Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Many technology students face challenges when it comes to executing assigned objectives in their team-based capstone projects. Problems in implementation can be due to a lack in project planning experience and the related issues involved with student confidence in light of inexperience, difficulties appreciating the many requirements involved with applied learning, including the practical skills involved, issues with developing strong team communications, or problems securing resources to bring projects to fruition. The paper will briefly present the Canadian accreditation process for technology programs and the authors’ experiences in conducting and assessing a capstone course over its five year developmental span. The paper will also elaborate on the processes that enable simplification of the many elements to project development, including the establishment of effective communications and technical reporting, the process of task assignment to team members, the use of evaluative tools within the online context of the college’s learning management system, and how students solve problems and manage time commitments throughout their learning process. The paper will provide a sample of the processes and assessment tools used in Lambton College’s School of Technology, which awards students an advanced technology diploma degree.
