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Artículos de revistas sobre el tema "Course design"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de julio de 2025

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1

Klein, Eberhard. "Course design." System 15, no. 3 (1987): 385–89. http://dx.doi.org/10.1016/0346-251x(87)90016-9.

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McGee, Patricia. "Blended Course Design." International Journal of Mobile and Blended Learning 6, no. 1 (2014): 33–55. http://dx.doi.org/10.4018/ijmbl.2014010103.

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Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blen

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3

Krishnaswamy, Sudhir, and Dharmendra Chatur. "Recasting the LLM: Course Design and Pedagogy." Socio-Legal Review 9, no. 1 (2013): 101. http://dx.doi.org/10.55496/umaa7540.

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4

Ruwe, Donelle, and James Leve. "Interdisciplinary Course Design." Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 3 (2001): 117–18. http://dx.doi.org/10.1080/00098650109599174.

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5

Foster, Geoff. "Managing course design." British Journal of Educational Technology 24, no. 3 (1993): 198–206. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00074.x.

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6

Jenkins, Daniel M. "Integrated Course Design." Journal of Management Education 39, no. 3 (2014): 427–32. http://dx.doi.org/10.1177/1052562914540903.

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7

Aladdin, Ashinida. "A Needs Analysis for the Course Materials Design of the Arabic Language Course." International Journal of Social Science and Humanity 6, no. 6 (2016): 423–26. http://dx.doi.org/10.7763/ijssh.2016.v6.684.

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8

Saclarides, Evthokia Stephanie, Brette Garner, Gladys Krause, Claudia Bertolone-Smith, and Jen Munson. "Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses." Mathematics Teacher Educator 11, no. 1 (2022): 9–25. http://dx.doi.org/10.5951/mte.2020.0081.

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Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) address

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9

Gazioğlu, Suzan. "Online course design: a statistics course example." Teaching Statistics 35, no. 2 (2012): 98–102. http://dx.doi.org/10.1111/j.1467-9639.2012.00523.x.

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10

Siddiqui, Dr Mujibul Hasan. "Distance Education;Some Practical Aspects for Course design." International Journal of Scientific Research 2, no. 2 (2012): 76–77. http://dx.doi.org/10.15373/22778179/feb2013/27.

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11

Morrison, Ann, and Hendrik Knoche. "Design transformations: teaching design through evaluations." Kybernetes 43, no. 9/10 (2014): 1372–80. http://dx.doi.org/10.1108/k-07-2014-0153.

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Purpose – The purpose of this paper is to synchronize two courses to focus on the students working with learning and applying tools in the one course and acting on understandings gained to produce artefacts in the other. Design/methodology/approach – Working with real users throughout all stages of the design process, the authors structured two courses so findings from the evaluation methods learnt in the one course (their analyses) were directly acted on in the other (their re-designs). The authors fostered a group-spirited learning environment where students presented designs-in-process; exp

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12

Jervis, Kathryn J., and Carol A. Hartley. "Learning to Design and Teach an Accounting Capstone." Issues in Accounting Education 20, no. 4 (2005): 311–39. http://dx.doi.org/10.2308/iace.2005.20.4.311.

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This paper describes the rationale, implementation issues, and our learning experiences in designing and teaching a senior accounting capstone course. A capstone course is usually a culminating academic experience that ties together all previous courses in an academic discipline and facilitates transition to a chosen career (Henscheid 2000). The rationale for our accounting capstone course is based on institutional and departmental objectives, as well as accounting education change initiatives. We review characteristics of capstone courses in undergraduate education, and discuss similarities t

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13

Belcadhi, Lilia Cheniti, and Sonia Ayachi Ghannouchi. "How to Design an Active e-Course?" Journal of Information Technology Research 8, no. 1 (2015): 82–106. http://dx.doi.org/10.4018/jitr.2015010106.

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Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate

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14

Gürbüz, Riza. "Mechatronics Course Design for Industry." Solid State Phenomena 113 (June 2006): 599–602. http://dx.doi.org/10.4028/www.scientific.net/ssp.113.599.

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As the field and application of mechatronics grows, Engineering and Vocational and Technical education must grow with it to meet the needs of industry. This paper focuses on the designing of a mechatronics courses for industry. University-government-industry and Private Companies have collaborated in a project and shared responsibilities and tasks. In this article, we describe our experience in running mechatronics courses for Engineers, Higher Technician and Technician Courses in Ankara’s industry since 2001.We also describe an industryuniversity co-operation model, training of trainers, the

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15

Ball, Philip. "A new design course." Nature Materials 15, no. 2 (2016): 130. http://dx.doi.org/10.1038/nmat4547.

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16

Elliott, Kathryn Sabrena. "Course Design on Aging." Gerontology & Geriatrics Education 26, no. 1 (2005): 23–41. http://dx.doi.org/10.1300/j021v26n01_03.

