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Structuring Engineering Capstone Courses: Addressing Challenges and Implementing Solutions.

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Title: Structuring Engineering Capstone Courses: Addressing Challenges and Implementing Solutions.
Authors: OZTURK, ERTAN1 ertan.orturk@und.edu
Source: International Journal of Engineering Education. 2026, Vol. 42 Issue 1, p84-96. 13p.
Subjects: Capstone courses, Accreditation Board for Engineering & Technology (U.S.), Curriculum planning, Cross-functional teams, Preparedness, Engineering standards, Experiential learning, Engineering education
Abstract: Engineering capstone courses provide a culminating experience that integrates knowledge across courses and applies it to real-world design challenges. These courses offer valuable experiential learning but present recurring instructional challenges for students, faculty, and institutions. This study introduces a structured, ABET-aligned framework for capstone course design that integrates ABET standards, engineering design processes, and targeted strategies into a coherent, practice-oriented model. Unlike prior studies that focus on isolated practices or narrow assessment dimensions, the framework offers a holistic and adaptable structure for faculty to enhance course effectiveness. Its practical application is illustrated through a case study supported by student survey data, demonstrating strong student approval and the framework's utility in practice. While empirical evaluation of learning outcomes is beyond the scope of this work, the framework provides a foundation for future research to assess its impact on ABET competencies, teamwork, and longterm professional preparedness. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Engineering Education is the property of Tempus Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Structuring Engineering Capstone Courses: Addressing Challenges and Implementing Solutions.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Engineering+Education%22">International Journal of Engineering Education</searchLink>. 2026, Vol. 42 Issue 1, p84-96. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Capstone+courses%22">Capstone courses</searchLink><br /><searchLink fieldCode="DE" term="%22Accreditation+Board+for+Engineering+%26+Technology+%28U%2ES%2E%29%22">Accreditation Board for Engineering & Technology (U.S.)</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-functional+teams%22">Cross-functional teams</searchLink><br /><searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+standards%22">Engineering standards</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink>
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  Data: Engineering capstone courses provide a culminating experience that integrates knowledge across courses and applies it to real-world design challenges. These courses offer valuable experiential learning but present recurring instructional challenges for students, faculty, and institutions. This study introduces a structured, ABET-aligned framework for capstone course design that integrates ABET standards, engineering design processes, and targeted strategies into a coherent, practice-oriented model. Unlike prior studies that focus on isolated practices or narrow assessment dimensions, the framework offers a holistic and adaptable structure for faculty to enhance course effectiveness. Its practical application is illustrated through a case study supported by student survey data, demonstrating strong student approval and the framework's utility in practice. While empirical evaluation of learning outcomes is beyond the scope of this work, the framework provides a foundation for future research to assess its impact on ABET competencies, teamwork, and longterm professional preparedness. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Engineering Education is the property of Tempus Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Capstone courses
        Type: general
      – SubjectFull: Accreditation Board for Engineering & Technology (U.S.)
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Cross-functional teams
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      – SubjectFull: Engineering standards
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              Text: 2026
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