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Cited by 0Engineering Education and PedagogyProblem and Project Based LearningEngineering Education and Curriculum Development

Experiences with Capstone Projects in a Master of Engineering Management Program: A Case Study

Open access
Hilal-Alnaqbi, Ali, Sivaloganathan, Sangarappillai·2015·2015 ASEE Annual Conference and Exposition Proceedings
DOI 10.18260/p.24056
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Abstract

During his stay

AI snapshot

Written from the paper’s full text.

TL;DR

This case study describes how a 3-credit capstone Action Project course was designed and delivered in a Master of Engineering Management program at UAE University, using literature-derived objectives, case-study analyses, and a simulated team project. Feedback from two past cohorts (Fall 2011 and Fall 2012) suggested the course was effective, though the authors note the responses may not be statistically valid.

Key findings

  • The MEM program began in 2006 with sixteen 2-credit-hour courses and was later streamlined to eleven 3-credit-hour courses; the capstone was one of the new 3-credit courses.
  • The capstone was designed around integrative learning at later Bloom’s taxonomy stages (Analyse, Evaluate, Create), with learning activities including review of other courses, at least three chosen case studies, one-page case analyses, presentations, and a continuously monitored hypothetical/simulation project from concept to completion.
  • Assessment included formative and summative components; sample projects in Table 2 included a Digital Retina Scanner, a hands-free water-and-soap tap, a GeoGrid provider, and a high-tech software company.
  • Feedback from two past student cohorts (Fall 2011 and Fall 2012) indicated the method’s effectiveness; the paper reports that one project survey found 75% were willing to fund the product and 93% would use it, but the authors caution the responses may not be statistically valid.

Methods

  • Design: a case study of curriculum development and delivery for a capstone course in the MEM program at UAE University, with a literature review used to derive course elements.
  • Data/sample: course documentation, sample projects (Table 2), and outcome assessment comments from two past cohorts (Group 1 Fall 2011, Group 2 Fall 2012) interviewed about how capstone learning outcomes influenced their work practices.
  • Analysis: descriptive/qualitative alignment of objectives, instructional activities/materials, and formative/summative assessments; no statistical testing is reported.

Limitations

  • Stated: contacting a complete cohort of graduated students is very difficult if not impossible; only two groups were interviewed, and the authors state the responses may not be statistically valid.
  • Evident: the evaluation relies on small, self-reported qualitative comments from two cohorts, with no control/comparison group or quantitative outcome analysis; no response rate or interview sample size is reported.
  • Evident: Table 3’s outcome-assessment text appears garbled or truncated in places, limiting reproducibility of the outcome mapping.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.18260/p.24056

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

3 of 29 cited sources checked · 3 supported · 0 flagged

  • Findingown data
    § Abstract: · p. 2

    Feedback obtained from a sample of the two past student cohorts indicates the effectiveness of the method.

    “Feedback obtained from a sample of the two past student cohorts indicates the effectiveness of the method.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 41
  • May combine two claims. 15

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 1 Introduction · p. 2

    Peterson and Humble identified that 75% of the students in USA Engineering Management programs in 2004 were taken for master programs.

    “They identified that 75% of the students were taken for master programs.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [2] 2. Peterson W. and Humble J., Engineering Management , The Body of Knowledge as Defined by Coursework , Proceedings of the ASEE Annual Conference 2007. source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.3 Learning Outcomes from Capstone Courses · p. 4

    Pierrakos et al. found that the three highest ranked technical learning outcomes include being able to generate multiple design concept alternatives, recognizing the need to consult an expert, and applying basic scientific and engineering principles to analyze the performance of processes and systems.

    “The three highest ranked 'technical learning outcomes' include (i) being able to generate multiple design concept alternatives, (ii) recognizing the need to consult an expert and (iii) applying basic scientific and engineering principles to analyze the performance of processes and systems.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [9] 9. Pierrakos O., Borrego M. and Lo J., Assessing Learning Outcomes of Senior Mechanical Engineers in a Capstone Design Experience , Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2007. source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.3 Learning Outcomes from Capstone Courses · p. 4

    Pierrakos et al. found that the three highest ranked student outcomes are personal and professional learning outcomes pertaining to working in teams where knowledge and ideas from many engineering disciplines must be applied, communicating effectively, and valuing that students taught and learned from each other.

