scholarly journals INTERDISCIPLINARY CAPSTONE DESIGN STREAM AT THE UNIVERSITY OF WATERLOO: IMPLEMENTATION PLAN

2012 ◽  
Author(s):  
Cherly Pearce ◽  
Steve Lambert ◽  
Wayne Parker
Keyword(s):  
Team Members ◽  
Course Structure ◽  
Capstone Course ◽  
Undergraduate Engineering ◽  
Capstone Courses ◽  
Interdisciplinary Design ◽  
Project Deliverables ◽  
The University ◽  
Logistical Barrier ◽  
Capstone Design

An interdisciplinary design approach is a collaborative effort involving team members from different engineering disciplines to solve a problem. An opportunity for interdisciplinary education exists in the fourth year capstone design project. Interdisciplinary capstone courses are offered at other Canadian universities but, at the University of Waterloo (UW) the co-operative undergraduate engineering program poses a logistical barrier to students interacting with students in other disciplines for capstone design projects. Currently, students can form their own interdisciplinary team but differences in course structure, project deliverables, and design terminology and method between engineering disciplines is challenging for students and instructors. An investigation into the feasibility of a new interdisciplinary capstone design course at UW is undertaken. A possible home for the interdisciplinary capstone course could be under the Chair of Design Engineering. Overall, receptivity among departments is positive but a more comprehensive analysis is required.

scholarly journals FROM MECHANICAL ENGINEERING CAPSTONE DESIGN TO DESIGN IMPLEMENTATION

2017 ◽  
Author(s):  
Patrick Dumond ◽  
Eric Lanteigne
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Capstone Course ◽  
Capstone Courses ◽  
Engineering Theory ◽  
Teaching Design ◽  
The University ◽  
The Relationship ◽  
Capstone Design

Traditionally, mechanical engineering capstone courses focused on teaching students the application of fundamental engineering theory to complex mechanical designs. Recently, there has been a transition towards experiential learning initiatives, such as prototyping, in engineering design. This paper looks at the relationship between the mechanical engineering design capstone course and a course in product design and development, which provides students with the opportunity to build prototypes of their designs, at the University of Ottawa. The importance of the traditional capstone course is considered and the implications of implementing these designs are examined. Many capstone design projects would require extensive work so that they could be implemented. A large hurdle appears to exist between analytical design and design implementation, and the term time constraints limit the complexity of designs intended for prototyping. In fact, students require many design iterations before they can build full-scale functional prototypes of their design. Therefore, we have observed that simple products work best for teaching design implementation.

scholarly journals Improving Classroom Engagement to Maximize Learning in an Interdisciplinary Dual Faculty Capstone Experience at the University of Manitoba

2018 ◽  
Author(s):  
William C.D. DeGagne ◽  
Paul E. Labossiere
Keyword(s):  
Real Life ◽  
Capstone Course ◽  
Engineering Program ◽  
Capstone Courses ◽  
Future Assessment ◽  
Education Association ◽  
University Of Manitoba ◽  
The Difference ◽  
The University ◽  
Capstone Design

One of the most effective and efficient ways for an engineering program to facilitate compliance with the Canadian Engineering Accreditation Board (CEAB) accreditation criteria is through capstone design projects and courses [2]. Currently, The University of Manitoba Faculty of Engineering has several capstone design courses; however, each is independently focused on its own respective discipline. The resulting educational experience for students, though rigorous and challenging, is maintained within the boundaries of the students’ engineering discipline, thereby neglecting to provide the opportunity for students to work with people from multiple disciplines and across different faculties. This method of education, where students work in isolation, arguably does not reflect real world engineering. Through internal focus group meetings, program representatives from the Faculty of Engineering at The University of Manitoba agree that the capstones should be more reflective of real life situations. Interdisciplinary courses are most important because they “…articulate the difference between educational problems and workplace problems” [1]. Hence, to allow “(students) persons from different disciplines to work collaboratively and are integrated to combine their knowledge to solve a problem” (sic)[4], interdisciplinary capstone courses are essential to a rounded engineering education. Furthermore, teaming with the Faculty of Architecture will provide several benefits for both facilities such as: develop lifelong learning patterns; foster cooperative and collaborative team relationships; and, allow both facilities to learn the other’s cultures and technical languages.Since 2016, The University of Manitoba has presented research papers at the Canadian Engineering and Education Association (CEEA) conferences on the development and future assessment of an interdisciplinary capstone course. These papers have shown the evolution of the course from a multidisciplinary engineering program to an interdisciplinary Engineering and Architectural dual faculty offering. The course was launched in January, 2018, and will be evaluated through the winter session and into the fall.This paper, will explore, define, and explain how the proposed new engineering/architecture interdisciplinary capstone and dual faculty course will be developed, highlight the early stages of its initiation, describe the ongoing implementation, outline how the performance of the new course will be evaluated, delve into how the new course will be improved to make it more meaningful and practical to both faculties and students, and; discover how engagement can improved student learning.

