scholarly journals CEAB-INSPIRED RUBRICS FOR ASSESSING DESIGN DOSSIERS IN CAPSTONE DESIGN COURSES

2012 ◽  
Author(s):  
Antony J Hodgson ◽  
Machiel Van der Loos
Keyword(s):  
Mechanical Engineering ◽  
Design Work ◽  
Graduate Attributes ◽  
Wide Range ◽  
Engineering Department ◽  
Routine Basis ◽  
Capstone Design Courses ◽  
Capstone Design

In the UBC Mechanical Engineering Department, we have recently shifted from using formal reports as our primary documentation process in our capstone design course to a 'design dossier' approach in which students document their work on a task-by-task basis. While this approach has significant benefits in terms of students learning how to document their design work on a routine basis, it has produced challenges in marking a wide range and volume of submissions from different teams working on different projects. In this paper and presentation, we share our experiences of using marking rubrics inspired by the Canadian Engineering Accreditation Board's list of graduate attributes.

CAPSTONE DESIGN PROJECTS WITH INDUSTRY PARTNERS: A 6-YEAR EXPERIENCE REPORT

2019 ◽  
Author(s):  
Philippe Kruchten ◽  
Paul Lusina
Keyword(s):  
Learning Outcomes ◽  
Soft Skills ◽  
Lessons Learned ◽  
Computer Engineering ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Capstone Courses ◽  
Evaluation Scheme ◽  
Capstone Design Courses ◽  
Capstone Design

Since 2013, the fourth-year capstone design courses for the electrical and computer engineering programs at UBC are working only with projects defined by industrial partners. These capstone courses run over two terms (September to April) and are worth 10 credits. The projects involves teams of five students, which follow a common timeline, produce a common set of deliverables, and have a common evaluation scheme –with some latitude for variation based on the nature of the project and the type of partner. A key objective is to include non-technical graduate attributes, the so-called “soft skills”, in our learning outcomes. In this paper, we describe our current course framework, our constraints and design choices, and we report lessons learned and improvements implemented over 6 years.  

Mechatronics as a Capstone Design Course

1999 ◽  
Author(s):  
William R. Murray ◽  
Joseph L. Garbini
Keyword(s):  
Real World ◽  
Mechanical Engineering ◽  
Learning Experiences ◽  
University Of Washington ◽  
High Regard ◽  
The University ◽  
Capstone Design Courses ◽  
Capstone Design

Abstract Capstone design courses in engineering, which provide students the opportunity to tackle open-ended, real-world projects, are generally held in high regard as learning experiences. A relatively new and increasingly important component of engineering is the area of mechatronics. In this paper, we review the goals of capstone design courses and examine how well suited mechatronics projects are for use as projects in capstone design courses. Our experiences in using mechatronics projects in the senior-level capstone design course in the Department of Mechanical Engineering at the University of Washington are presented. From these experiences, we demonstrate that mechatronics projects are particulary well suited for use in capstone design.

scholarly journals CAPSTONE DESIGN IN MECHANICAL ENGINEERING AT THE UNIVERSITY OF WESTERN ONTARIO

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Mechanical Engineering ◽  
Primary Sources ◽  
Career Goals ◽  
Engineering Programs ◽  
Engineering Program ◽  
Student Teams ◽  
Wide Range ◽  
The University ◽  
Centres Of Excellence ◽  
Capstone Design

All engineering programs in Canada must culminate in a significant design experience. This paper describes the capstone design course in the Mechanical Engineering Program at the University of Western Ontario. Self-selected student teams choose from several types of projects: faculty-defined projects, student-defined entrepreneurial projects, student design competitions, and industry-sponsored projects. These choices accommodate a wide range of interests and career goals. The primary sources of project funding are industry sponsorship fees and matching funding through the Ontario Centres of Excellence Connections Program. The majority of project expenses are for parts, materials, prototype construction and testing.

scholarly journals ARE MULTIDISCIPLINARY DESIGN CAPSTONE'S STUDENTS MORE INNOVATIVE THAN MONODISCIPLINARY ONES?

