The Impact Of Group Size And Course Length In A Capstone Design Course | Zendy

Susan Griffin | Zendy; Paul M. Griffin | Zendy; Donna Llewellyn | Zendy

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The Impact Of Group Size And Course Length In A Capstone Design Course

Author(s) -

Susan Griffin,

Paul M. Griffin,

Donna Llewellyn

Publication year - 2020

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--12347

Subject(s) - capstone , curriculum , mathematics education , atlanta , georgia tech , engineering education , capstone course , excellence , griffin , engineering , medical education , mathematics , engineering management , psychology , computer science , library science , pedagogy , medicine , political science , metropolitan area , archaeology , algorithm , pathology , law , history

In the spring semester of 2003, the School of Industrial Engineering at Georgia Tech ran an experimental one-semester version of their capstone course, Senior Design. The standard version is two semesters in the length, and the purpose of the experiment was to compare the marginal benefit of the second semester for the student (and project sponsor) to the cost of running the second semester in terms of faculty and sponsor resources. In addition, a survey was conducted on past students and sponsors of senior design to determine the impact of group size (which ranged from 5 to 12 over the study period) on the student and quality of output.

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