Students' and Instructor's Impressions of Ill-structured Capstone Projects in an Advanced Electronics Lab Documents
Students' and Instructor's Impressions of Ill-structured Capstone Projects in an Advanced Electronics Lab
Nasser M. Juma,
Brian Washburn, and
N. Sanjay Rebello
During spring 2010 six students enrolled in an advanced electronics lab worked in pairs on ill-structured capstone projects. They designed electronic circuitry to automate experiments that were completed in a previous advanced physics lab. Some ill-structured features of these capstone projects included open-ended goals, limited guidance from the instructor and the possibility of multiple solution paths. Semi-structured interviews were conducted with both the students and the instructor of the class, before and after the students worked on these ill-structured capstone projects to gauge the participants' expectations of the projects before they began and their views about these projects after they were completed. We report on the pre- and post-project impressions of the students and instructors regarding this ill-structured learning experience.
Published August 24, 2010
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