The role of Final Year Project and Capstone Project in undergraduate engineering education in Malaysia and Japan

Halim, M. H. Abdul; Buniyamin, Norlida; Imazawa, Akio; Naoe, Nobuyuki; Ito, Meguru

doi:10.1109/iceed.2014.7194678

Cited by 19 publications

(15 citation statements)

References 6 publications

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“…The implementation of the Capstone course covered the delivery and assessment regarding team-work, and project management related skills more than the conventional FYP course, since the Capstone requires students to work with real problems provided by end-user, in groups, while FYP tends to give individual tasks to students [4]. Therefore, emphasis on real processes of project commissioning, management, and evaluation can be experienced by the students in Capstone projects.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the study in [4], it was showed that although the conventional FYP course outcomes marked decent correlation with the requirements in the EAC manual, several items was not covered such as team-work, ethics, environmental issues, and project management skills.…”

Section: A Background and Overview Of Capstone Project Coursementioning

confidence: 99%

“…In a study that compares the implementation of Capstone Project and the conventional FYP course, Abdul Halim et al reported that although both subject consist of similar course contents, the Capstone Project is more suitable to provide the students with real experience in solving real world problems, since it requires them to produce their own new idea when working on their projects [4]. This paper presents the implementation of Capstone project in Universiti Teknologi MARA (UiTM) in Malaysia, focusing on the curriculum design to fit in the currently adopted OBE educational framework.…”

Section: Introductionmentioning

confidence: 99%

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Overview of Capstone Project implementation in the Faculty of Electrical Engineering, Universiti Teknologi MARA, Malaysia

Pasya

Junid

Buniyamin

2015

2015 IEEE 7th International Conference on Engineering Education (ICEED)

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This paper presents an overview of Capstone Project implementation at the Faculty of Electrical Engineering, Universiti Teknologi MARA (UiTM), and discusses the current assessments methods and related issues. The Capstone project marked course outcomes that are strongly correlated with the engineering program requirements of the Engineering Accreditation Council (EAC) in Malaysia. The paper put forward several recommendations to improve assessment methods for evaluating skills involving ethics, and project implications to environmental issues. Self-assessment surveys to evaluate the experience of the students are to be implemented and analyzed in future works.

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Section: Discussionmentioning

confidence: 99%

Section: A Background and Overview Of Capstone Project Coursementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Overview of Capstone Project implementation in the Faculty of Electrical Engineering, Universiti Teknologi MARA, Malaysia

Pasya

Junid

Buniyamin

2015

2015 IEEE 7th International Conference on Engineering Education (ICEED)

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“…The metric of evaluations changed with the project timeline, but the following table lists the commonly used criteria. [4] was launched to all 180 past students. The survey was designed to collect data both reviewing the course content, modes of delivery, assessment mechanisms, and also qualifying the overall impact of GPD on the students' advancement as an innovator either in further studies or in industry.…”

Section: Systematic and Diverse Assessmentmentioning

confidence: 99%

Global Product Development: Project-Based Multidisciplinary Joint Course

Leung¹,

Wang²,

Kim³

2019

DS 95: Proceedings of the 21st International Conference on Engineering and Product Design Education (E&PDE 2019), Universit

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Over three years 2016-2019, four top universities in Asia joined hands in offering a truly collaborative course ~ Global Product Development (GPD). Leveraging modern teaching tools to overcome geographical and cultural separations, the joint course provided unique learning opportunities for 180 undergraduate students. The high-level course objective was to prepare students to face future global challenges by providing the project-based experiential learning opportunity in developing a humancentred product from early conceptualisation to deployment. Lean product development cycle is used as a guide to help student teams in bringing to potential users a Minimum Viable Prototype (MVP) in the shortest time and at lowest cost. Students work in multidisciplinary and multicultural teams to iterate through (a) seeking and defining a global design problem, (b) developing the engineering design alternatives to solve it, and (c) building prototypes of different levels of fidelity to support the product development. Within the span of a 15-week semester, the project teams learnt from real-time videostreamed lectures, collaborated through different online tools, and worked and presented during 3 faceto-face meeting opportunities at the three campuses. Strategic milestones and checkpoints are embedded to maximise project learning and allowed flexible yet accountable assessment mechanisms. In this paper, we will share the iterative course design, the three parties' contributions, effective online tools used to manage students' communications and progress, and the challenges and rewards in the joint venture. Finally, a start-up success will be discussed in the paper to illustrate distinctive impact of the joint course.

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“…Final semester projects have been part of many tertiary and higher learning academic programmes. These student-centred projects that focus on inquiry and problem-based learning had picked up ground because critical practical work and practices are being replaced with theoretical classes and studies (Halim et al, 2014). Discovery-based learning processes have increased learners' interests and promoted learning designs for higher-order learning outcomes (Spronken-Smith et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Perception on the Achievement of Course Learning Outcomes of an Undergraduate Final Semester Project Virtual Symposium

Razali¹,

Aziz²,

Juned³

et al. 2021

IJARBSS

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The role of Final Year Project and Capstone Project in undergraduate engineering education in Malaysia and Japan

Cited by 19 publications

References 6 publications

Overview of Capstone Project implementation in the Faculty of Electrical Engineering, Universiti Teknologi MARA, Malaysia

Overview of Capstone Project implementation in the Faculty of Electrical Engineering, Universiti Teknologi MARA, Malaysia

Global Product Development: Project-Based Multidisciplinary Joint Course

Perception on the Achievement of Course Learning Outcomes of an Undergraduate Final Semester Project Virtual Symposium

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