scholarly journals BENEFITS AND BARRIERS TO INTERNATIONAL COLLABORATION FOR CAPSTONE DESIGN COURSE

2017 ◽  
Author(s):  
Narges Balouchestani Ali ◽  
Sijia Zhu ◽  
Kamran Behdinan
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
International Collaboration ◽  
Engineering Students ◽  
Problem Based Learning ◽  
Cross Cultural ◽  
Global Environment ◽  
University Of Toronto ◽  
Capstone Design Courses ◽  
Capstone Design

In today’s world, engineering design is being conducted in a global environment. Recent research in engineering education shows that one of the competencies for engineering students is the ability to collaborate and communicate internationally. There is no better place in curricula than the 4th year design capstone to incorporate international experiences for students. University of Toronto has recently started international collaboration in capstone by partnering with universities in China, USA and Singapore. This is problem-based learning that allows students to experience collaboration with international partners. This paper explores the experiences of students in the international capstone design courses. We investigate the challenges, the risks, and the rewards associated with this international and cross cultural collaboration.

scholarly journals ANALYSIS OF HOW CAPSTONE TEAMS DEFINE ENGINEERING DESIGN FAILURE

2021 ◽  
Author(s):  
Farrah Fayyaz
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Engineering Students ◽  
Sustainable Design ◽  
Concordia University ◽  
Design Students ◽  
Two Phases ◽  
Social Environmental ◽  
Graduating Students ◽  
Capstone Design

There is a growing trend in engineering education to increase the societal awareness among theengineering graduates, so that the engineering solutions proposed by the engineers are more sustainable. To achieve this, one of the efforts in Concordia University is to ask capstone students to discuss and implement (wherever possible) ethical, legal, social, environmental, and entrepreneurial aspects of their capstone design. Students are given two lectures during the capstone year which provides them with prompts to identify and think beyond their personal biases and perceptions of the society. At the end of the term, each capstone team is asked to define engineering failure. The aim for this is for graduating students to have a well thought of idea of the engineering design failure before they enter the workplace. This article explains the two phases (lectures) of the capstone lectures related to the ethical, legal, societal, environmental, and entrepreneurial aspects of an engineering design. Additionally, the article aims to analyze the definitions of engineering failure submitted by the engineering students at the end of the capstone year to identify keywords and terms that the graduating engineering students attribute to success and failure of an engineering design. The objective of the paper is to open the discussion among engineering educators for incorporating ideas in their courses that can improve engineering students’ understanding of a sustainable design and assess the success of these strategies.

MNC-Sponsored Multidisciplinary Industrial-Strength Capstone Design Projects in China

2014 ◽  
Vol 2 (10) ◽  
pp. 54-65
Author(s):  
Vincent Chang
Keyword(s):  
Engineering Education ◽  
Biomedical Engineering ◽  
Multinational Corporation ◽  
Engineering Students ◽  
Internet Technology ◽  
Computer Engineering ◽  
University Of Michigan ◽  
Design Projects ◽  
Industrial Strength ◽  
Capstone Design

With a growing need to reform Chinese higher engineering education, University of Michigan—Shanghai Jiao Tong University Joint Institute (JI) initiated multinational corporation-sponsored industrial-strength Capstone Design Projects (CDP) in 2011. Since 2011, JI has developed 96 corporate-sponsored CDPs since its inception, which include multinational corporation sponsors such as Covidien, Dover, GE, HP, Intel, NI, Philips, and Siemens. Of these projects, healthcare accounts for 27%, energy 24%, internet technology (IT) 22%, electronics 16%, and other industries 11%. This portfolio reflects the trends and needs in the industry, which provides opportunities for engineering students to develop their careers. An accumulated 480 JI students have been teamed up based on their individual backgrounds, specifically electrical engineering, computer engineering, computer science, mechanical engineering, and biomedical engineering. The corporate-sponsored rate grew from 0% in 2010 to 86% in 2014.

scholarly journals CHALLENGES IN ENGINEERING DESIGN EDUCATION: VERTICAL AND LATERAL LEARNING