scholarly journals CAPSTONE DESIGN PROJECTS: THEORY MEETS PRACTICE

2020 ◽  
Author(s):  
Raghu Echempati
Keyword(s):  
Finite Element Analysis ◽  
Finite Element ◽  
Time Constraints ◽  
Element Analysis ◽  
Capstone Course ◽  
Capstone Courses ◽  
Rigid Frame ◽  
Capstone Projects ◽  
One Year ◽  
Capstone Design

This paper describes one example of an adjustable gooseneck trailer hitch assembly that was assigned as a senior capstone design project course at Kettering University, Flint, Michigan, USA to carry out their work from concept to testing phases of a real prototype – in short, following “Theory meets practice” concept. Typically at most other engineering colleges, students complete their capstone projects in one year, while at Kettering University, the students complete their capstone courses in one academic term that lasts only about 11 weeks. Using math and advanced Computer Aided Engineering (CAE) tools for analysis is expected. Three different groups of students enrolled in three separate courses over 3 academic terms developed two different trailer hitch devices. The first gooseneck hitch system briefly described here was the effort of a group of four students of the capstone course. They designed a manually adjustable device. However, due to time constraints, their fabricated device ended up being a rigid frame. These students carried out all the different tasks of the project more or less equitably. The second trailer hitch system described in this paper was the effort of a single student of the capstone course who designed and fabricated a compliant (adjustable) hitch system. However, due to time constraints, detailed finite element analysis (FEA) or testing of the device could not be done. A third group of two students enrolled in Applied Finite Element Analysis course in another academic term chose the compliant hitch design carried by the single student for their final class project, and attempted analysis by MatLab and FEA. Preliminary results obtained for both of these gooseneck trailer hitch systems are presented and discussed briefly in the paper. Majority of the capstone course projects carried out at Kettering University represent uniqueness in terms of completing them in one academic term.

scholarly journals EXPERIENCES AND PROPOSALS FOR INTERDISCIPLINARY ENGINEERING DESIGN COURSES

2011 ◽  
Author(s):  
Pouyan Jazayeri ◽  
William (Bill) Rosehard ◽  
David Westwick
Keyword(s):  
Engineering Design ◽  
Group Structure ◽  
Structure Design ◽  
Course Structure ◽  
Interdisciplinary Design ◽  
University Of Calgary ◽  
Design Projects ◽  
The University ◽  
Academic Year ◽  
Equal Contribution

This paper presents some of the experiences gained from the interdisciplinary design course offered at the university of Calgary in the 2004-2005 academic year. It also provides a few proposals and recommendations to improve the course (or similar versions) in the future. The components of the course—lecture content, group structure, design projects, and general course structure—are analyzed and some of the challenges—equal contribution from members, scheduling, grading, and more— are described in this paper. The approaches used in overcoming these problems, along with further suggestions, are also detailed.

scholarly journals DEVELOPMENT AND IMPLEMENTATION OF A CROSS DISCIPLINE CAPSTONE DESIGN EXPERIENCE AT THE UNIVERSITY OF MANITOBA

2017 ◽  
Author(s):  
W.C.D. DeGagne ◽  
Paul Labossiere
Keyword(s):  
Engineering Education ◽  
Real World ◽  
Capstone Course ◽  
Engineering Program ◽  
Engineering Discipline ◽  
Respective Discipline ◽  
University Of Manitoba ◽  
The University ◽  
Capstone Design Courses ◽  
Capstone Design

One of the most effective and efficient ways for an engineering program to facilitate compliance with the Canadian Engineering Accreditation Board (CEAB) accreditation criteria is through capstone design projects and courses. Currently, the University of Manitoba Faculty of Engineering has several capstone design courses; however, each is independently focused on its own respective discipline. The resulting educational experience for students, though rigorous and challenging, is maintained within the boundaries of the students’ engineering discipline, thereby neglecting to provide the opportunity for students to work with people from multiple disciplines and across multiple fields. This style/mode of education, where students work in silos, arguably does not reflect real world engineering. Program representatives from the Faculty of Engineering agree. An interdisciplinary capstone course would provide a more rounded engineering education for students. Exposing students to other disciplines and facilitating their learning of the knowledge, skills and behaviours required to work in a multidisciplinary capacity will more effectively prepare students for the real world. Thus, to better comply with CEAB requirements and to increase the breadth and depth of students’ engineering education, an interdisciplinary capstone pilot course will be launched at the University of Manitoba.This paper explains how this multidisciplinary capstone pilot program has been developed, and touches on the early stages of its initiation and implementation.

