Contexts in source publication

Context 1
... the "results" theme generally looked at the outcome of senior capstone design, including any skills and reflections by the students. The three main themes, as well as their sub-themes are shown below in Table 3. This also shows the occurrence of each of the sub-themes. ...
Context 2
... the "results" theme generally looked at the outcome of senior capstone design, including any skills and reflections by the students. The three main themes, as well as their sub-themes are shown below in Table 3. This also shows the occurrence of each of the sub-themes. ...

Citations

... Our previous research has shown that senior capstone design presentations can be regarded as one such stress-inducing environment for students, with the requirement of biweekly presentations to industry clients and instructors. It has also shown a decrease in presentation anxiety and an increase in performance at the end of the course, inferring the impact of repetition and preparedness garnered throughout the course [44,45]. Incentives can be intrinsic and extrinsic, both considered motivation-specific processes leading to desired behavior/outcome of the task. ...
Article
Full-text available
To understand the impact of incentivized test/retest scenarios – where students are afforded an opportunity to retest for an incentive – in design education settings, this study examines participants brain activity using electroencephalography (EEG) during stressful retest situation. This study mimics educational scenarios where students are afforded an opportunity to retest after a first attempt. Twenty-three student participants were randomly divided into two cohorts: control and experimental. Participants were asked to complete a preliminary questionnaire self-assessing their ability to handle stressful situations. Both cohorts were subsequently asked to complete the typing test and complete an Emotional Stress Reaction Questionnaire (ESRQ), indicating their emotional response during the typing test. The participants were subsequently asked to complete the typing test and accompanying ESRQ a second time. However, prior to the second test, the participants in the experimental cohort were incentivized with a monetary reward for improving their typing speed. This stimulus is used to increase the already stressful situation for the experimental cohort and examine changes in brain activity when the “retest” is incentivized. The results indicate no significant changes in brain activity, emotions, or typing performance for the control group. However, the experimental group showed an increase in EEG sensor activity; specifically, the sensors that control vision and emotion. The experimental group's performance was correlated to their emotional responses, rather than their EEG sensor data. Additionally, the experimental groups' positive emotions were increased for the incentivized typing test. The findings provide recommendations for educational retests practices.
... Implementing dimensions of student motivation adapted from Pintrich 1 , Kames et al. found that in a mechanical engineering capstone design sequence, the importance of intrinsic motivating factors (such as recognition of the value of a task and benefit of its completion) is most related to student performance at the beginning of the project. 2 While intrinsic motivation is still a factor later in the project, other motivational dimensions, in particular, cognitive value (representing possession and implementation of necessary competencies to complete a task) and residency (here, distinguishing domestic from international students), become more important. Furthermore, students whose performance decreased from beginning to end of the capstone sequence experienced possible decreases in motivation through intrinsic factors. ...
... Others opted for integrating systems engineering process for product development to improve quality and better student preparation for future careers [5][6][7]. Some studies focused on the importance of improving group selection, effective teamwork and motivation for overall project quality [8][9][10][11]. Another way to ensure quality projects is to establish partnerships with local industry to identify projects topics and collaborate in monitoring and evaluation [12]. Aligning projects with community service and causes such sustainability [13][14][15][16][17][18] proved to increase students' motivation, creativity and improve project success. ...
... As shown in tables 5 and 6, team selection and monitoring teamwork is very important for overall project quality which was the focus of other institutions [8][9][10][11] and their effort to find ways to improve teamwork effectiveness and motivation. In addition, our project topic selection has been mostly aligned with community service and important causes such as sustainability which helped to increase students' motivation, creativity and improve project success [13][14][15][16][17][18]. ...
Conference Paper
Full-text available
A Capstone Senior Design project encompasses all ABET learning outcomes as it summarizes all the essential technical and non-technical skills a higher learning institution prepares its graduates to acquire and apply. A successful and high quality senior design project is proof of the quality of education offered by a higher institute of learning, the quality of its graduates, its faculty, and its facilities. Hence, in order to ensure high quality senior design projects, it is imperative to put in place a quality assurance and monitoring system besides providing essential resources. It is also very important to mentor students and provide them a supportive and conducive environment which encourages creativity and innovation. In this paper, the authors present a case study of how senior design projects in the Electrical Engineering department at Prince Mohammad University (PMU) are systematically administered and monitored to meet the quality standards, educational objectives, and ABET student learning outcomes. Evaluation methods (both direct and indirect) and developed assessment tools used are also presented along with survey results of students’ feedback. It is also shown how senior design projects impact the continuous improvement process followed at the program level.
... When incorporating these high impact experiences into a curriculum, research has also shown that internships that directly relate to the academic program provide higher internship satisfaction and a higher perceived relevance to student's career development [4]. Additionally, when students have a choice in the projects they work on and a genuine interest in the project, the students' performance is impacted by this intrinsic motivation [5]. ...