Open Access
Subscription Access
Constructive Alignment Approach for Capstone Project with Industry Involvement : Case Study in Malaysia University
Subscribe/Renew Journal
A capstone project is a project-based learning course designed to bring aspects of an undergraduate student's experience. To have an effective capstone project, it is imperative to properly design the curriculum with involvement from the industry. To improve the performance of the capstone project course, we used the constructive alignment approach to design the curriculum. In constructive alignment, we mapped the intended learning outcomes, the assessment tasks and the teaching/learning activities interchangeably with each other. Experiments were conducted with students enrolled in the capstone project courses in our university from February 2016 to May 2017. The result shows that the new design was able to improve the attainment scores for both learning outcomes and program outcomes. This improvement was also in line with marks by industry experts indicating good potential.
Keywords
constructive alignment; capstone project; learning outcomes
Subscription
Login to verify subscription
User
Font Size
Information
- Ernst & Young, University of the future: a thousand year old industry on the cusp of profound change, vol. 100, no. 3. Ernst & Young, 2012.
- L. Johnson, S. A. Becker, M. Cummins, V. Estrada, A. Freeman, and C. Hall, NMC Horizon Report: 2016 Higher Education Edition. 2016.
- S. Bell, “Project-Based Learning for the 21st Century: Skills for the Future,” Clear. House A J. Educ. Strateg. Issues Ideas, vol. 83, no. 2, pp. 39–43, 2010.
- J. E. Mills and D. F. Treagust, “Engineering Education - Is Problem-based or Project-based Learning the Answer?,” Australas. J. Eng. Eng., vol. 3, no. 2, pp. 2–16, 2003.
- S. Boss, J. Krauss, and L. Conery, Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age. Washington: ISTE, 2007.
- J. Lawson, M. G. Rasul, P. Howard, and F. Martin, “Getting it right : Assessment tasks and marking for capstone project courses,” in Capstone Design Conference: 2-4 June, Columbus, OH, 2014.
- M. Allan and C. U. Chisholm, “Achieving Engineering Competencies in the Global Information Society through the Integration of On-Campus and Workplace Environments,” Ind. High. Educ., vol. 22, no. 3, pp. 145–152, 2008.
- R. A. Maleki, “Business and industry projectbased capstone courses: a reflection on the performance of student teams,” Ind. High. Educ., vol. 23, no. 2, pp. 103–110, 2009.
- R. H. Todd and S. P. Magleby, “Elements of a successful capstone course considering the needs of stakeholders,” Eur. J. Eng. Educ., vol. 30, no. 2, pp. 203–214, 2005.
- T. A. Ward, “Common elements of capstone projects in the world's top-ranked engineering universities,” Eur. J. Eng. Educ., vol. 38, no. 2, pp. 211–218, 2013.
- L. Helle, P. Tynjälä, and E. Olkinuora, “Projectbased learning in post-secondary education - Theory, practice and rubber sling shots,” High. Educ., vol. 51, no. 2, pp. 287–314, 2006.
- University of Adelaide, “Curriculum renewal road map: A compendium of resources to support curriculum review and renewal of coursework programs,” 2013. [Onl ine]. Availabl e: https://www.adelaide.edu.au/learning/teaching/curriculum/renewal/resources/CRRM.pdf. [Accessed: 10-Oct-2017].
- Engineering Accreditation Council, “Engineering Programme Accreditation Manual,” 2012.
- International Engineering Alliance, “Graduate Attributes and Professional Competencies,” International Engineering Alliance, 2013. [Online]. Available: http://www.ieagreements.org.
- SEGi University, “Self Assessment ReportBachelor of Electronic and Electrical Engineering,” 2016.
- M. G. Dolence, “The Learner-centered Curriculum Model: a Structured Framework for Technology Planning,” EDUCASE Center for Applied Research, Research Bulletin, vol. 2004, no. 10, p. 17, 2004.
- L. M. Levander and M. Mikkola, “Core Curriculum Analysis : A Tool for Educational Design Core,” J. Agric. Educ. Ext., vol. 15, no. 3, pp. 275–286, 2009.
- E. F. Crawley, J. Malmqvist, S. Östlund, and D. R. Brodeur, Rethinking Engineering Education. Springer, 2014.
- J. Biggs and C. Tang, Teaching for Quality Learning at University: What the Student Does, Fourth Edi. McGraw-Hill Inc., New York, 2011.
- M. Prince, “Does active learning work? A review of the research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–232, 2004.
- B. B. Frey, V. L. Schmitt, and J. P. Allen, “Defining Authentic Classroom Assessment Practical Assessment, Research & Evaluation,” Pract. Assessment, Res. Eval., vol. 17, no. 2, pp. 1–18, 2012.
- B. Lok, C. McNaught, and K. Young, “Criterion-referenced and norm-referenced assessments: compatibility and complementarity,” Assess. Eval. High. Educ., vol. 41, no. 3, pp. 450–465, 2016.
- M. Cordiner, “How do I write criteria sheets ?,” 2012. [Online]. Available: http://www.teachinglearning.utas.edu.au/assessment/how-do-iwrite-criteria-sheets. [Accessed: 05-Jan-2015]
Abstract Views: 485
PDF Views: 151