    “Among many other findings they found that the three highest ranked student outcomes are 'personal and professional learning outcomes,' (i) pertaining to working in teams where knowledge and ideas from many engineering disciplines must be applied (ii) communicating effectively and (iii) valuing that students taught and learned from each other.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [9] 9. Pierrakos O., Borrego M. and Lo J., Assessing Learning Outcomes of Senior Mechanical Engineers in a Capstone Design Experience , Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2007. source

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given
    § 6.1 Conclusions · p. 13

    Students appreciate the one page summary and presentation of the cases as one of the key features of the capstone course.

    “Students appreciate the one page summary and presentation of the cases as one of the key feature of the capstone course.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given
    § 6 Discussion and Conclusions · p. 13

    The cases and the one page summary and presentations were some of the things that were remembered and used by students even after leaving the university, i.e. long life learning.

    “The cases and the one page summary and presentations were some of the things that were remembered and used by students even after leaving the university, i.e. long life learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingreasoning
    § 4.3 Assessment - Formative and Summative · p. 10

    The case method covers the first three learning outcomes in Table 1 in a well-rounded manner.

    “This covers the first three learning outcomes in Table 1 in a well-rounded manner.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Alignment is a fundamental requirement in curriculum design: objectives are drawn to achieve learning outcomes, learning activities and materials are developed to meet objectives, and assessments are focused to assess attainment of objectives.

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Findingown data
    § 6 Discussion and Conclusions · p. 13

    Analysis and reflection of the course showed that it has most requirements of a good capstone course, such as research and design, a team of 2-3 students, being a back-burner type of project rather than involved with main stream production, and comprehensive projects case analysis.

    “Analysis and reflection of the course showed that it has most requirements of a good capstone course such as research and design, team of 2-3 students, be a back-burner type of project rather than involved with main stream production and comprehensive projects case analysis.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Simulations consist of contrived situations that are carefully designed to meet selected learning objectives and are under close faculty control.

    “Simulations consist of contrived situations that are carefully designed to meet selected learning objectives and are under close faculty control.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [5] 5. Duston A.J., Todd R.H., Magleby S.P. and Sorensen C.D., A Review of Literature on Teaching Engineering Design Through Project Oriented Capstone Courses , Journal of Engineering Education, January 1997.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Davis et al. define the purpose of the capstone engineering design course as providing students authentic engineering design experiences in which teams develop design products to meet specific needs while complying with technical, business, professional, and societal constraints, and by which students' design performance can be assessed with validity.

    “Davis et al. [6] defines ' the purpose of the capstone engineering design course is to provide students authentic engineering design experiences:”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [6] 6. Davis, D., Beyerlein, S., Harrison, O., Thompson, P., Trevisan, M., and Mount, B., A Conceptual Model for Capstone Engineering Design Performance and Assessment, Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2006.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationcitation
    § 1 Introduction · p. 2

    Because Engineering Management is mainly a postgraduate program and topic coverage varies widely, there is no unified capstone framework and the number of publications on Capstone projects in Engineering Management is limited.

    “Because of the fact that Engineering Management is mainly a postgraduate program and the coverage of topics has a large variation, there is no unified capstone framework and the number of publications on Capstone projects in Engineering Management is limited.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Capstone projects in a Master of Engineering Management program are unique and there are limited publications on this subject.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Martin et al. state that there must be sufficient course work in the appropriate engineering science upon which the capstone design experience would be built.

    “Martin et al. [4] states that there must be sufficient course work in the appropriate engineering science upon which the capstone design experience would be built.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [4] 4. J. Martin, J. Armstrong, Jr., and J. Kays, Elements of an Optimal Capstone Design Experience , Journal of Engineering Education, January 1999, PP. 1922.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Authentic involvements use outside clients while simulations use experimental laboratories, guided design, or case studies.

