths related to portfolio management. A list of activities performed by the students in
each phase is provided. Albeit limited, results might be meaningful for future related initiatives.
Keywords:
