Session 3250

Lessons Learned from Capstone Projects

Darnell Austin
California State University, Fresno and University of the Pacific

Introduction

Capstone or senior projects present students with an opportunity to learn from the

experience of putting their technology lessons in to practice. This paper reviews some of the

theories of learning from these experiential activities as well as provides some methods and

examples for working with the students in these activities.

Picking the project

One of the foremost educational theorists, John Dewey defined several ways of thinking

such as imagination, belief and stream of consciousness. He contended that learning happens

through reflection on experience. 1

Reflection is a meaning-making process, which moves the learner into a deeper

understanding of experiences and links between the connections. The role of reflection is to

make meaning, linking experience with knowledge. In other words, for Dewey, learning happens
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when students reflect on an activity. Educators should promote both the activity and the

reflection process.

Positive reflection is a community activity. Sharing the experience and the reflection

process broadens the learning process by having other perspectives, assistance and support.

Reflections require attitudes that value personal growth, for oneself and others. The context

within which the experience, the participant and others create the dynamics within which

learning takes place. Attitudes such as directness, responsibility, open-mindedness and readiness

are necessary to make the reflective effective. 2

Dewey goes on to give a list of criteria that an activity must have to have to be

educationally relevant. 3

1. It must be continuous. Educational activities such as projects are not

instantaneous, but they evolve over days, weeks or months. The project must cover a significant

time span and the reflection on the project should note the progress of the project and the

learning.

2. It must be connected. Actions and thoughts must occur together for the most

effective learning to take place. Acting without thinking is rarely useful and thinking too far

ahead is usually only so much daydreaming. Additionally, educational activities must relate to

each other. Good activities are not limited to one area but should span the human experience.

3. It must be challenging. True learning is not always easy. We have to push

ourselves to learn in a classroom. The same is true in fieldwork and reflection. We can all just

work on a project, but the goal is to learn from the project and we have to work at learning, too.
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 4. It must be contextual. Ask a young kid about what they learned from the fieldtrip

to the zoo and they may tell you about the bus ride. Serendipitous learning is a wonderful

sideline from project work, but reflection should focus on the zoo then the bus ride.

This becomes a good a criteria by which to evaluate the potential of a capstone project. If

these criteria of a senior project are not obvious, the first task for obtaining approval of a project

is for the student to describe how their proposed project meets these criteria. Success in the

workplace for an industrial technologist requires a broad understanding of several areas. Some

projects lend themselves more emphasis in one area than others but a good project will not be

limited to one sub-discipline. Further, the discipline of Industrial Technology includes a

combination of technical and managerial courses. The capstone project should include activities

that cross over technical and managerial areas.

Student Reflection

So, if a project meets these criteria, how best can students learn from these experiences?

Dewey 4 felt that reflection has steps similar to the scientific method. He outlines the following

steps: suggestion, intellectualization, hypothesis, reasoning and testing.

This process requires the learner to be an active participant in the experience. This

intellectual process of reflection is circular, with the learner questioning and testing which leads

to more questions, much as the scientific method leads to more questions.

Kolb and Wolfe 5 theorized a more expanded model for learning during activities. It is

described as a cycle, shown below. Starting with the experience (at the top) the learner reflects

on the experience, which leads to conceptualization, or the placement of this new knowledge into

his/her organization of ideas. The circle is complete when the learner tests the concept with a real

life experiment.
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 Intertwined with this experiential cycle is the individual learning style of the student.

Kolb identifies four: the converger, the diverger, the assimilator and the accommodator. Some

authors use different labels for the different learning styles.6 One part of the cycle will have a

stronger impact than the others, depending on the learning style. That is to say that a student with

a particular learning style will be more interested in specific aspects of the experiential activity.

And as each learning style will be affected by different parts of the experience, so will they

prefer different ways to display the knowledge learned.

concrete
experience

accommodator diverger
active reflective
experimentation observation

converger assimilators

abstract
conceptualization

Figure 1. Experimental Learning Model with Individual Learning Styles (from Kolb and
Wolfe, 1984)

Ideally, each student in each project would do the types of tasks that most facilitate their

learning according to their individualized learning style. With dozens of students doing different

projects, most of whom won’t have a clue as to their individual learning style, it is not practical

to individualize each evaluation beyond allowing some choice of assignments. There is no

agreement or no clear-cut way of pairing the learning style with the best activity with any given

experiential learning experience. There are too many variables to say that this activity is best for
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this person in this situation. However, there are a wide variety of activities that can be used by

students to get the most out of an experiential activity.7 These include the following methods

linked with the most appropriate learning style.

