The project of Capstone is an independent system of reporting. The structure of the sessions is feedback based assigned by the in structure. The capstone work is an independent bridge that enables the students to learn about the specific projects. The real benefits are linked to the model and the literature review project considers different structural elements. The design course of capstone considers classroom learning activities and the project assessment instruments are provided by capstone (Academic guides. waldenu. edu, 2018).
The ideal location for the assessment and structures is the professional skills of students and teamwork. The complete analysis of structured classroom projects and independent group project by capstone is considered in the present work. The literature review of capstone projects assists to determine the bridging gap between the structured classroom projects and an independent group project. Both types of projects are professional work that gets supports from the capstone. The gap between the structured classroom projects and independent group projects can be identified by proper literature survey (Academic guides. waldenu. edu, 2018).
The literature review helped our group in identifying the research gap because problems were addressed in a complex format. The consultation of experts and previous work enabled us to find the meaningful information about the work. The identified gaps were filled with the interesting aspects as mentioned in previous research work. The closing gap was identified for the feasibility and the unexplored research areas by capstone. Our project was in a crucial stage because research questions about the structured classroom project were not answered appropriately. The literature review framed the questions and identified the gap between the stages (Davis, Trevisan, Gerlick, & Brackin, 2010).
According to the literature review, there are three general categories of capstone including project, courses, and exhibition. The present project was to identify the gap between structured classroom projects and independent group projects. The literature review suggested to compile up the programs of capstone done by both categories and then analyze. The literature review about the project served as the complete ground work. The research included a thoughtful understanding of the potentials for the capstone projects (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).
The collected articles about the project served complete visibility on the difference between both disciplines structured classroom projects and independent group projects. The literature review defined a complete understanding for the relevancy of work. In the capstone project, the courses mean the assisting learning of classroom. The literature review demonstrates the team member’s expertise and the knowledge in the field of the current state. The gap between the structured classroom projects and independent group projects is addressed by literature that illustrates the contribution of the program. The synthesis provided concepts, trends, and issues to maintain the proceeding gap (Finocchiaro, 2017)
In the previous literature, the outline was provided for the effective understanding of gap in the projects. The overlap of both projects generates various formats so the literature review enabled the team to identify the other factors. The requirement of capstone projects includes analysis of previous projects and research papers. The other sources of guidance were mentor, advisors, self-reflection, and presentation of work. The recommendations of previous work emphasized the importance of preparation of real world work (funginstitute.berkeley.edu, 2018). The content suggests effective applications of the project. The difference between a structured class project and independent group project is significant. In the structured class project students are engaged in active participation in the learning process. The independent group project promotes the complete development of problem solving and higher order thinking. The bridge theory is practiced by community members and penal evaluates such kind of projects. In the effective capstone project, the emphasis is on the connections between all the disciplines (Nisdtx.org, 2013).
The independent group project was beneficial to the individuals due to distributing components of the projects. The communication between the team members decreases, on the other hand, the competition between the group members increases for class structured group members. The competition between the members distracts the goals of the project but the quality of the project exceeds for the structured class group (Davis, et al., 2009). In the previous research, the factors were “what are outcomes that students learned from the approach?”.
The reflection from the previous research showed insightful ideas for the improvement and independent learning of students. The argument of cooperative teams is based on the final project review and struggles made by them for the analysis. The literature review provides a great opportunity to communicate the issue and problems faced by the team members. The project management challenges are addressed by the distributed project environment and exposed that independent student projects were less effective as compared to the class structured programs (Harding, 2007).
The guidance of skilled and experts facilitated us for the appropriate technical support for the identification of research gaps. The faculty provided quick solutions to reduce the closing gap and identifying the difficulties. The support of faculty assured out the team to complete the task within the limited period. The services of the faculty are less compared to the other solutions and options because the faculty keeps in mind the issues and nominal process (Davis, Trevisan, Gerlick, & Brackin, 2010). The discussion with the faculty of our department was really worth worthy. Our interview was conducted by the faculty via an online skype program and this interview lasted approximately one to two hours. The total of five faculty members was included in the interview and guidance panel from our department. In most of the cases, they were helping the student on their own behalf by considering the problems and co-taught courses in the university (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).