    “Authentic involvements use outside clients while simulations use experimental laboratories, guided design, or case studies.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [5] 5. Duston A.J., Todd R.H., Magleby S.P. and Sorensen C.D., A Review of Literature on Teaching Engineering Design Through Project Oriented Capstone Courses , Journal of Engineering Education, January 1997.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Martin et al. state that capstone projects expose students to a problem where the answer, and usually the techniques leading to an answer, are not readily apparent.

    “They also state that capstone project expose the students to a problem where the answer, and usually the techniques leading to an answer, are not readily apparent.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [4] 4. J. Martin, J. Armstrong, Jr., and J. Kays, Elements of an Optimal Capstone Design Experience , Journal of Engineering Education, January 1999, PP. 1922.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.2 Characteristics of Good Capstone Project · p. 4

    Bachnak et al. list the characteristics of a good capstone project as solvable in 200-400 man hours, requiring research and design, requiring a team of 2-3 students, and being a back-burner type of project rather than involved with main stream production.

    “Bachnak et al. [7] list the characteristics of a good capstone project as (i) solvable in 200-400 man hours (ii) requires research and design (iii) requires a team of 2-3 students (iv) be a back-burner type of project rather than involved with main stream production.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [7] 7. BachnakR., Verma S. and Coppinger T., Restructuring the Capstone Course Leads to Successful Projects , Proceedings of the American Society for Engineering Education Annual Conference & Exposition , American Society for Engineering Education 2005.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Duston et al. report an earlier classification of experiential learning activities in 1976 into simulations and authentic involvement.

    “Duston et al. [5] reports an earlier classification of experiential learning activities in 1976 into two areas namely (i) those that have 'simulations' and (ii) those that have 'authentic involvement.'”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [5] 5. Duston A.J., Todd R.H., Magleby S.P. and Sorensen C.D., A Review of Literature on Teaching Engineering Design Through Project Oriented Capstone Courses , Journal of Engineering Education, January 1997.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.2 Characteristics of Good Capstone Project · p. 4

    Mckenzie et al. suggest from a national survey that there is a need for comprehensive projects.

    “Mckenzie et al. [8] from a national survey suggest that there is a need for comprehensive projects.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [8] 8. McKenzie L.J., Trevisan M.S., Davis D.C., and BeyerleinS.W., Capstone Design Courses and Assessment: A National Study , Proceedings of the American Society for Engineering Education Annual Conference & Exposition , American Society for Engineering Education 2004.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Premisecitation
    § 1 Introduction · p. 2

    Capstones are integrative learning experiences near the end of a curriculum that enhance student learning through reflection, application, and synthesis of previously gained knowledge and skills throughout the program.

    “Capstones are integrative learning experiences near the end of a curriculum that enhance student learning through reflection, application, and synthesis of previously gained knowledge and skills throughout the program [1].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [1] 1. Fursman J.M., Designing a Capstone Course: A Literature Review to Support the Capstone Course in Defence & Strategic Studies , United States Military Academy, West Point N.Y. 2012.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    Early capstone courses followed a case study-based model where the focus is on a contemporary case study.

    “Early capstone courses followed a case study-based model where the focus is on a contemporary case study [1].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [1] 1. Fursman J.M., Designing a Capstone Course: A Literature Review to Support the Capstone Course in Defence & Strategic Studies , United States Military Academy, West Point N.Y. 2012.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.1 Contents for Capstone Project · p. 3

    The capstone experience requires students to combine engineering skills with other essential abilities, such as communicating effectively both orally and in writing.

    “Additionally, the capstone experience requires students to combine engineering skills with other essential abilities, such as communicating effectively both orally and in writing.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [4] 4. J. Martin, J. Armstrong, Jr., and J. Kays, Elements of an Optimal Capstone Design Experience , Journal of Engineering Education, January 1999, PP. 1922.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.2 Characteristics of Good Capstone Project · p. 4

    Duston et al. summarize the features of a good project as challenging, having good chances for successful completion, being common enough so that literature is available, emphasizing the applicability of theory, involving engineering design work, meeting specific standards and safety criteria, and not involving proprietary information if industry is involved.

