abstract
- Through this work, we present two different educative approaches taken in a capstone course for Senior Mechatronic Engineers. Having a common syllabus and learning outcomes, this course was lectured by different groups of professors: one group would teach with a research orientation in partnership with a research laboratory, while the other group would teach with an enterprise orientation in collaboration with diverse internal and external stakeholders. For this course, students had to elaborate on a team project that would end up in a physical prototype and a poster demonstration at an Engineering fair. Students would then participate in a mock interview assessment evaluated by their professors, where they would also assess their self-efficacy related to different skills. Results show that while the difference between the professor¿s expectations and the student¿s self-assessment is not that big, the course¿s emphasis might affect which skills were further developed.