The focus of the discussion was to identify the gap between structured classroom project and an independent group project. The other modules of the interview were selected by the faculty head and these modules were team member citizenship, professional responsibility formation, team contract, professional development planning and citizenship of the team member (Davis, Trevisan, Gerlick, & Brackin, 2010). Two distinct modules were completed by the faculty. The primary results of the discussion showed the complete association of our team assessment and perspective of faculty members. All the instructors indicated values and modules for the project work of capstone. The assessment aligns with the interrelated modules was the outcome of this activity (Davis, Trevisan, Gerlick, & Brackin, 2010).
The faculty members were agreed with the suitable consistency of capstone project outcomes. Initially, our team was expecting that faculty will arrange a project advisor to help us in finding final project deliverables. The collaboration of project advisor with the team members improves the product prototype, conceptual design, algorithm, and concept proof. Our capstone team was consisting of 6 students and the size of the team was selected by the faculty for the optimization of a dynamic team. The team was provided with the opportunity to develop more effectively by using teaming skills. The emphasis of teaming was on the tools used for the effective management and to review the process used in the facilitated session (Davis, et al., 2009).
The team worked as a cooperative team for the final approach assessment. The capstone team works efficiently and together as an independent team. The potential issues were addressed by teachers and faculty heads. The cooperative team approach was to complete the assessment in minimum time and according to the requirements. The responsibilities split down in two components, one was the identification of projects produced by the independent group project and other was structured classroom project (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).
The analysis of the project defined the gap between the structured classroom project and independent group projects. According to the faculty perspective, the capstone course provides rewards and challenges (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007). The gap was produced due to dynamic group management and detracting of the project. The gap comes when classes suffered from the typical problem because of unproductive group members (Davis, Trevisan, Gerlick, & Brackin, 2010).
In the present work, the action plan did not work efficiently because of the issues faced during the capstone project. The assessment was to find the bridging gap between the independent group projects and structured classroom project. The action plan was often used in the modified version for the development of a capstone project. The use of an action plan is to define the project development and stages of the project. The action plan reduces the time taken in the process but provides an independent way to measure the efficiency. The independent team approach is to gather all the information about the process (Davis, Trevisan, Gerlick, & Brackin, 2010).
The cooperative team is similar to the structured classroom project and the responsibilities are for the approaching split. The action plan improves the motivation of research project that fits the structured problem of a capstone project. The use of an action plan was not supported in the present research because due to some issues the proper work was not done as acceding to mention in the action plan. In the next project of capstone, it is obvious that our team will work according to the action plan. The use of action plan enables to estimate the time required in the project (Academic guides. waldenu. edu, 2018).
- Academic guides. waldenu. edu. (2018). Library Guide to Capstone Literature Reviews: Role of the Literature Review. Retrieved from academicguides.waldenu.edu: https://academicguides.waldenu.edu/library/doctoral/literaturereview#s-lg-box-7300275
- Davis, D. D., Trevisan, M., Gerlick, R., & Brackin, P. (2010). Assessing Team Member Citizenship in Capstone Engineering Design Courses. International Journal of Engineering Education, 26(04), 771-783.
- Davis, D., Beyerlein, S., Harrison, O., Thompson, P., & Trevisan, M. (2007). Assessments for Three Performance Areas in Capstone Engineering Design. American Society for Engineering Education, 293(01), 1-12.
- Davis, D., Beyerlein, S., Thompson, P., McCormack, J., Harrison, O., Trevisan, M., . . . Howe, S. (2009). Assessing Design and Reflective Practice in Capstone Engineering Design courses. American Society for Engineering Education, 237(01), 1-14.
- Finocchiaro, J. (2017). How the idea of capstone projects could be applied to assist classroom learning. Professional development program, 01(01), 1-17.
- berkeley.edu. (2018). Project Format. Retrieved from funginstitute.berkeley.edu: https://funginstitute.berkeley.edu/programs-centers/full-time-program/capstone-experience/project-format/
- Harding, T. (2007). BENEFITS AND STRUGGLES OF USING LARGE TEAM PROJECTS IN CAPSTONE COURSES. American Society for Engineering Education, 304(01), 12-20.
- org. (2013, 08). Best Practices in Capstone projects. Retrieved from www.nisdtx.org: https://www.nisdtx.org/UserFiles/Servers/Server_232117/File/Departments/Research/District%20Research%20Projects/BestPracticesinCapstoneProjects_NorthwestIndependentSchoolDistrict.pdf