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17

McKimm, Judy, and Mark Barrow. "Curriculum and course design." British Journal of Hospital Medicine 70, no. 12 (2009): 714–17. http://dx.doi.org/10.12968/hmed.2009.70.12.45510.

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18

Howes, Loene M., and Jane Goodman-Delahunty. "Life Course Research Design." Journal of Career Development 41, no. 1 (2013): 62–84. http://dx.doi.org/10.1177/0894845312474370.

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19

Knipe, Sally. "Innovation in Course Design." Australian Journal of Teacher Education 41, no. 3 (2016): 55–65. http://dx.doi.org/10.14221/ajte.2016v41n3.4.

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20

Laucius, Rimgaudas, and Valentina Dagienė. "Design of localization course." Lietuvos matematikos rinkinys 45 (December 18, 2005): 213–18. http://dx.doi.org/10.15388/lmr.2005.26648.

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The paper deals with the design of localization courses for high education. In Lithuania, the localization of software is very important. Localization process is growing. We need a lot of high qualification translators. However, teaching of software localization is not a part of translators’ studies. All localizers are still volunteers. Curricula of localization are discussed in the paper.

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21

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.7659488.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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22

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.4668035.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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23

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.4954004.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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24

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.7052317.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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25

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.5637711.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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26

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.6392427.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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27

Kevin, Craig. "MECHATRONIC CAPSTONE DESIGN COURSE." Mechatronics and Applications: An International Journal (MECHATROJ) 2, no. 1 (2021): 47–60. https://doi.org/10.5281/zenodo.8224635.

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Mechatronic system design is multidisciplinary and integration among the mechanical, sensor, actuator, electronic, computer, and control elements is essential. The integration is done simultaneously from the beginning and the design is model-based. Modeling, physical and mathematical, is the key in modern engineering practice. Before any hardware is purchased or built, a complete, computer virtual prototype is created to meet all performance specifications. Only then can an actual hardware prototype be built. Mechatronics students need to perform, need to experience, this process before gradua

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28

Çelik, Filiz. "BASIC DESIGN EDUCATION IN LANDSCAPE ARCHITECTURE." International Journal of Architectural Research: ArchNet-IJAR 8, no. 1 (2014): 176. http://dx.doi.org/10.26687/archnet-ijar.v8i1.334.

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The basic design course, a 1st semester curriculum course at the Department of Landscape Architecture, forms the basis of design education as a part of landscape architecture education. The landscape design course, provided as part of the 2nd semester curriculum, is a continuation of the basic design course and allows basic design concepts to be transferred to landscape design. Similarly, courses for other semesters are also developed based on the knowledge and acquisitions attained through the basic design course. This article is based on the educational experiences that have been obtained in

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29

Irvine, Valerie, Michael Paskevicius, Colin Madland, Rich McCue, and Verena Roberts. "Multi-Section Open Course Design: Design and Implications for Faculty, Sessional Instructors, and Learners." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (2024): 1–9. http://dx.doi.org/10.18357/otessac.2022.2.1.419.

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As open course designs are being implemented in regular post-secondary credit courses (beyond massive open online courses), new issues and processes need to be considered that are fundamentally different from courses offered within the traditional learning management system. In this paper, we will review our approach to multi-section open course design and share our experiences working through emergent issues, such as content placement, intellectual property, attribution, etc. We will provide insights and recommendations for institutional leadership and administration, faculty area advisors, t

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30

VOITOVYCH, Ihor, та Nataliia PAVLOVA. "ДИСТАНЦІЙНИЙ КУРС: ВІД ПРОЕКТУВАННЯ ДО РЕАЛІЗАЦІЇ". Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University Pedagogical series 30 (18 грудня 2024): 81–85. https://doi.org/10.32626/2307-4507.2024-30.81-85.

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The article considers the design of a distance course and its practical implementation in the educational process of a higher education institution. The relevance of developing future teachers' skills in using digital technologies, computer devices, online services, and open electronic educational resources is substantiated. The creation of a digital educational environment in the form of a distance course is described, its filling with educational, didactic and informational content using modern digital technologies, accumulating organisational, managerial, technical, pedagogical resources on

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31

Feng, Yin. "Gold Course Teaching Design of Undergraduate Courses in Education Majors." Frontiers in Humanities and Social Sciences 2, no. 11 (2022): 346–50. http://dx.doi.org/10.54691/fhss.v2i11.2920.

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China Ministry of Education proposed the construction of golden courses, which has become the best opportunity to realize the new form of university education and teaching and establish the quality culture of undergraduate courses. The history of western education is a basic course and a core course in the undergraduate courses of education majors in universities. Constructing a golden course in the history of western education helps to improve students awareness of historical thinking and critical thinking ability. The teaching design of the construction of the gold course in the history of w

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Wassermann, Selma. "Changing Course: Re-Thinking Teacher Education Course Design." Childhood Education 93, no. 4 (2017): 346–55. http://dx.doi.org/10.1080/00094056.2017.1343592.

