iCapstone

Integrated - Interdisciplinary - Immersive - International Capstone Design

In the above quote, the problem we are trying to solve becomes the patient, and this requires a special kind of knowledge.

Donald Schön refers to a kind of [design] intelligence “that is different that standard professional knowledge”.  He refers to this as Artistry.  It includes knowledge that is less easily characterized, quantified and taught.  It is an art – an art of problem framing, and art of implementation, and an art of improvisation.  He asks whether any programming can adequately deal with the complex, unstable, uncertain and conflictual worlds of practice, and whether anyone, having studies and described it, can teach artistry by any means [Schön, 1983]

We believe iCapstone is this very programming, developing design artistry in the wild [Nespoli et al 2021]

Inspired by the Stanford eBiodesign fellowship program [Ward et al, 2013], interdisciplinary teams of coop students working in industry/healthcare/practice settings to need-find, formulate and solve tough challenges while being clinically taught remotely by Waterloo Faculty.

What is it?

Analogous to medical clinical training, an interdisciplinary team of students will deal with real needs/problems in a real clinical industry settings with faculty instructional guidance during their coop term.

Why is it important?

How does it work?

The iCapstone program consists of a partner hiring an interdisciplinary team of students, and placing them into highly authentic situations. This team of 2-4 coop students would work in one of the partners’ facilities/customer use contexts to identify and formulate a number of significant problems. 

During their coop placement, students would present a design project proposal to a panel of partner and academic members.  If approved, students could return to their academic term and continue to work on one of the problems as the basis for their final year capstone design project, with the partner as the client (IP would be retained by the client, by agreement), and academic researchers as advisors.

Benefits to students

Benefits to industry partner

During Coop Term

During Academic Term

Program Pilots

A total of seven successful pilots have been undertaken with two (2) international placements with great success for the employer partners, students and faculty alike [Nespoli et al, 2018]


WHAT PEOPLE SAY

“I think you can learn more while you are in the co-op environment versus a class environment.  During the co-op term you can constantly and actively apply the learned concepts and techniques because the opportunities are right in front of you.  While if you are learning these concepts in a class environment you are no longer directly engaged with the problem, so I don’t think the learning is as effective”

"I'd like to roll this program out to all of Latin America"

References

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Nespoli, O. G., Hurst, A., & Russell, J. (2018). Facilitating need finding and problem formulation during cooperative work terms through virtual instruction - pilot implementation results. In D. Marjanovic, S. Storga, N. Skec, N. Bojcetic, & N. Pavkovic (Eds.), DS 92: Proceedings of the DESIGN 2018 15th International Design Conference. Glasgow: The Design Society.

Nespoli, O.G., Hurst, A., and Gero, J.S. (2021). Exploring tutor-student interactions in a novel virtual design studio. Vol 75, Design Studies.

Wall, J., Wynne, E., & Krummel, T. (2015). Biodesign process and culture to enable pediatric medical technology innovation. Seminars in Peadiatric Surgery, 24, 102e106.