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Elements of a successful capstone course considering the needs of stakeholders

机译：考虑利益相关者需求的成功顶峰课程的要素

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摘要

One of the principal objectives of engineering education is to prepare graduates for the practice of engineering in industry. Industry involvement in the educational process can be very helpful in devising programs to meet this objective. Yet, engineering education has a number of other stakeholders including students, faculty, academic administrators, and others. Identifying and meeting the needs and wants of these various stakeholders is essential in developing educational programs and learning activities that are effective and sustainable. Stakeholders in engineering education are identified, including their wants and needs. Alternative approaches to developing a Capstone course, with input from these stakeholders, are proposed and evaluated in light of stakeholder needs and wants. A case study for developing a two-semester senior design capstone course at Brigham Young University is presented. In this example more than 300 industry sponsored, design and build, projects have been completed by cross-functional student teams over more than ten years. Feedback from alumni on the success of this course in meeting desired educational objectives is also presented.
机译：工程教育的主要目标之一是为毕业生提供工业工程实践的准备。行业参与教育过程对于设计实现该目标的计划可能非常有帮助。但是，工程教育还有许多其他利益相关者，包括学生，教师，学术管理人员等。确定并满足这些不同利益相关者的需求和需求对于制定有效且可持续的教育计划和学习活动至关重要。确定工程教育的利益相关者，包括他们的需求和需求。根据利益相关者的需求和需求，提出并评估了根据这些利益相关者的意见开发Capstone课程的替代方法。提出了在杨百翰大学开发为期两个学期的高级设计高级课程的案例研究。在此示例中，跨职能的学生团队在十多年中完成了300多个行业赞助，设计和建造的项目。还介绍了校友对本课程成功实现预期教育目标的反馈。

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