Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study
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| Formato: | Online |
| Idioma: | spa eng |
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Universidad Nacional, Costa Rica
2017
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017 |
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EDUCARE8017 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Serrano-Guzmán, María Fernanda Pérez-Ruiz, Diego Darío Torrado-Gómez, Luz Marina Solarte-Vanegas, Norma Cristina |
| spellingShingle |
Serrano-Guzmán, María Fernanda Pérez-Ruiz, Diego Darío Torrado-Gómez, Luz Marina Solarte-Vanegas, Norma Cristina Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study |
| author_facet |
Serrano-Guzmán, María Fernanda Pérez-Ruiz, Diego Darío Torrado-Gómez, Luz Marina Solarte-Vanegas, Norma Cristina |
| author_sort |
Serrano-Guzmán, María Fernanda |
| title |
Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study |
| title_short |
Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study |
| title_full |
Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study |
| title_fullStr |
Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study |
| title_full_unstemmed |
Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study |
| title_sort |
academic and administrative issues for implementation of capstone course in civil engineering programs: case study |
| title_alt |
Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2017 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017 |
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EDUCARE80172022-08-02T23:24:11Z Academic and Administrative Issues for Implementation of Capstone Course in Civil Engineering programs: Case Study Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso Serrano-Guzmán, María Fernanda Pérez-Ruiz, Diego Darío Torrado-Gómez, Luz Marina Solarte-Vanegas, Norma Cristina Redacción de informe requisito subgraduado trabajo colaborativo Capstone. Technical writing undergraduate requirements collaborative work Capstone. A capstone course is a culminating academic experience designed to encourage teamwork among students by applying their five years of classroom knowledge to solve realistic engineering problems. This emerging capstone experience demands academic and administrative changes to guarantee a satisfactory result within the time spared for this purpose. The main objective of this research is to assess students’ perception regarding the capstone project as a culminating academic experience, and to use the analysis results to propose academic and administrative changes required to support and guarantee the successful achievement of this type of final degree project. To reach this goal, an assessment instrument was prepared and applied to 47 students enrolled in a capstone course. The instrument allowed collecting information regarding problem-based learning experience, teamwork experience, and self-perception concerning students’ own behaviors and attitude during teamworking. On this regard, 87.2% of students considered capstone as a suitable final degree experience; however, it is challenging because it is known that student’s participation during teamworking is uncommon and usually just two students are committed. In spite of this, 86.2% of students considered that teamwork was satisfactory and 95.2% of them recognized that their self-behavior and attitude during teamworking was good. Based on the results we recommend to strengthen teamwork strategies among students, and to instruct teachers about assessment strategies to evaluate individual and teamwork performance of students. It is expected that these findings can help improve the capstone curriculum related to courses and their administration. These findings are also supposed to serve as a previous experience to those universities committed to include capstone as a culminating degree experience. El trabajo final de diseño (“Capstone” en inglés) considerado como requisito final de grado para estudiantes de ingeniería, busca incentivar el trabajo en grupo para encontrar la solución a una problemática relacionada con el ejercicio profesional, aplicando los conocimientos de diseño adquiridos durante el proceso de formación. Esta modalidad de trabajo final de grado exige una reestructuración académico-administrativa que garantice el resultado satisfactorio en el tiempo previsto para este propósito. El objetivo del presente trabajo es identificar la percepción del estudiantado de ingeniería civil de la Pontificia Universidad Javeriana de Cali en relación con el “Capstone” como trabajo de final de grado y partiendo de este análisis, plantear estrategias administrativas que favorezcan el desarrollo de los trabajos en esta modalidad. Para ello, se preparó un instrumento de consulta con la modalidad de encuesta en donde participaron 47 estudiantes. El instrumento diseñado permitió recoger información sobre las experiencias del aprendizaje basado en problemas en las diferentes asignaturas cursadas durante su formación académica, la composición y evaluación de los grupos de trabajo en los diferentes cursos y la autoevaluación del estudiantado frente al desempeño y participación en los grupos conformados. Un 87.2% del estudiantado considera que el “Capstone” es una opción de grado adecuada; pero que tiene una gran dificultad en el manejo del rendimiento del grupo, ya que es común que el trabajo recaiga en una o dos personas. Aun así, 86.2% del estudiantado considera que la participación del grupo fue adecuada y el 95.2% considera que su desempeño fue bueno. Los anteriores hallazgos indican que se deben reforzar las estrategias de trabajo colaborativo y capacitar al personal docente-tutor del “Capstone” sobre estrategias de medición y evaluación del desempeño individual y grupal. Los resultados obtenidos serán de utilidad para el mejoramiento curricular y administrativo de las asignaturas asociadas al “Capstone” y podría ser de utilidad para aquellas universidades que consideren la implementación del “Capstone” como trabajo terminal de grado. Universidad Nacional, Costa Rica 2017-04-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017 10.15359/ree.21-2.17 Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-22 Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-22 Revista Electrónica Educare; v. 21 n. 2 (2017): Educare Electronic Journal (May-August); 1-22 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017/16587 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017/10912 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017/10913 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017/10914 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017/10915 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8017/11463 Copyright (c) 2017 Revista Electrónica Educare |