• Reading. The assimilators may find that ah-ha moment best by reading a case study

similar to the event experienced. Examples: case studies, histories, textbooks.

• Doing. The accommodator may learn best with actions, which is obvious in many

technical topics. Other examples include interviewing and role-playing.

• Telling. Like doing, telling works well for the accommodator. Examples include

small or large group discussions or oral presentations.

• Writing. Writing is the most useful by providing the assimilators, convergers and

divergers avenues for processing the experiences. Examples are journaling, letters,

memos and papers.

Experiences and Techniques for Student Journaling

Of all the possibilities, writing will link the most learning styles with the project. Of

these, journaling appears to the most universal way to make sure students are learning from their

activities. It hits the most learning styles and it covers a span of time, as these independent

projects do.

It requires diligence to help students develop successful journaling skills. Technology

students are not generally renown for their writing skills, so journals must be checked regularly

and comments must be given to improve these skills. Frequency of journal entries will vary with

the project. During slow periods, weekly journal entries may be adequate. Daily entries should

be expected during busy periods.

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 The students enrolled in capstone projects should be treated as adult learners. For some

this will be their first self-directed project as they make the transition from student to adult

worker. While several theories of adult learning have been presented, some common themes

should be employed when managing a capstone project.8 Collaboration, respect and praxis

(combined reflection and action) should guide the interaction rather than intimidation or

coercion. These students need to see value in assignments sooner rather than later.

Personal Example

One technique that has worked is to give students a pocket calendar (such as a give-away

from a hardware store) to use as their journal. At the same time, provide them with a phone

number or web address they might need during the next month. Then, attempt to steer them to

use this reference and when they are at loss to find it, suggest they check their journal. This

shows them that journaling includes items to for later use.

Students must be told what to expect in their journal. Each journal entry should have at a

minimum, at least one technical item and one non-technical one. The technical entry might

include notes about a phone call to a vendor and the non-technical entry might be if the vendor

was nice or mean. If they can’t find something non-technical to report on an entry, I recommend

they write down what they ate for lunch. This is a trick used by service technicians who travel a

lot. Records of meals can provide a back up method of re-constructing a days work if a journal is

misplaced.

Another technique is to direct them to websites concerning journaling and the value of

scientific notebook. A good example is the instruction page at the website Scientific Notebook

Company9 which provides instructions on keeping journals, including laboratory and engineering

notebooks.
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Student’s Final Report

Journaling should not take the place of a final report, which could be written or oral.

Capstone projects need final report which should include elements gleaned from the student

journals. Possibly the greatest value of the journal is that it provides a timeline of the project and

students often find the final report easier to write if they keep a good journal.

A report on the technical aspects of the project will be the easiest for the students to

write. The students are given an outline to follow as best they can. (See Appendix A.)

It is valuable to require that students include an additional section, called Lessons

Learned, which they should summarize the non-technical aspects of the project. (See Appendix

B.)

Examples of Projects at CSUF

At CSUF, students have two choices of how to complete a senior project. The first is the
more traditional approach where the individual student proposes a task to the instructor. The
second is to join a project in a campus wide organization called the Solution Center. Here are a
few example of how I have applied the above criteria.
In the traditional program, one student wanted to create a web-site. Certainly creating a

personal web page is not adequately challenging or contextual. However he proposed to create a
web site for a student organization that creates and sells laser engraved products. This could have
still been a project limited to graphic communications except that the student organization was
not entirely ready to provide the necessary information. The club did not have up-to-date product
or price lists. Before he could create the web site, the student had to get his fellow students to
agree on which products they wanted to promote and what the prices were. When he started the
project, this information gap was called to his attention however he didn’t believe would be
difficult to overcome. In the Lessons Learned section of his report, it became clear that the
managerial effort of setting prices was more challenging than the graphic communication.
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 Another student designed an experiment to test the corrosion resistance methods used in
underground storage tanks. This experiment covered several subject areas from materials to
electronics. The managerial efforts were limited to the management of material set up on
irrigated farmland for a period of months. In the end, he analyzed his data and presented his
results and a conclusion. At first he was confused about how a reflection would differ from a
conclusion, but as the experiment progressed, he began to see that there were things that he did
(or didn’t do) that were valuable learning activities but might not be detailed in a strict scientific
report. For example, he had a few false starts getting some electrical connections to withstand the
irrigation sprinklers. A good deal of learning occurred during that time even though the scientific
study didn’t start until he overcome that hurtle. A reflection on the entire project provided a
mechanism to describe these lessons learned which went beyond what was contained in the
experiment’s conclusion.
Besides these traditional projects, California State University, Fresno has established an
organization called the Solution Center. When companies approach the university with small
projects, the Solution Center puts together a team of students and advisors to do these projects.
These projects include structured exercises in team building but can go in many directions. A list

of clients and projects can be found at the university web site. Project guidelines and report
templates can also be found at that site. 10

Here are a few examples of these projects that have included Industrial Technology
students. A database was installed to be accessible through out the plant at a large winemaker.

