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Article: Evidence-based Conclusions Concerning Practice, Curriculum Design and Curriculum Reform in a Civil Engineering Capstone Design Course in Hong Kong

TitleEvidence-based Conclusions Concerning Practice, Curriculum Design and Curriculum Reform in a Civil Engineering Capstone Design Course in Hong Kong
Authors
Issue Date2015
Citation
Innovations in Education and Teaching International (In press), 2015 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/199632

 

DC FieldValueLanguage
dc.contributor.authorChan, CKYen_US
dc.date.accessioned2014-07-22T01:26:05Z-
dc.date.available2014-07-22T01:26:05Z-
dc.date.issued2015en_US
dc.identifier.citationInnovations in Education and Teaching International (In press), 2015en_US
dc.identifier.urihttp://hdl.handle.net/10722/199632-
dc.description.abstractThis 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.en_US
dc.languageengen_US
dc.relation.ispartofInnovations in Education and Teaching Internationalen_US
dc.titleEvidence-based Conclusions Concerning Practice, Curriculum Design and Curriculum Reform in a Civil Engineering Capstone Design Course in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKY: cecilia.chan@caut.hku.hken_US
dc.identifier.authorityChan, CKY=rp00892en_US
dc.identifier.doi10.1080/14703297.2014.977930-
dc.identifier.hkuros230445en_US

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