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Jiang, Jiabei, Ding Zhou, and Yuqing Zou. "Integration of Industrial Design Method and Engineering Innovative Course." Journal of the Institute of Industrial Applications Engineers 4, no. 4 (2016): 159–65. http://dx.doi.org/10.12792/jiiae.4.159.

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Busquets, Anna, and Muriel Gómez. "Instructional Design and Quality." International Journal of Knowledge Society Research 2, no. 4 (2011): 47–61. http://dx.doi.org/10.4018/jksr.2011100104.

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Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permane

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35

Lin, Xiaoyong, Pengfei Chen, and Zhenyu Huang. "The Establishment of Task-Based Teaching Design Courses for Developing Pedagogical Design Ability of Pre-service Teachers in Chinese Normal Universities." Journal of Curriculum and Teaching 14, no. 1 (2025): 302. https://doi.org/10.5430/jct.v14n1p302.

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This study presents the design process of a task-based teaching design course in Chinese universities. The aim is to enhance the teaching design capabilities of candidates in Chinese language and literature while addressing the shortcomings of current teaching design courses in these institutions. To achieve this, task-based teaching has been incorporated into the curriculum. Utilizing the task-based teaching framework, the course was created through discussions among a group of experts. Once the course design was finalized, it was implemented for a semester at a university in China. The prima

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Khoshaba, Samir. "English As Course Instruction Language. Experiences From Machine Design Courses." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 145–48. http://dx.doi.org/10.2478/cplbu-2014-0031.

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Abstract Globalization and internationalization of higher education around the world is “forcing” many universities and colleges from non-English speaking countries to offer a significant part of their educational programs in English. The main motivation to do so is partly to successfully implement student exchange programs such as the European Erasmus Program, and partly to attract “fee-paying free-moving” students from abroad. A third long-term reason to teach in English is to educate young pre-professionals for the global market. However, the adaptation of technical courses from national la

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37

Yang, Yuxin, Qi Zhou, Haofeng Xie, Rongchun Ding, Jiayi Li, and Guilian Wang. "Design and exploration of university fluid simulation course." International Journal for Innovation Education and Research 10, no. 12 (2022): 202–5. http://dx.doi.org/10.31686/ijier.vol10.iss12.4023.

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With the development of the times, fluid simulation technology has been used in university courses. As many university courses are too theoretical and difficult to understand, in order to achieve better learning results, the author believes that visualizing abstract concepts with simulation tools can help promote the course and enable students to achieve ideal learning results. This course introduces CFD, a fluid simulation tool. Through learning this course, students can more deeply understand the principles of fluid mechanics and enhance their understanding and application ability of theoret

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38

Schleiss, Johannes, Matthias Carl Laupichler, Tobias Raupach, and Sebastian Stober. "AI Course Design Planning Framework: Developing Domain-Specific AI Education Courses." Education Sciences 13, no. 9 (2023): 954. http://dx.doi.org/10.3390/educsci13090954.

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The use of artificial intelligence (AI) is becoming increasingly important in various domains, making education about AI a necessity. The interdisciplinary nature of AI and the relevance of AI in various fields require that university instructors and course developers integrate AI topics into the classroom and create so-called domain-specific AI courses. In this paper, we introduce the “AI Course Design Planning Framework” as a course planning framework to structure the development of domain-specific AI courses at the university level. The tool evolves non-specific course planning frameworks t

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39

Dondlinger, Mary Jo. "Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design." International Journal of Designs for Learning 12, no. 2 (2021): 93–110. http://dx.doi.org/10.14434/ijdl.v12i2.29583.

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Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

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Varonis, Evangeline Marlos, and Maria Evangeline Varonis. "Deconstructing Candy Crush: what instructional design can learn from game design." International Journal of Information and Learning Technology 32, no. 3 (2015): 150–64. http://dx.doi.org/10.1108/ijilt-09-2014-0019.

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Purpose – The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach – Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” o

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41

Hu, Xuewei, and Ying Li. "Teaching Analysis and Design of Database System Concepts Based on CDIO." Journal of Higher Education Teaching 1, no. 5 (2024): 268–72. http://dx.doi.org/10.62517/jhet.202415543.

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The CDIO (Conceive, Design, Implement, Operate) concept is a teaching methodology aimed at cultivating engineering talent, emphasizing the integration of theoretical knowledge and practical skills, and focusing on the comprehensive development of students' abilities. Traditional teaching methods for the Database System Concepts course have issues such as incomplete practical teaching, insufficient integration between courses, and a lack of comprehensive assessment methods. Guided by the CDIO concept, this paper comprehensively analyzes the considerations needed for the conception, design, impl

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42

Liu, Donghao. "Database design for course selection and course grading system." Applied and Computational Engineering 40, no. 1 (2024): 22–32. http://dx.doi.org/10.54254/2755-2721/40/20230624.

