Resumen de Training faculty to coach capstone design teams
D. Taylor, Spencer P. Magleby, Robert H. Todd, Alan R. Parkinson
During senior capstone experiences, student teams are often given a faculty advisor to teach andassist them. Our experience has shown that using the traditional student/faculty teaching model isnot an efficient or effective approach to the student learning of design and team processes. Theobjective of the paper is to show that successful learning experiences for capstone design teamsrequire faculty to shift their role from a traditional lecture or consulting role to a coaching role.Research into key indicators of engineering design team success related to coaching focused onteam observations, individual and team interviews, and individual team member and coach surveys.Results shows that a successful coaching role encompasses three main responsibilities: mentor,mediator and manager. Specific expectations and activities that a coach should fulfill to aid in thesuccess of capstone teams can be established.
