Design And Prototype Of An Injection Location Indicator: A Senior Capstone Project And Multiparty Partnership

Nowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0.

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A postgraduate capstone project: Impact on student learning and organizational change

Industry and Higher Education ◽

10.1177/09504222211036584 ◽

2021 ◽

pp. 095042222110365

Author(s):

Gordon R. Elwell ◽

Thad E. Dickinson ◽

Michael D. Dillon

Keyword(s):

Organizational Change ◽

Adult Students ◽

Graduate Program ◽

Common Component ◽

Work Related ◽

Academic Knowledge ◽

Capstone Courses ◽

Capstone Project ◽

The Usa ◽

Capstone Projects

The capstone course serves to integrate accumulated knowledge with a culminating experience or project and is a common component in undergraduate and graduate programs. The research on capstones courses shows that many capstone experiences or projects involve students working with outside clients, such as local businesses and organizations, to solve problems or develop new projects or campaigns. Such capstone experiences or projects seek to offer students real-world, career-building experience, while the clients seek to benefit from the learned academic knowledge of the students. Where the literature is scarce on client-based capstone projects is when the client is the student’s employer or career-related organization. A graduate program in administration at a public Midwestern university in the USA offers a different approach to the student–client model by requiring a degree-culminating capstone project that challenges adult students to apply their learned knowledge to solve administrative problems not for an outside client but at their place of employment or career-related organization. The researchers surveyed 66 alumni and interviewed 6 on how the capstone project had benefited their work-related learning and its impact on their employer or career-related organization. Students perceived an improvement in their ability to define and analyze administrative problems in their workplace, while the employers or organizations which implemented the project recommendations experienced positive organizational change. This case study contributes to the literature on capstone courses by examining the relevance of a work- or career-related capstone project to students and their workplace.

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Effect of Injection Location and Multi-Hole Nozzle on Mixing Performance in a CNG-Fuelled Engine with Port Gas Injection, Using CFD Analyses

MATEC Web of Conferences ◽

10.1051/matecconf/20179506003 ◽

2017 ◽

Vol 95 ◽

pp. 06003 ◽

Cited By ~ 1

Author(s):

Tianbo Wang ◽

Siqin Chang

Keyword(s):

Gas Injection ◽

Mixing Performance ◽

Cfd Analyses ◽

Injection Location

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Relating Student, Teacher and Third-Party Assessments in a Bachelor Capstone Project

Communications in Computer and Information Science - Software Process Improvement and Capability Determination ◽

10.1007/978-3-319-67383-7_36 ◽

2017 ◽

pp. 499-506

Author(s):

Vincent Ribaud ◽

Vincent Leilde

Keyword(s):

Student Teacher ◽

Third Party ◽

Capstone Project

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Problem-driven teaching activities for the capstone project course of data science

Proceedings of ACM Turing Celebration Conference - China on - TURC '18 ◽

10.1145/3210713.3210745 ◽

2018 ◽

Author(s):

Liang Bai ◽

Yanli Hu

Keyword(s):

Data Science ◽

Teaching Activities ◽

Capstone Project

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Engineering Education through a Flipped Classroom Model

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10248 ◽

2018 ◽

Author(s):

David Wang ◽

Adam Gomes

Keyword(s):

Best Practices ◽

Student Performance ◽

Flipped Classroom ◽

Core Curriculum ◽

Engineering Students ◽

Capstone Project ◽

Variable Control ◽

Flipped Classrooms ◽

Comparison Of The Results ◽

And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.

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