    “Duston et al. [5] summarize the features of a good project as (i) be challenging (ii) have good chances for successful completion (iii) be common enough so that there is literature available (iv) emphasize the applicability of theory (v) involve engineering design work (vi) meet specific standards and safety criteria and (vii) not involve proprietary information if industry is involved.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [5] 5. Duston A.J., Todd R.H., Magleby S.P. and Sorensen C.D., A Review of Literature on Teaching Engineering Design Through Project Oriented Capstone Courses , Journal of Engineering Education, January 1997.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Interpretationnone given
    § 6 Discussion and Conclusions · p. 13

    The capstone course in the UAE University and in general does not need specific prerequisites, but in reality it may need every course in the program as prerequisites.

    “The paper showed that Capstone course in the UAE University and in general, does not need specific prerequisites but in reality it may need every course in the program as prerequisites.”
    • Also stated in: § 6.1 Conclusions · p. 13 · hedged
      “Capstone course in general does not need specific prerequisites but in reality it may need every course in the program as prerequisites.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.6 Course or Curriculum Development · p. 5

    Andersan states that curriculum requires a strong link between objectives and assessments, objectives and instructional activities and materials, and assessments and instructional activities and materials.

    “As Andersan [16] puts it 'Curriculum requires a strong link between (i) objectives and assessments, (ii) objectives and instructional activities and materials and (iii) assessments and instructional activities and materials.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [16] 16. Andersan L.W. Curricular Alignment: A Re-Examination , Theory into Practice volume 41, No 2 August 2002 pp255 - 260.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.6 Course or Curriculum Development · p. 5

    In learner centred teaching, teachers articulate what they expect the students to learn, design educational experiences to advance their learning, and provide opportunities for them to demonstrate their success in achieving those expectations.

    “In learner centred teaching, teachers articulate what they expect the students to learn, design educational experiences to advance their learning, and provide opportunities for them to demonstrate their success in achieving those expectations [13].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [13] 13. Learner Centred Teaching , Centre for Excellence in Teaching, University of Southern California.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given
    § 6 Discussion and Conclusions · p. 13

    The knowledge and skills gained are cemented through the implementation of a hypothetical project with carefully chosen aspects to simulate the experiences in a real life project.

    “The knowledge and skills gained are cemented through the implementation of a hypothetical project with carefully chosen aspects to simulate the experiences in a real life project.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation
    § 3.2 Curriculum Design · p. 9

    Best case studies practices are the ones from Harvard.

    “Best case studies practices are the ones from Harvard [18 - 20].”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [18] 18. Gittell J.H. and O'Reiley C., JetBlue Airways: Starting from Scratch , Harvard Business School, October 29, 2001.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [19] 19. Poorvu W.J. and Crum R.E., Regency Plaza , Harvard Business School, January 2, 2008.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [20] 20. Dev C.S. and Strook L.M., Rosewood Hotels & Resorts: Branding to Increase Customer Profitability and Lifetime Value , Harvard Business School, June 15, 2007.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given
    § 6 Discussion and Conclusions · p. 13

    Cases reduce a lifetime of a successful company into a few hours' discussion and experience.

    “These cases reduce a lifetime of a successful company into few hours' discussion and experience.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationreasoning
    § 3.2 Curriculum Design · p. 9

    By doing a challenging one-page analysis, students are prepared to express their thoughts on complex issues and express their experiences in only one page.

    “By doing this challenging one page analysis, students are prepared to be able to express their thoughts on complex issues and express their experiences in only one page.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.2 Characteristics of Good Capstone Project · p. 4

    The instructor can limit the scope of the project to a level that is appropriate for the duration of the course.

    “They also state that the instructor can limit the scope of the project to a level that is appropriate for the duration of the course.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [5] 5. Duston A.J., Todd R.H., Magleby S.P. and Sorensen C.D., A Review of Literature on Teaching Engineering Design Through Project Oriented Capstone Courses , Journal of Engineering Education, January 1997.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.4 Assessment of Capstone Projects · p. 4

    Laguette argues that a capstone project should be assessed for problem scoping, concept generation, and solution realization.

    “Laguette [10] argues that a capstone project should be assessed for (i) problem scoping (ii) concept generation and (iii) solution realization”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [10] 10. Laguette S.W., Assessment of Project Completion for Capstone Design Projects , Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2012. source

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given
    § 6.1 Conclusions · p. 13

    Working on a hypothetical project gives students the application experience.