scholarly journals EXPERIENCES WITH INTER-YEAR CAPSTONE DESIGN TEAMS

2011 ◽  
Author(s):  
D. D. Mann ◽  
D. S. Petkau ◽  
K. J. Dick ◽  
S. Ingram
Keyword(s):  
Group Dynamics ◽  
Engineering Students ◽  
Design Teams ◽  
Team Leaders ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Diverse Backgrounds ◽  
The University ◽  
University Setting ◽  
Capstone Design

Design teams in industry are composed of individuals with diverse backgrounds at various stages of their careers. A unique set of group dynamics will be created with one member, likely someone with sufficient experience, assuming the responsibility of being the team leader. Design teams formed in engineering classes within the university setting typically consist of individuals at the same stage of their academic training, thus students do not experience the same group dynamics as they will find in industry. In an attempt to give undergraduate engineering students this experience, inter-year design teams were formed from engineering students registered in courses representing different stages of completion of the engineering degree. Students registered in the final-year design course were expected to assume the roles of team leaders or coleaders. This paper will discuss a number of issues that were observed with inter-year capstone design teams. It has been concluded that the disadvantages of inter-year design teams outweigh the advantages.

Teaching Capstone Design to a Multiple Location Team

2003 ◽  
Author(s):  
Beth A. Todd ◽  
W. Steve Shepard
Keyword(s):  
Distance Education ◽  
Full Time ◽  
University Of Alabama ◽  
Education Students ◽  
Team Members ◽  
New Employees ◽  
Traditional Student ◽  
The University ◽  
Student Team ◽  
Capstone Design

The Department of Mechanical Engineering at the University of Alabama offers its BSME degree through distance education to students in Dothan, Alabama, located approximately 240 miles from the campus in Tuscaloosa. These off-site students are full-time employees, many are machinists or technicians working swing shift, with the desire to become engineers. The goal of the program described here is to provide these non-traditional students with the same technical and professional content in their courses as students on campus. As the first group of students finished their degree program, the lates challenge has been to create a team-based design experience with traditional student team members and these distance education students. The purpose of this paper is to discuss the challenges and solutions for teaching capstone design to teams with members at multiple locations. For companies with multiple and multi-national locations, these students should be seen as having an important skill set as new employees.

Teaching Design in Context

2008 ◽  
Author(s):  
Daisie Boettner ◽  
Lynn K. Byers ◽  
Bobby G. Crawford ◽  
Gunnar Tamm ◽  
John Rogers ◽  
...  
Keyword(s):  
Design Process ◽  
Mechanical Engineering ◽  
The United States ◽  
Just In Time ◽  
Team Members ◽  
Course Structure ◽  
Design Projects ◽  
Class Ring ◽  
Formal Design ◽  
Capstone Design

As a result of recent curriculum revisions, the mechanical engineering faculty at the United States Military Academy teaches the formal design process “just in time” for students to apply the process to their capstone design projects. The design process consists of several phases and incorporates many engineering tools. During the initial offering of the course, Mechanical Engineering Design, instructors assigned students to capstone design teams early in the course. As the instructor taught the design process, team members applied the concepts to their capstone project. Based on instructors’ and students’ feedback, faculty revised the course structure to teach the design process in the context of a simple, in-class design project (design a portable illumination device) during the first half-semester. All in-class exercises were collaborative, hands-on experiences based on the project. To reinforce topics introduced in class and ensure all students develop a firm foundation in the design process, a separate common customer need (a device to store a West Point class ring) was the focus of all individual homework. Each student developed a design, built a prototype, and wrote an individual design report. Subsequent to formal design process instruction, students formed capstone teams and began their one and one-half semester capstone design projects. Results indicate that students more thoroughly understood the design process and its associated engineering tools allowing capstone teams to progress more efficiently through conceptual design; order parts, build prototypes, and test prototypes much earlier than the previous year; and enjoy a successful capstone experience.

Business and Industry Project-Based Capstone Courses: A Reflection on the Performance of Student Teams

2009 ◽  
Vol 23 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Reza A. Maleki
Keyword(s):  
Professional Competence ◽  
Course Structure ◽  
Capstone Course ◽  
Work Activities ◽  
Academic Knowledge ◽  
Capstone Courses ◽  
Student Teams ◽  
Team Setting ◽  
Enhanced Learning ◽  
Selection And Assessment

This is the second of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. It also incorporates standards and realistic constraints and draws on combinations of all intended academic knowledge and skill outcomes. To succeed in this course, students must demonstrate professional competence through the accomplishment of work activities for business and industrial clients. They are required to collaborate as a team to apply their knowledge, think critically and complete activities. They face many of today's competitive challenges to industry, business and government. This second paper addresses the challenges and rewards of working in a team setting and the ways in which the capstone course structure contributes to students' enhanced learning. The first paper, also included in this issue of Industry and Higher Education, examines the processes of project selection and assessment.

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