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 Effective Coordination of Capstone Design Work Using Milestones

2018 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich ◽  
Francis Lang
Keyword(s):  
Chemical Engineering ◽  
Final Report ◽  
Design Work ◽  
Management Framework ◽  
Engineering Program ◽  
Continuous Feedback ◽  
Added Benefit ◽  
The University ◽  
Better Than ◽  
Capstone Design

 Abstract – A universal management framework has been developed for coordinating the work of students and mentors in the capstone design course offered in the Chemical Engineering program at the University of New Brunswick. The framework makes use of seven evenly spaced milestones to pace the students through their design project. The milestone documents describe the main tasks to be completed by students and apply to any client-based project. They also provide the marking scheme to be used by mentors when evaluating the team reports submitted at the end of each milestone. As an added benefit, the universal milestone framework also enables the progressive assembly of a high-quality final report since each milestone report is tailored to be a section of the final report. As expected, the performance of students on the final report is generally better than the average of their milestone grades. Furthermore, the universal framework ensures deliverables are consistent for every group regardless of their project, which results in a streamlined experience for both students and instructors. Student opinion surveys suggest that students appreciate the frequency of the milestones, which allows for continuous feedback and appropriate pacing.

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 EXPERIENCE IN THE DEVELOPMENT AND DELIVERY OF A ONE SEMESTER CAPSTONE DESIGN COURSE FOR FINAL YEAR CIVIL ENGINEERS AT THE UNIVERSITY OF MANITOBA

2011 ◽  
Author(s):  
M. J. Frye ◽  
M. G. Britton
Keyword(s):  
Civil Engineering ◽  
Final Report ◽  
Preliminary Design ◽  
Design Project ◽  
Capstone Project ◽  
Student Teams ◽  
University Of Manitoba ◽  
The University ◽  
The City ◽  
Capstone Design

This paper describes the experience in the organization and delivery of a one-term Capstone design project for students in their final year of the Civil Engineering program at the University of Manitoba. The Capstone design course was first introduced into the Civil Engineering program at the University of Manitoba in the fall semester of 2002. It has now been delivered three times. It is a project-based course involving teamwork and encompassing knowledge in transportation, water resources, environmental, materials, geotechnical and structural engineering. The main objective of the Capstone project is to facilitate the transition from the academic environment to the “real world” (industry) through the participation in a meaningful design project under the general guidance of an industry mentor. Local consulting engineering companies volunteer to mentor the student teams. Design projects have been provided by the City of Winnipeg who agreed to act as the sponsor/client for the first three years of the Capstone program. Sponsorship involves selecting a suitable design project and preparing a request for a proposal (RFP). Projects provided by the City to date have included: (1) the preliminary design of a pedestrian bridge over the LaSalle River, and (2) the preliminary design of a grade separation at a congested intersection in Winnipeg. Project deliverables include a written response to the RFP, a progress report, and final report. Student teams are also required to give an in-class presentation to the client of their response to the RFP and the progress report. The presentation of the final report is open to the public and is held immediately following the last day of classes. The quality of the work has improved over the three years. This is attributed not only to the overall organization of the course but also because, so far, each of the student teams has wanted to “do better” than their predecessors. Industry mentors have also become more comfortable with their role and now have more realistic expectations of the capabilities of the students. Successful completion of the Capstone project is a challenge and depends on teamwork and effective project management. The time commitment is significant, and can impact other courses that the student is taking. Despite the significant workload students who have taken the course have with few exceptions said that they appreciated the opportunity to apply their skills to a real project involving all aspects of civil engineering. A spin-off benefit has been that the students have a first hand opportunity to meet and evaluate perspective employers and industry can evaluate perspective employees.

scholarly journals Inženiera, uzņēmēja, skolotāja Jāņa Baumaņa (1878–1945) mūža veikums

2019 ◽  
Vol 3 ◽  
pp. 50-61
Author(s):  
Lāsma Gaitniece ◽  
Alīda Zigmunde
Keyword(s):  
Polytechnic Institute ◽  
University Education ◽  
The University ◽  
A Company

