Improving Capstone Research Projects: Using Computational Thinking to Provide Choice and Structured Active Learning

TL;DR

This paper introduces a structured computational thinking approach for undergraduate capstone projects, enhancing student learning, reducing staff workload, and improving assessment fairness in an aviation program.

Contribution

It presents a systematic CT-based process for capstone projects, demonstrating its effectiveness through a case study and showing benefits in workload and assessment fairness.

Findings

Significant reduction in staff workload.

High student satisfaction with choice and learning.

Fairer marking by eliminating supervisor bias.

Abstract

This work presents a structured systematic process for undergraduate capstone research projects embodying computational thinking (CT) practices. Students learn to conduct research with a decision support system utilizing CT. The system is demonstrated through a case study of a capstone research project course. The course is a 3rd year single semester capstone in an aviation program. CT was integrated over a decade, through 21 semesters of coordinating and delivering the course. The CT practices evolved and were utilized for more aspects over time. The CT system facilitated a significant reduction in staff workload by eliminating the need for direct one-on-one supervision and enabling the streamlining of marking. This resulted in fairer marking by eliminating supervisor bias. Student feedback shows a high degree of satisfaction, with comments highlighting choice and learning.