scholarly journals DESIGN PROJECTS - THE CDIO CONTEXT AND EXPERIENCE WITH INDUSTRY

2011 ◽  
Author(s):  
Chris K. Mechefske ◽  
Brian W. Surgenor ◽  
John Pelow ◽  
Urs P. Wyss
Keyword(s):  
Term Structure ◽  
Materials Engineering ◽  
Design Cycle ◽  
Team Project ◽  
Design Projects ◽  
Queen's University ◽  
Capstone Projects ◽  
The University ◽  
University Industry ◽  
Capstone Design

As with most engineering schools, the Department of Mechanical and Materials Engineering at Queen’s University in Kingston, has a final year capstone design course. Since 1998, capstone projects have involved teams of students working on industry-based problems. This paper summarizes the experience of current and past course coordinators with the university-industry component, comments on how the Conceiv Design Implement Operate (CDIO) elements of the design cycle are handled, and discusses the implications of the two term structure of the course. The first term course MECH 460 Team Project – Conceive and Design is mandatory for all students. The second term course MECH 462 Team Project – Implement and Operate is optional.

scholarly journals ENGCON: A PRE-CAPSTONE ENGINEERING DESIGN CONVENTION

2019 ◽  
Author(s):  
Chris Rennick ◽  
Eugene Li
Keyword(s):  
Engineering Design ◽  
Lessons Learned ◽  
Engineering Programs ◽  
Design And Implementation ◽  
Internal Support ◽  
Design Projects ◽  
Capstone Projects ◽  
The University ◽  
Important Activity ◽  
Capstone Design

The capstone design project is ubiquitous in engineering programs worldwide, and is seen by students as the single most important activity in their undergraduate careers. Staff and faculty at the University of Waterloo identified three issues with the current capstone process: students are unaware of industrial suppliers, they lack multi-disciplinary exposure, and they often struggle to identify "good" needs for their projects. The Engineering IDEAs Clinic, with support from instructors and staff from across Engineering, developed a conference for students to address these issues. EngCon – aimed at students in third/fourth year – brought students together with their peers from other programs, instructors from across the Faculty, and representatives from suppliers (both external industry, and internal support units) with the goal of improving their capstone projects. This paper presents the design and implementation of EngCon in both 2017 and 2018 with lessons learned from offering a large coordinated set of workshops aimed at students as they enter their capstone design projects.  

scholarly journals EXPERIENCE WITH CAPSTONE PROJECTS BASED ON COLDFIRE MICROCONTROLLERS

2018 ◽  
Author(s):  
Naraig Manjikian
Keyword(s):  
Processor Architecture ◽  
Design Projects ◽  
Queen's University ◽  
Capstone Projects ◽  
Capstone Design

 Abstract – This paper describes the experience of the author in supervising capstone undergraduate projects that have used microcontroller chips based on the Cold-Fire processor architecture, along with supporting hard-ware and software. Six capstone design projects are se-lected for illustration, and these projects have been pur-sued by a total of nineteen students under the supervision of the author in the Department of Electrical and Com-puter Engineering at Queen’s University between 2013 and 2017. After summarizing the selected projects to pro-vide the context, this paper highlights the supervisory role of the author to provide potentially useful insights to oth-er potential project supervisors. A retrospective assess-ment is provided for the decision to use ColdFire-based platforms in these projects, along with some reflections on the experience. Considerations for platform selection by the author in future projects are also outlined.

Comparison of motivations and perceptions of capstone benefits for industry sponsors: An interview-based study of faculty and industry

2021 ◽  
pp. 030641902110054
Author(s):  
Varun Rawal ◽  
Steven T O’Shields ◽  
Joshua D Summers
Keyword(s):  
Clemson University ◽  
Collection Method ◽  
Student Teams ◽  
Design Program ◽  
Expected Values ◽  
Design Projects ◽  
Capstone Projects ◽  
The University ◽  
The Relationship ◽  
Capstone Design

The goal of this research is to understand, explore, and align the motivation and value that industry gains from sponsoring senior level mechanical engineering capstone design projects at Clemson University. This research compares the expected values of capstone projects from the perspectives of both the sponsoring companies and university faculty. If faculty understand the expected value from the sponsor, faculty could more effectively solicit and scope sponsor-based projects. Interviewing was used as the data collection method to explore faculty and company sponsor perceptions regarding the capstone design program. Interview results are linked and evaluated to extract thematic patterns in the responses. Conclusions of this work show that faculty anticipate companies continue to sponsor projects if the final products generated by the student teams are beneficial to the company. Companies tend to gain value from sponsoring capstone by providing low priority projects to garner solutions with minimal investment. Further, the realized benefit of the projects for the sponsoring companies depends on the structuring of the program, the proximity of the university, and the relationship between the company and university.