Raksts veltīts inženierim, pedagogam un vienam no Liepājas pilsētas pašvaldības vadītājiem Jānim Baumanim, kurš augstāko izglītību ieguva ne tikai Rīgas Politehniskajā institūtā (RPI), bet arī elektroenerģijas (elektrības) augstskolā «Ecole supérieure d’electricité» Parīzē, Francijā. Jāņa Baumaņa biogrāfija liecina, ka viņš bijis mērķtiecīgs, nav baidījies jaunu izaicinājumu, kā arī vairākkārt sevi veiksmīgi pierādījis uzņēmējdarbībā, dibinot un sekmīgi vadot uzņēmumus. Minētās īpašības raksturo Jāni Baumani arī kā Liepājas pašvaldības vadītāju, taču vēlme uzņemties iniciatīvu dažādu tolaik vēl pārdrošu ideju realizēšanā augstajam amatam bijusi traucējoša, tādēļ viņš pilsētas vadībā bija vien nepilnu gadu. Atkāpjoties no pašvaldības vadītāja amata, viņš Liepāju pameta un devās uz Rīgu, kur strādāja firmā un pievērsās pedagoģiskajam darbam. Raksta mērķis – apkopot Jāņa Baumaņa dzīves gājumu un atklāt viņa veikumu dažādās darbības jomās.The article is devoted to engineer, teacher and one of mayors of Liepāja City Municipality – Jānis Baumanis – who obtained university education not only at Riga Polytechnic Institute (RPI), but also at the University of Electricity (Ecole supérieure d’electricité) in Paris, France. The biography of J. Baumanis shows that he has been purposeful, feared no challenge  and  has repeatedly proved  himself as entrepreneur establishing and successfully managing companies. These qualities also describe J. Baumanis as the Mayor of Liepāja City Municipality, but the desire to take initiative in implementing various, brave at that time, ideas were interfering, thus he held the position less than a year. After resigning, he left Liepāja city for Riga, where he worked for a company and turned to pedagogical work. The aim of the article is to summarize the life of J. Baumanis and to discover his achievements in various fields of activity.

scholarly journals Achievements of Engineer, Entrepreneur and Teacher Jānis Baumanis (1878–1945)

2019 ◽  
Vol 3 ◽  
pp. 52-63
Author(s):  
Lāsma Gaitniece ◽  
Alīda Zigmunde
Keyword(s):  
Polytechnic Institute ◽  
University Education ◽  
The University ◽  
A Company

The article is devoted to engineer, teacher and one of mayors of Lie- pāja City Municipality – Jānis Baumanis – who obtained university education not only at Riga Polytechnic Institute (RPI), but also at the University of Electricity (Ecole supérieure d’electricité) in Paris, France. The biography of J. Baumanis shows that he has been purposeful, feared no challenge and has repeatedly proved himself as entrepreneur establishing and successfully managing companies. These qualities also describe J. Baumanis as the Mayor of Liepāja City Municipality, but the desire to take initiative in implementing various, brave at that time, ideas were interfering, thus he held the position less than a year. After resigning, he left Liepāja city for Riga, where he worked for a company and turned to pedagogical work. The aim of the article is to summarize the life of J. Baumanis and to discover his achievements in various fields of activity.

scholarly journals An Architecture for Automated Verification of Academic Testimonials in E-Learning

2019 ◽  
Vol 8 (4) ◽  
pp. 2377-2383
Keyword(s):  
Success Rate ◽  
Hard Copy ◽  
Automated Verification ◽  
Online Application ◽  
Alternative Approach ◽  
E Learning ◽  
Digital Copy ◽  
The University ◽  
A Company ◽  
Manual Verification