2015 ◽  
Author(s):  
Aleksander Czekanski ◽  
Maher Al-Dojayli ◽  
Tom Lee
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Practice ◽  
Design Strategies ◽  
Engineering Design Education ◽  
Advanced Analysis ◽  
Capstone Projects ◽  
Team Design

Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. All these factors have impacted and shaped to certain extent the educational system in North America and Canada in particular. Currently, high percentage of the engineering graduates would require extensive training in industry to be able to conduct reliable complex engineering designs supported by scientific verification and validation, understand the complete design stages and phases, and identify the economic and cultural impact on such designs. This task, however, faces great challenges without educational support in such vastly changing economy.Lots of attention has been devoted to engineering design education in the recent years to incorporate engineering design courses supported by team design projects and capstone projects. Nevertheless, the lack of integrated education system towards engineering design programs can undermine the benefits of such efforts. In this paper, observations and analysis of the challenges in engineering design are presented from both academic and industrial points of view. Furthermore, a proposed vertical and lateral engineering education program is discussed. This program is structured to cover every year of the engineering education curricula, which emphasizes on innovative thinking, design strategies, support from and integration with other technical engineering courses, the use of advanced analysis tools, team collaboration, management and leadership, multidisciplinary education and industrial involvement. Its courses have just commenced for freshmen engineering students at the newly launched Mechanical Engineering Department at the Lassonde School of Engineering, York University.

scholarly journals DESIGNING RUBRICS FOR COMMUNICATION COURSES IN ENGINEERING: A Work in Progress

2013 ◽  
Author(s):  
Anne Parker ◽  
Aidan Topping
Keyword(s):  
Technical Communication ◽  
Engineering Students ◽  
Communicative Competence ◽  
Individual Performance ◽  
Learning Objectives ◽  
Communication Course ◽  
Design Elements ◽  
Course Content ◽  
Capstone Design Courses ◽  
Capstone Design

This paper will focus on the rubrics that we have developed for the technical communication course and the senior (capstone) design projects. As part of the C.E.A.B.’s and our own Faculty of Engineering’s mandate to more clearly define the goals of each course, the learning attributes associated with course content, and how these are assessed, we first developed rubrics that would help us track and assess students’ communicative competence. However, we soon learned that our presentation of the information impacts how well students assimilate it. Consequently, in our rubrics for the senior (capstone) design courses, we began to phrase the assignment requirements as action items, as something that must be done; for example, a document’s “layout and document design” must use “clear markers to create a visually appealing document,” and the illustrations must “communicate design elements and results.” In this way, students are encouraged to reflect on their individual performance, and one outcome for them is the opportunity to engage in a meaningful dialogue with the professor. One outcome for the professor is having the means to indicate a student’s position on a spectrum of performance. Finally, although linking attributes to learning objectives and determining “competency levels” can be very challenging, we hope to show how the rubrics we have designed may indeed make the task less daunting and more manageable for all stakeholders in the education of our engineering students.

scholarly journals COLLABORATIVE DESIGN PRACTICE INVOLVING PARTNERS FOR THE ADVANCEMENT OF COLLABORATIVE ENGINEERING EDUCATION (PACE)

2011 ◽  
Author(s):  
J. Mikkelsen ◽  
A. Steeves ◽  
W. L. Cleghorn ◽  
P. Bastani ◽  
R. Pattani ◽  
...  
Keyword(s):  
Engineering Education ◽  
Collaborative Design ◽  
Engineering Students ◽  
Pilot Project ◽  
General Motors ◽  
Collaborative Engineering ◽  
University Of Toronto ◽  
University Of British Columbia ◽  
Automobile Components ◽  
The University

This paper describes efforts to develop a collaborative design project involving third year mechanical engineering students from the University of British Columbia (UBC) and the University of Toronto (U of T). Selected students enrolled in a core kinematics and dynamics course at U of T were partnered with selected students enrolled in a core machine design course at UBC. These project groups were given the task of designing an automotive product specified by the industrial client, General Motors. The pilot project required students make full use of the advanced design resources provided under the Partners for the Advancement of Collaborative Engineering Education (PACE) program. This pilot project was performed as a simulation of real world automotive design where design offices around the globe participate in concurrent design of new automobile components and systems.