2017 ◽  
Author(s):  
Narges Balouchestani Asli ◽  
Kamran Behdinan
Keyword(s):  
Best Practices ◽  
Functional Diversity ◽  
Quantitative Study ◽  
Mechanical Engineering ◽  
Self Report ◽  
Multidisciplinary Design ◽  
Educational Institutions ◽  
To Come ◽  
Capstone Design Courses ◽  
Capstone Design

Educating Innovative minds is one of the main objectives of educational institutions. In curricula, capstone design courses provide the biggest opportunity for students to be innovative and creative. To prepare students for the multidisciplinary workplace, many institutions have initiated multidisciplinary capstones besides their departmental capstones. This paper explores innovation in multidisciplinary and mechanical engineering capstone design courses. Comparing multidisciplinary and monodisciplinary capstones with regard to the students’ innovation will inform educational institutions about the best practices to prepare an environment for innovation to flourish. In this study, we define innovation as the ability to come up with creative ideas and being able to implement them. Our quantitative study measures innovation from rubrics that was assessed by supervisors and clients during the course of the projects. We also assessed innovation based on the students’ self-report. So innovation was measured from both external (supervisors) and internal (students) perspectives. Our results show that functional diversity of multidisciplinary capstones affects students' ability to be innovative.

scholarly journals DESIGN OF A WESTERN ENGINEERING "GREEN" BUILDING

2011 ◽  
Author(s):  
D. M. O'Carroll ◽  
E. K. Yanful ◽  
F. Berruti ◽  
R. O. Buchal
Keyword(s):  
Interdisciplinary Collaboration ◽  
Integrated Design ◽  
Green Building ◽  
Multidisciplinary Teams ◽  
Design Work ◽  
Existing Building ◽  
Engineering Consulting ◽  
The University ◽  
Capstone Design Courses ◽  
Capstone Design

The Faculty of Engineering proposes to replace an existing building at the University of Western Ontario with a modern, state of-the-art, environmentally friendly, and energy-efficient building designed by students. This is an ideal opportunity to expose students to an interdisciplinary design project involving every engineering discipline. Students were commissioned to design a building that achieves the highest possible Leadership in Energy and Environmental Design accreditation. Initial design work was performed by students as part of their capstone design courses in 2004/2005. In 2005/2006, two competing multidisciplinary teams of students conducted detailed integrated design work in collaboration with industry - including architects and engineering consulting firms - to tackle the structural, environmental, materials, mechanical and electrical requirements. The experience was very positive, but the degree of interdisciplinary collaboration was less than expected due to the departmental nature of existing capstone design courses.

A Pillar of Mechanical Engineering Design Education in Australia: 25 Years of the Warman Design and Build Competition

2013 ◽  
Author(s):  
Warren F. Smith
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Assessment ◽  
National Committee ◽  
Engineering Design Education ◽  
Wide Range ◽  
Institutional Learning ◽  
History Of

The “Warman Design and Build Competition”, running across Australasian Universities, is now in its 26th year in 2013. Presented in this paper is a brief history of the competition, documenting the objectives, yearly scenarios, key contributors and champion Universities since its beginning in 1988. Assuming the competition has reached the majority of mechanical and related discipline engineering students in that time, it is fair to say that this competition, as a vehicle of the National Committee on Engineering Design, has served to shape Australasian engineering education in an enduring way. The philosophy of the Warman Design and Build Competition and some of the challenges of running it are described in this perspective by its coordinator since 2003. In particular, the need is for the competition to work effectively across a wide range of student group ability. Not every group engaging with the competition will be competitive nationally, yet all should learn positively from the experience. Reported also in this paper is the collective feedback from the campus organizers in respect to their use of the competition as an educational experience in their classrooms. Each University participating uses the competition differently with respect to student assessment and the support students receive. However, all academic campus organizer responses suggest that the competition supports their own and their institutional learning objectives very well. While the project scenarios have varied widely over the years, the intent to challenge 2nd year university (predominantly mechanical) engineering students with an open-ended statement of requirements in a practical and experiential exercise has been a constant. Students are faced with understanding their opportunity and their client’s value system as expressed in a scoring algorithm. They are required to conceive, construct and demonstrate their device with limited prior knowledge and experience, and the learning outcomes clearly impact their appreciation for teamwork, leadership and product realization.

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