2025 ASEE Annual Conference & Exposition

Capstone design is the culmination of a learner’s academic progress, where students utilize knowledge gained throughout the program’s curriculum to complete a design project. Building on our previously reported work, this paper investigates students’ reported ability and self-efficacy as it relates to a design framework and mindset in a restructured materials design capstone course. In AY 2022-23, a two-semester capstone sequence was piloted to improve the students’ design experience via a fundamental restructuring of the course elements, replacing the traditional, one-semester course. In AY 2023-24, the two-semester sequence was formalized in the course catalog with over 50 students taking the two-course sequence.
In this restructuring, two frameworks were integrated in the course content: Human-Centered Design (HCD) framework, a method to formalize the design process in discrete stages, and the Engineering Student Entrepreneurial Mindset, a mindset to foster innovation through the lenses of curiosity, connections, and creating value (3 C’s). The previous work utilized a case study approach on two capstone design teams in AY 2022-23; one team had the two-semester capstone sequence while the other had the traditional one-semester course. Based on these results, further innovation and research was conducted.
In the two-semester sequence, HCD elements and the 3 C’s were introduced in the fall semester and revisited in the spring. The fall semester consisted of a mini-project to practice the framework in a low-stakes environment prior to the students receiving their capstone projects late in the fall semester. In the spring semester, students were to utilize the HCD framework and 3 C’s to complete their capstone projects, with final deliverables of a poster and written report.
To investigate the uptake of students’ perceptions, self-efficacy, and utilization of the HCD framework and the 3 C’s, published surveys were conducted at the beginning of the fall semester, end of fall semester (midpoint of the sequence), and end of the spring semester, with 25 students (~43% of the class) completing all three surveys. These surveys tracked HCD elements as well as utilized the Engineering Student Entrepreneurial Mindset Assessment (ESEMA).
Analysis of the survey results show positive and statistically significant trends in students’ reported ability and self-efficacy of all HCD elements, including to (i) conduct background research, (ii) empathize with stakeholders to identify underlying needs, (iii) resolve conflicting information from stakeholders, and (iv) define the goals of the design problem, among others. The ESEMA analysis shows a more nuanced trend, with empathy and ideation having a positive correlation over the three surveys but other elements (e.g., altruism) staying approximately the same and even one element (open mindedness) showing a negative correlation. Relating the ESEMA to the 3 C’s shows a positive trend in the Creation of Value while Curiosity and Connections staying relatively constant. The analysis provides insight and feedback on the courses’ content, activities, and structure, allowing for evidence-based course modifications.