2026 ASEE Annual Conference & Exposition

Engineering capstone design projects are a staple feature for engineering undergraduate programs, but much remains to be explored about the impact capstone projects have on students’ career trajectories. At our particular institute, engineering students select a multi-disciplinary, capstone-like project for each of the last four semesters of their programs. While the ability to choose and adapt these projects ideally allows students to gain experiences aligned with their aspirations and interests, thus supporting their career trajectories, we seek to better understand the factors that influence their decisions and subsequent professional preparedness. For this study, we have conducted thirteen semi-structured interviews (seven third-years, two fourth-years, and five alumni) about participants’ project experiences. Guided by Social Cognitive Career Theory, we use thematic analysis to identify key aspects of participants’ expectations, interests, goals, external influences, choices, and outcomes of participation in these projects. We will leverage the insights gained in this analysis to inform adaptations to our university’s capstone model, from how we advertise potential projects to students to the types of supportive infrastructure we provide throughout the curriculum. As we work to better understand student perspectives, their choice-making processes, and their needs for professional readiness as they relate to design projects, we anticipate that, beyond our own institute, the results of this study will help to inform best practices for capstone curricula broadly.