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.

When Theater Comes to Engineering Design: Oh How Creative They Can Be

2017 ◽  
Vol 139 (7) ◽  
Author(s):  
Ferris M. Pfeiffer ◽  
Rachel E. Bauer ◽  
Steve Borgelt ◽  
Suzanne Burgoyne ◽  
Sheila Grant ◽  
...  
Keyword(s):  
Engineering Design ◽  
Self Efficacy ◽  
Engineering Students ◽  
Control Groups ◽  
Engineering Mathematics ◽  
Design Students ◽  
Creative Self ◽  
And Control ◽  
Experimental Group ◽  
Capstone Design

The creative process is fun, complex, and sometimes frustrating, but it is critical to the future of our nation and progress in science, technology, engineering, mathematics (STEM), as well as other fields. Thus, we set out to see if implementing methods of active learning typical to the theater department could impact the creativity of senior capstone design students in the bioengineering (BE) department. Senior bioengineering capstone design students were allowed to self-select into groups. Prior to the beginning of coursework, all students completed a validated survey measuring engineering design self-efficacy. The control and experimental groups both received standard instruction, but in addition the experimental group received 1 h per week of creativity training developed by a theater professor. Following the semester, the students again completed the self-efficacy survey. The surveys were examined to identify differences in the initial and final self-efficacy in the experimental and control groups over the course of the semester. An analysis of variance was used to compare the experimental and control groups with p < 0.05 considered significant. Students in the experimental group reported more than a twofold (4.8 (C) versus 10.9 (E)) increase of confidence. Additionally, students in the experimental group were more motivated and less anxious when engaging in engineering design following the semester of creativity instruction. The results of this pilot study indicate that there is a significant potential to improve engineering students' creative self-efficacy through the implementation of a “curriculum of creativity” which is developed using theater methods.

A Practical Approach for Problem-Based Learning in Engineering

2007 ◽  
Author(s):  
Emily M. Hunt ◽  
Pamela Lockwood-Cooke ◽  
Paul Fisher
Keyword(s):  
Engineering Education ◽  
Real World ◽  
Engineering Students ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Pilot Project ◽  
Complex Problem ◽  
Engineering Problem ◽  
Theory And Practice ◽  
Engineering Mathematics

Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.

scholarly journals Linked-Class Problem-Based Learning In Engineering: Method And Evaluation

2010 ◽  
Vol 1 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Emily M. Hunt ◽  
Pamela Lockwood-Cooke ◽  
Judy Kelley
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Large Time ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Theory And Practice ◽  
Engineering Mathematics ◽  
Exciting Potential ◽  
Science Classes ◽  
Mathematics And Science

Problem-Based Learning (PBL) is a problem-centered teaching method with exciting potential in engineering education for motivating and enhancing student learning. Implementation of PBL in engineering education has the potential to bridge the gap between theory and practice. Two common problems are encountered when attempting to integrate PBL into the undergraduate engineering classroom:  1) the large time requirement to complete a significant, useful problem and 2) the ability to determine its impact on students. Engineering, mathematics, and science professors at West Texas A&M University (WTAMU) have overcome the large time commitment associated with implementation of PBL in a single course by integrating small components of the larger project into each of their classes and then linking these components with a culminating experience for all the classes. Most of the engineering students were concurrently enrolled in the engineering, mathematics, and science classes and were therefore participating in all activities related to the project. This linked-class PBL experience addressed course concepts, reinforced connections among the courses, and provided real-world applications for the students. Students viewed the experience as beneficial, increasing their understanding of content and applications in each discipline. This paper provides details about implementation and evaluation of one PBL project and how difficulties in evaluation of the linked-class PBL experiences are being addressed.

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