Universities offering e-learning courses often provide their students with a hard copy of the marksheet. When that same student wants to apply for a job through the online application portal of a company, he/she must scan the marksheet and upload the scanned copy. This is a nuisance because there can be many such marksheets and not everyone has access to a scanner at home. The candidate is also required to provide the name of the University which issued the degree as well as the marks obtained, because these information cannot be extracted from the scanned marksheet image using OCR with 100% success rate due to many factors including: varying marksheet formats, presence of background watermarks, differing fonts, loss in quality during scanning, etc. The company must now manually verify each such application by matching the entered marks against the marks printed in the marksheet, which is a tedious process. In this paper, we propose an alternative approach where the data printed on the marksheet is also embedded in a digital copy of the marksheet. This digital copy, in the form of an image, can then be downloaded by the students from the University portal thereby eliminating the need for scanning. Furthermore, when this image is uploaded, the company, i.e. job provider, can easily verify the information by invoking a standard API exposed by the University (or some nodal agency), which will then extract the embedded information. This eliminates the need for any manual verification and the entire process is automated, simple, fast and hassle-free. Security features are also inherent in our approach thereby reducing any chances of fraud

scholarly journals Modeling Humanizing Education Through Newly Reviewed Materials Engineering Curriculum

2021 ◽  
Vol 9 (3) ◽  
pp. 63-79
Author(s):  
Norshahida Sarifuddin ◽  
Zuraida Ahmad ◽  
Ahmad Zahirani Ahmad Azhar ◽  
Hafizah Hanim Mohd Zaki ◽  
Amelia Wong Azman ◽  
...  
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Well Being ◽  
Engineering Programs ◽  
Academic Field ◽  
Materials Engineering ◽  
New Curriculum ◽  
Humanitarian Engineering ◽  
Definition Of ◽  
The University

In line with the current global focus on sustainability and the well-being of the planet, becoming a professional engineer nowadays requires more than simple mastery of technical skills. Considering that engineers are required to have a deep sense of responsibility not only for humankind but also for the environment, engineering education and practices must be reformed substantially to prepare engineers that will contribute to sustainable development. This necessitates updating conventional engineering programs (CEE) to incorporate Humanizing Engineering Education (HEE). Although HEE is an old practice of individual engineers and other organizations outside the academic field, it is relatively new in academic engineering. While the definition of what truly merits being considered HEE remains debatable, many engineers believe that their work involves a humanitarian aspect. To streamline the development of HEE, there is a need for developing guidelines and frameworks for a comprehensive model. Ideally, that framework should integrate humanizing pedagogy in the new curriculum design. The objective of the paper is to share the experience of the authors in designing a new curriculum for a Materials Engineering Programme (MEP) that is embedded with Humanitarian Engineering (HE), which is among the main elements of HEE. Data collection was through interviews, qualitative surveys, reports from the stakeholders, accreditation bodies and benchmarking with other Higher Learning Institutions (HLI). An extensive scholarly literature review was executed to identify shortcomings in CEE and how it could be reformed by integrating it with HEE. The Sejahtera Academic Framework (SAF); a strategic framework for academic programmes developed by the university, was used as a reference to customize MEP to better meet students’ needs. Since the proposed model applies a new emerging concept, it inevitably raises challenges related to different levels of understanding among course implementers and perceptions of external stakeholders. Moreover, the developers had to consider the limitations imposed by the university's policies and structures while acknowledging the availability of finite resources (i.e. time, money, equipment, and expertise).

scholarly journals Preparing the “New” Biologist of the Future: Student Research at the Interface of Mathematics and Biology

2010 ◽  
Vol 9 (3) ◽  
pp. 311-315 ◽  
Author(s):  
Sarah I. Duncan ◽  
Pamela Bishop ◽  
Suzanne Lenhart
Keyword(s):  
Research Process ◽  
Biological Synthesis ◽  
Final Report ◽  
Summer Program ◽  
Research Experience ◽  
Veterinary Students ◽  
University Of Tennessee ◽  
And Mathematics ◽  
The University ◽  
Faculty Mentors

We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics. Participants were selected to work on projects with a biology mentor and a mathematics mentor in an environment that promoted collaboration outside of the students' respective disciplines. There were four research projects with teams of four participants and two faculty mentors. The participants consisted of a mixture of 10 undergraduates in biology- and mathematics-related disciplines, four veterinary students, and two high-school teachers. The activities included lectures on both the biological and mathematical backgrounds of the projects, tutorials for software, and sessions on ethics, graduate school, and possible career paths for individuals interested in biology and mathematics. The program was designed to give students the ability to actively participate in the scientific research process by working on a project, writing up their results in a final report, and presenting their work orally. We report on the results of our evaluation surveys of the participants.

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