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dc.contributor.authorGreeff, Jacob J.
dc.contributor.authorHeymann, Reolyn
dc.contributor.authorNel, Andre
dc.contributor.authorCarroll, Johnson
dc.date.accessioned2018-06-21T12:29:15Z
dc.date.available2018-06-21T12:29:15Z
dc.date.issued2018
dc.identifier.citationGreeff, J.J. et al. 2018. Aligning student and educator capstone project preferences algorithmically. IEEE Global Engineering Education Conference (EDUCON), 17-20 Apr, Tenerife, Spain: 521-529. [https://doi.org/10.1109/EDUCON.2018.8363275]en_US
dc.identifier.isbn978-1-5386-2958-1
dc.identifier.isbn978-1-5386-2957-4 (Online)
dc.identifier.issn2165-9567 (Online)
dc.identifier.urihttp://hdl.handle.net/10394/27911
dc.identifier.urihttps://doi.org/10.1109/EDUCON.2018.8363275
dc.identifier.urihttps://ieeexplore-ieee-org.nwulib.nwu.ac.za/document/8363275/
dc.description.abstractThis paper reviews recent attempts by researchers at the University of Johannesburg (UJ) to increase the level of student engagement in a final year capstone project by allowing for a greater level of autonomy in project selection and assignment. The paper introduces the context, followed by a justification from current literature, an introduction to the approach and finally a summary of the outcomes obtained by the project. In this study an authentic learning approach was followed which allowed students to propose and tender for capstone projects in a four-year engineering programme, and following a period of tender also give active input into the selection of tenders based on their personal knowledge and experience. From this process, a preference list was obtained from both students and faculty of their opinions of the best way assignments could be allocated followed by applying the Gale-Shapley algorithm to select the optimal assignment of projects to students. It is hoped that this study will inspire other educators in similar situations to consider handing over some measure of control to students during their undergraduate studies in engineering to increase the level of responsibility and thoughtful reflection experienced by students before they enter the professionen_US
dc.language.isoenen_US
dc.publisherIEEEen_US
dc.subjectGamesen_US
dc.subjectTask analysisen_US
dc.subjectElectrical engineeringen_US
dc.subjectResource managementen_US
dc.subjectEngineering educationen_US
dc.subjectConferencesen_US
dc.subjectProposalsen_US
dc.titleAligning student and educator capstone project preferences algorithmicallyen_US
dc.typePresentationen_US
dc.contributor.researchID29892287 - Greeff, Jacob J.


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