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ERIC Number: EJ1140091
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1470-3297
Evidence-Based Conclusions Concerning Practice, Curriculum Design and Curriculum Reform in a Civil Engineering Capstone Design Course in Hong Kong
Chan, Cecilia K. Y.; Wong, George C. K.; Law, Ada K. H.; Zhang, T.; Au, Francis T. K.
Innovations in Education and Teaching International, v54 n3 p260-274 2017
This study aimed to provide evidence-based conclusions from students concerning a capstone-design course in a civil engineering programme in Hong Kong. The evidence was generated by designing a student-experience questionnaire. The questionnaire instrument was assessed for internal consistency in four scales (curriculum and structure changes; design and problem solving; personal and transferable skills; and Industrial-Links and Real-Life Authentic Academic Knowledge). The internal structure of each scale was also examined separately. Overall, the findings suggest that this internal structure is uni-dimensional in nature and has good internal consistency. Our quantitative and qualitative data have provided support on the student learning experience in the reformed capstone-design: how students were able to develop depth and breadth in engineering knowledge and skills that were previously not covered by teachers in conventional taught courses to enhance student learning. Rationale and changes of the curriculum were documented to contribute to the building of an authentic capstone-design curriculum.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A