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In the context of global education, universities and institutions emphasize the importance of proficient academic information management systems. As traditional approaches to course data management become obsolete, there is a growing need to leverage digital transformation for academic management. This paper proposes a novel course database design that centralizes information about subjects, courses, staff, students, buildings, and grades. The database is designed to facilitate the overall academic progress of students by ensuring efficient record keeping, retrieval and updating. The architect

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Gronseth, Susie. "Inclusive Design for Online and Blended Courses." Educational Renaissance 7, no. 1 (2018): 14–22. http://dx.doi.org/10.33499/edren.v7i1.114.

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Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning mater

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Feng, Yanfei, and Eng Kima Vincent Wee. "Characteristics, Challenges, and Resolutions in Architectural Design Courses within Chinese Vocational Undergraduate Education." International Journal of Advanced Business Studies 3, no. 1 (2024): 60–67. http://dx.doi.org/10.59857/ijabs.6439.

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The architectural design course should focus on reflecting the characteristics that vocational undergraduate architectural design courses should possess: by improving the teaching requirements, expanding the curriculum system, and adjusting teaching methods, the course should reflect high-level characteristics; By constructing a content framework for career design and organically integrating career theory, the course highlights its professionalism; By reshaping course objectives, reconstructing course content, and transforming course delivery methods, this course demonstrates innovation. At pr

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45

Romero-Díaz de la Guardia, José Javier, Tomás Sola-Martínez, and Juan Manuel Trujillo-Torres. "Reflections on E-Course Design." International Journal of Online Pedagogy and Course Design 11, no. 1 (2021): 36–52. http://dx.doi.org/10.4018/ijopcd.2021010103.

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This paper presents a two-year research work with the main goal of analyzing the resources production for online scenarios, as well as enhancing in-service primary and secondary school teachers' competence in this area. After detecting training shortfalls from 1,192 in-service Andalusian teachers using an ad-hoc Likert scale, an online training activity on e-course production was developed, and, upon completion, the participating teachers were surveyed regarding design alternatives (N=86). Results gathered were complemented by conducting a focus group with the course tutors. Initial data allow

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46

Soucy, Alexander, and Shelagh Crooks. "Course Design in Religious Studies." Studies in Religion/Sciences Religieuses 44, no. 1 (2014): 91–105. http://dx.doi.org/10.1177/0008429814548174.

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Metacognitive reflection on the process of thinking is widely believed to be an essential ingredient in successful learning. Students who are metacognitively aware of how they are processing new information are better able to take strategic control over their learning. They are able to plan, monitor, evaluate, and even revise their thinking when it is called for. In this paper, we seek to answer the question: How can educators promote the development of metacognitive thinking in Religious Studies courses? We provide a case study of a class of senior students in a seminar on the subject of ghos

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47

Hairong, Xiao, and Pan Weigang. "Design of Yacht Course Controller." Open Automation and Control Systems Journal 7, no. 1 (2015): 1352–55. http://dx.doi.org/10.2174/1874444301507011352.

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Eppes, Tom A., and Ivana Milanovic. "Capstone Design Project Course Pathways." American Journal of Engineering Education (AJEE) 2, no. 1 (2011): 35–42. http://dx.doi.org/10.19030/ajee.v2i1.4274.

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Capstones are open-ended undertakings where students are expected to creatively analyze, synthesize, and apply a wide-variety of learning outcomes from prior coursework. This paper discusses the structure, approach and evolution of the capstone project pathways within our College. Specifically two programs, MET and EET, have adopted different solutions towards the planning, organizing and execution. The areas of contrast among projects are: 1) sourcing, 2) type, 3) feedback and evaluation, 4) assessment methodology, 5) supplemental resources and 6) curricular strategy. For the first five, the

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49

Hall, Larry D., Larry Lovell-Troy, and Paul Eickmann. "Course Design for College Teachers." Teaching Sociology 21, no. 4 (1993): 418. http://dx.doi.org/10.2307/1319097.

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Uras, H. Mehmet, and Adnan Akay. "Mechanical Engineering Capstone Design Course." International Journal of Mechanical Engineering Education 21, no. 4 (1993): 347–54. http://dx.doi.org/10.1177/030641909302100405.

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A capstone mechanical engineering design course is described. It is suggested that design education should start early in the curriculum, by providing open-ended problems and by emphasizing teamwork. Discovery-based leaching should be integrated into the curriculum to enhance creativity. In the capstone design course, a project is utilized as a vehicle for leaching design methods and related topics. The philosophy of reduced iteration and testing is espoused.

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