    “Working on a hypothetical project gives them the application experience.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.6 Course or Curriculum Development · p. 5

    Carnegie Mellon University states that the two questions at the heart of assessment are where do we want students to be at the end of a course or a program, and how will we know if they get there.

    “Carnegie Mellon University [15] states that '(i) Where do we want students to be at the end of a course or a program? and (ii) how will we know if they get there?' are the two questions at the heart of assessment.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [15] 15. http://www.cmu.edu/teaching/assessment/index.html visited on 17th March 2013.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.4 Assessment of Capstone Projects · p. 4

    Davis et al. assert that four areas of performance characterize design: personal capacity, team processes, solution requirements, and solution assets.

    “Davis et al. [6] assert that four areas of performance characterize design: (i) personal capacity (ii) team processes (iii) solution requirements and (iv) solution assets”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [6] 6. Davis, D., Beyerlein, S., Harrison, O., Thompson, P., Trevisan, M., and Mount, B., A Conceptual Model for Capstone Engineering Design Performance and Assessment, Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2006.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.6 Course or Curriculum Development · p. 5

    Whetton states that the most important professing of a professor involves his thoughtful choice of reading materials, assignments, activities and most of all learning objectives.

    “Whetton [14] states that, most important professing of a professor involves his thoughtful choice of reading materials, assignments, activities and most of all learning objectives.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [14] 14. Whetten D.A. Principles of Effective Course Design,: What I wish I had Known About Learning-Centred Teaching 30 Years Ago , Journal of Management Education Vol 31 No 3, June 2007 pp 339-357.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given
    § 4.2 Learning Activities and Materials · p. 10

    Experience suggests that four students is an ideal group size, with three or five acceptable.

    “Experience suggests that four students is an ideal group size, with three or five acceptable.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationreasoning
    § 6 Discussion and Conclusions · p. 13

    The instructor can limit the scope of the projects when needed to a level that is appropriate for the duration of the course.

    “The later is important since the instructor can limit the scope of the projects when needed to a level that is appropriate for the duration of the course.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 2.7 Cognitive Process · p. 6

    Krathwohl provides Revised Bloom's Taxonomy by renaming some categories and changing the order to Remember, Understand, Apply, Analyse, Evaluate, and Create.

    “Krathwohl [17] provides Revised Bloom's Taxonomy by renaming some of them and changing the order. The new order starts at Remember and goes through Understand, Apply, Analyse, Evaluate and Create in that order.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [17] 17. Krathwohl D.R., A Revision of Bloom's Taxonomy: An Overview, Theory into Practice , volume 41, No 2 August 2002 pp212 - 218. source

  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisecitation
    § 2.5 Teaching Capstone Courses · p. 5

    A capstone design project should at least satisfy the key fundamental features of engineering design.

    “This can be argued that capstone design project should at least satisfy these key fundamental features [12].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [12] 12. Le X., Duva A.W., Roberts R.L., and Mozed A.Z., Instructional Methodology for Capstone Senior Mechanical Design , Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2011.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning
    § 5. Evaluation · p. 13

    The responses from the two interviewed groups may not be statistically valid but give an indication on the effectiveness of the course and its contents.

    “Though the responses may not be statistically valid they give an indication on the effectiveness of the course and its contents.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationreasoning
    § 2.5 Teaching Capstone Courses · p. 5

    Capstone courses in engineering management also should have a set of key features and every capstone project should satisfy these key features.

    “It follows that capstone courses in engineering management also should have a set of key features and every capstone project should satisfy these key features.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationnone given
    § 6.1 Conclusions · p. 13

    For capstones in Engineering Management programs, reviewing the important parts of other courses, discussion, presentation and a one page summary of chosen cases, and working on a complete hypothetical project are good learning activities.

    “For capstones in Engineering Management programs, reviewing the important parts of other courses, discussion, presentation and a one page summary of chosen cases, and working on a complete hypothetical project are good learning activities.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation
    § 2.5 Teaching Capstone Courses · p. 5

    The key fundamental features of engineering design can be identified as a need, safety, performance, manufacture-ability, and a full set of engineering documents.