Improvements were made to a paint bottling line at a craft manufacturer. A pump manufacturer
had student evaluate alternatives for transporting material from warehouse to production line.
Students conducted tests of adhesives to be used in join circuit boards to aluminum frames. All
of these, and the other Solution Center projects that can be found on-line, included a group of
students working under a faculty advisor.
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 For group projects such as these, journaling can be a very important activity. Such group
projects may turn in unexpected directions through out the course of a semester. In one case, new
regulations covering the area under study were published by a state agency. It was necessary for
the group to stop the activities in progress and investigate these new regulations as they might
impact their study. In the end, these regulations did not have much impact on the study. However
those students who had kept good journals had a much easier time accounting for the weeks
spent on these investigations with final report than those students who had been lax in their
journaling.
Conclusion
Senior Projects can provide students a taste of what they will face upon graduation.
Making sure the projects are continuous, connected, challenging and contextual is the first step
and having a successful project. To get the most out of the experiential learning, activities such
as reflection and journaling should be used. These provide a way of making sure that learning
happens even if the projects include take intended or unintended directions.

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 Appendix A
Table of Contents from Senior Problem Report Template of the Department of Industrial
Technology at California State University, Fresno
TABLE OF CONTENTS

List of Tables

List of Figures
Executive Summary
Introduction
Project Statement
Methodology
Recommendations
References Cited

Appendix A – Gannt Chart

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 Appendix B
Assignment for Independent Study Students

----------------------------

At the end of your Independent Study/Senior Problem Report, include a section entitled:

Lessons Learned

In this section, please write a reflection on what you learned from the independent study. There are no

limitations on what you can reflect on, except for the obvious such as being vulgar or slanderous. It is purely your

opinion so don’t write what you think I want to hear. Be honest and explain what you got out of the project. It

should be at least one page long, but I expect you would write up to 4 pages without any trouble. It is like writing

down what you tell your friend about the project.

• You could discuss the logistic roadblocks you encountered, how you overcame them and give

suggestions for anyone repeating your study. (Example: “It was frustrating that I

couldn’t find a good source of battery acid for my experiment. I

finally found one in the last month. I would suggest than anyone doing

this test make finding the materials for this experiment a top priority

and begin at the first week of classes.”)

• You could discuss the people involved. (Example: Mr. Blank was hard to work with

but Ms. Sheila was easy to work with.)

• You could even discuss things in the project. (Example: I was familiar with XYZ

software which is different than ABC software that I used for this

project and the learning curve was steep.)

If you are doing an internship or co-op project, you must keep a journal which you can submit
that instead of a separate written reflection. A journal is like a diary, except you don’t include
who you kiss and what you think of Sheila. You must start this journal at the begin (or prior) to
starting the internship. Contact me if you intend to substitute the journal for the reflection
described above.
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Bibliography

1. Dewey, J. (1933). How We Think. Boston: DC Heath and Company.

2. Rogers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teacher

College Record, 104(4).

3. Ibid.

4. Dewey, J. (1938). Experience and Learning. New York: MacMillian Publishing.

5. Kolb, D., & Wolfe, D. (1984). Professional Education and Career Development: a Cross Sectional Study of

Adaptive Competencies in Experiential Learning (NIE-G-77-0053). : Case Western University.

6. Malak, A., & Sharon, B. (1979). Assessing Experiential Learning in Career Education. Career Education

Measurement Handbooks, 165.

7. Ibid.

8. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). SuperVision and Instructional Leadership, A

Developmental Approach (5th ed.). Boston: Allyn and Bacon.

9. Scientific Notebook Company. (n.d.). Scientific Notebook Company. Retrieved December 5, 2003, from

http://www.snco.com/

10. CSUF Solution Center. (2003, December 17). Solution Center. Retrieved January 10, 2004, from California

State University, Fresno Web Site: http://www.csufresno.edu/solutions_center/index.html#top

DARNELL AUSTIN worked for 12 years as a mechanical designer and production manager for ASOMA

Instruments in Austin, Texas. For the past 5 years he has taught at California State University, Fresno in the

Department of Industrial Technology which is part of the College of Agricultural Sciences and Technology. He is

currently a doctoral candidate at the University of the Pacific in Stockton, California.

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