“…Centers such as the Center for Engineering Teaching and Learning (CELT) and Transferable Integrated Design Engineering Education (TIDEE), as well as individual researchers, have addressed a range of issues in capstone education, including students' design practices [16][17][18][19][20] , design cognition [21][22][23][24] , the role of reflective practice 25 , course outcomes and assessment [26][27][28][29][30] , course design [31][32][33][34] , pedagogical practices 7,14,15,[35][36][37][38][39] , faculty beliefs 40 , and transfer from earlier courses 41,42 . This research has explored not only systematic design processes but also professional skills and design thinking, decision-making, divergent and convergent questioning, system integration, and iteration.…”