    “The key fundamental features of engineering design can be identified as a need, safety, performance, manufacture-ability and a full set of engineering documents.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [12] 12. Le X., Duva A.W., Roberts R.L., and Mozed A.Z., Instructional Methodology for Capstone Senior Mechanical Design , Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2011.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 2.5 Teaching Capstone Courses · p. 5

    For mechanical capstone projects, a virtual factory-based approach is advocated where each student and design team can design, construct virtual components, virtual assemblies and the virtual product, and numerically test virtual components and virtual assemblies.

    “For mechanical capstone projects, they advocate a virtual factory-based approach where each student and design team can design, construct virtual components, virtual assemblies and the virtual product, and numerically test virtual components and virtual assemblies.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [12] 12. Le X., Duva A.W., Roberts R.L., and Mozed A.Z., Instructional Methodology for Capstone Senior Mechanical Design , Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2011.

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

42 of 42

  • The paper relies on this without support.

    Capstone projects in a Master of Engineering Management program are unique and there are limited publications on this subject.

    “Capstone projects in a Master of Engineering Management program are unique and there are limited publications on this subject.”

  • The paper relies on this without support.

    In many instances, capstone courses now focus on experiential or problem based learning.

    “In many instances the capstone courses now, focus on experiential or problem based learning.”

  • The paper relies on this without support.

    Engineering Management is mainly a postgraduate program.

    “Because of the fact that Engineering Management is mainly a postgraduate program”

  • The paper relies on this without support.

    Keeping contact with a complete cohort of graduated students is very difficult if not impossible.

    “Keeping contact with a complete cohort of students who have graduated is very difficult if not impossible.”

  • The paper relies on this without support.

    Alignment is a fundamental requirement in curriculum design: objectives are drawn to achieve learning outcomes, learning activities and materials are developed to meet objectives, and assessments are focused to assess attainment of objectives.

    “Alignment is a fundamental requirement where the objectives are drawn to achieve the learning outcomes, the learning activities and materials are developed to meet the objectives and assessments are focussed to assess the level of attainment of the objectives.”

  • The paper relies on this without support.

    The 'case method' of management education as used in this course is a subject of controversy and debate among students and faculty.

    “The 'case method' of management education as used in this course is a subject of controversy and debate among students and faculty, and merits clarification.”
6 of 6

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Brunel employment duration does not match the stated dates

    Minor

    Joining Brunel in 1995 and moving to UAE University in August 2011 gives approximately 16 years, not 18.

    Reported 18 · recomputed 16

  • Concluding team size conflicts with the stated course practice

    Minor

    The discussion says the course has teams of 2-3 students, whereas the delivery section calls four the ideal group size and also accepts groups of five.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 3

  1. [1]1. Fursman J.M., Designing a Capstone Course: A Literature Review to Support the Capstone Course in Defence & Strategic Studies , United States Military Academy, West Point N.Y. 2012.
  2. [3]3. Cherbaka N. and Lavelle J., Proposing an Engineering Management Program at North Carolina State University , Proceedings of the ASEE Annual Conference 2009.
  3. [14]14. Whetten D.A. Principles of Effective Course Design,: What I wish I had Known About Learning-Centred Teaching 30 Years Ago , Journal of Management Education Vol 31 No 3, June 2007 pp 339-357.

Related

Authors
Hilal-Alnaqbi, A., & Sivaloganathan, S.
Affiliations
United Arab Emirates University (AE)
Venue
2015 ASEE Annual Conference and Exposition Proceedings
Publisher
ASEE Conferences
Published
2015-07-08
Pages
26.719.1-26.719.15
DOI
10.18260/p.24056
OpenAlex
W2472717316
Semantic Scholar
896cd91a6c05d13ec9ecba08b9c2b3d892a4b928
Cited by
0
References
13
FWCI
0.00
Type
conference paper
Language
en
Open access
Locations
ASEE Annual Conference & Exposition (publishedVersion)
Funders
United Arab Emirates University
Topics
  • Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
  • Social Sciences › Education › Problem and Project Based Learning
  • Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
Keywords
capstone projects, engineering management education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-27.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-27.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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