Determinants of Effective Experiential Learning Experiences in ISYE Senior Design Capstone Courses: An Eight-Year Analysis

Abstract

Recent studies have explored the benefits of senior design capstone courses; however, there remains a lack of empirical research categorizing project taxonomies and quantifying the specific pedagogical benefits unique to Industrial and Systems Engineering (ISYE) capstone experiences. This study aims to: 1) categorize the different types of projects in which students choose to engage, 2) map course subjects and skillsets utilized in these senior design capstone projects, 3) contrast best practices for teaching a senior design capstone project, and 4) provide insights on achievements gained through the senior design capstone course. This study presents a longitudinal analysis of Senior Design Capstone projects spanning an eight-year period. By examining ISYE-specific data using statistical analysis, the research identifies evolving patterns in project selection and the consistent skillsets required for professional success. Our results show that teams who select industry projects, start planning early, leverage team members’ strengths, and work cohesively with clear roles tend to perform better in oral presentations, reports, and video deliverables, often leading to recognition or awards. This longitudinal study demonstrates how analyzing historical project records facilitates the identification of shifting trends and the underlying pedagogical rationale within senior design capstones.