Incorporation of Manufacturing Process Design Into the Senior Capstone Design Course

2011 ◽  
Author(s):  
Douglas V. Gallagher ◽  
Ronald A. L. Rorrer
Keyword(s):  
Process Design ◽  
Manufacturing Process ◽  
Engineering Students ◽  
Cnc Machining ◽  
Senior Design ◽  
Solid Models ◽  
Hands On ◽  
Design Projects ◽  
The University ◽  
Capstone Design

At the University Colorado Denver, a manufacturing process design course was specifically created to raise the level of the as constructed senior design projects in the department. The manufacturing process design course creates a feed forward loop into the senior design course, while the senior design course generates a feedback loop into the process design course. Every student and student project has the opportunity to utilize CNC mills and lathes where appropriate. Specific emphasis is placed upon the interfaces from solid models to CAM models and subsequently the interface from CAM models to the machine tool. Often the construction of many senior design projects approaches the level of blacksmithing due to time constraints and lack of fabrication background. Obviously, most engineering students have neither the time nor the ability to become expert fabricators. However, the wide incorporation of CNC machining in the program allows, an opportunity to not only raise the quality of their prototypes, but also to immerse in the hands on experience of living with the ramifications of their own design decisions in manufacturing. Additionally, some of the art of fabrication is turned into the science of fabrication. The focus of this paper will be primarily on examining the effect of formal incorporation of the manufacturing process in the capstone design course.

A Case Study of Using Capstone Design as Basis for Curriculum-Wide Project-Based Learning

2011 ◽  
Author(s):  
Barry Hyman ◽  
Sanjeev Khanna ◽  
Yuyi Lin ◽  
Jim Borgford-Parnell
Keyword(s):  
Project Based Learning ◽  
Assessment Process ◽  
Design Management ◽  
Original Design ◽  
University Of Missouri ◽  
Design Projects ◽  
Management Students ◽  
The University ◽  
Capstone Design

This paper describes an NSF funded project in the Mechanical and Aerospace Engineering (MAE) Department at the University of Missouri. A primary goal of this project is to systematically increase project-based learning (PBL) experiences throughout the MAE curriculum. To accomplish this goal, recent capstone design projects that need further refinements serve as the basis for PBL activities throughout the MAE curriculum. A major tool for facilitating these refinement efforts is a new senior/graduate Design Management course in which each student in this course learns how to plan and manage design projects. These students then implement their learning by serving as project team managers in the courses in which the refinement activities are being conducted. This paper provides a detailed case study of five refinements to one capstone design that took place in four different MAE courses during the Spring 2011 semester. The paper describes a Fall 2009 capstone project that consisted of designing a portable wood chipper. The student design was very promising, leading to a chipper with significantly greater chipping capacity than commercially available chippers of the same size and weight. However, several faculty members reviewed the results and identified additional opportunities for refining the design. This paper describes activities during Spring 2011 when students in four different MAE courses developed refinements to the original design. The roles of the Design Management students in these activities are discussed. The paper also includes a discussion of the methods and findings of the formative assessment process, including interviews with, and surveys of, faculty and students.

scholarly journals Mechanical Engineering Capstone Design Course – CEAB Accreditation Outcomes Assessment

2015 ◽  
Author(s):  
Jacqueline Stagner ◽  
Jennifer Johrendt
Keyword(s):  
Final Report ◽  
Improvement Program ◽  
Team Interaction ◽  
Materials Engineering ◽  
Undergraduate Experience ◽  
Interdisciplinary Projects ◽  
The University ◽  
Design Proposal ◽  
A Company ◽  
Capstone Design

Due to the comprehensive nature of the two-semester Capstone Design course for fourth-year students, many of the Canadian Engineering Accreditation Board (CEAB) Graduate Attributes (GrAtts), and associated learning outcomes (LOs), are present within the course. As the term ‘graduate attribute’ implies, students should exhibit specific attributes upon graduation. Thus, assessing these attributes in the students’ final year enables the faculty and students to verify that the goal of achieving these attributes has been accomplished. However, it is also necessary to examine the results of the assessments to make any downstream adjustments to the curriculum, to address any weaknesses in specific attributes.The undergraduate course calendar provides the following course description for the Capstone Design course:Student design teams, operating within a "company" environment, utilize the broad range of their undergraduate experience in interdisciplinary projects selected to promote interaction between the mechanical, automotive, and materials programs. Design methodologies and team interaction simulate future professional practice. Project milestones include: a design proposal with cost analysis and scheduling, construction and commissioning of the designed apparatus, and a final report and presentation having both global and detail completeness [1].One can see that the course is comprehensive; however, it is also quite unique for each design team as it pertains to each specific project. The uniqueness of projects, along with the fact that there are multiple advisors and assessors of projects, provides challenges to ensuring accurate and consistent assessments.This paper will describe what the department of Mechanical, Automotive & Materials Engineering (MAME) at the University of Windsor has incorporated into the Capstone Design course to assess many of the CEAB GrAtts and LOs, and implement a continuous improvement program for the department.

scholarly journals Bridging Recognition of Prior Learning (RPL) and Corporate Social Responsibility (CSR): Circular Flow of Interaction among the University, Industry, and People

2021 ◽  
Vol 13 (8) ◽  
pp. 4532
Author(s):  
Rumpa Roy ◽  
Hesham El Marsafawy
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Well Being ◽  
Prior Learning ◽  
Hands On ◽  
Recognition Of Prior Learning ◽  
Corporate Social ◽  
The University ◽  
University Industry

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

Sign in / Sign up

Export Citation Format

Share Document