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 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 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.

The Influence of Physical Examples on Originality and Fixation in Engineering Design

2018 ◽  
Author(s):  
Christopher C. Simmons ◽  
Trina C. Kershaw ◽  
Alexander LeGendre ◽  
Sankha Bhowmick
Keyword(s):  
Engineering Design ◽  
Significant Relationship ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Garbage Collection ◽  
Negative Relationship ◽  
Design Approach ◽  
Engineering Program ◽  
The Relationship

Improving creativity in engineering design continues to be a challenge. The relationship between fixation and creativity within engineering is mixed, as engineers desire to be innovative, yet are usually working from their existing knowledge to redesign existing products. In the current study, we wanted to examine the influence of physical examples on originality and fixation at the freshmen and senior level in a Mechanical Engineering program. We compared concepts for garbage collection systems generated by two groups — one provided with an example product (Example group), and another who did not receive an example product (No Example group). Using metrics established in prior publications, we found that seniors had higher levels of originality than freshmen whether an example product was received or not, reinforcing our previous findings. Fixation scores were higher for the group that did have an example. Receiving an example product was not a predictor of originality on its own, but did interact with curriculum and fixation level. Within the group that received an example product, there was a negative relationship between fixation and originality, particularly for the seniors. Within the group that did not receive an example product, there was no significant relationship between fixation and originality. Further analysis of our results are required to delineate how not receiving an example product influences design approach in freshmen and senior engineering students.

Partnering With Industry on Mechanical Engineering Capstone Projects

2013 ◽  
Author(s):  
Hani S. Saad ◽  
Martin W. Weiser ◽  
Donald C. Richter
Keyword(s):  
Mechanical Engineering ◽  
Engineering Problem ◽  
Engineering Technology ◽  
Capstone Course ◽  
Capstone Courses ◽  
Teachers And Students ◽  
Program Change ◽  
Capstone Projects ◽  
Eastern Washington ◽  
Washington University

The purpose of a Capstone course is to present the students with an engineering problem that needs to be solved. The students work in teams and are expected to document and research each step of the process. The idea is to mimic, as much possible, the situation encountered by engineers in the field. While industry sponsored projects are preferred, suggestions from students are also welcomed. The Mechanical Engineering (ME) and Mechanical Engineering Technology (MET) Department at Eastern Washington University has traditionally pursued industry sponsored projects by reaching out to the local businesses and through the department Industrial Advisory Committee. While the ME degree is a relatively new addition, the MET degree has been offered for many years. With the addition of the ME program, change came to the Capstone course. Emphasis is placed more on research and not on production. The goal now is to create one prototype instead of fifteen while focusing heavily on the research part. This change has an effect on the dynamics of the course and presents additional challenges, especially with industry sponsored projects. These changes are relevant to both the MET and ME Capstone courses. This paper highlights these challenges for four projects done in the spring of 2012 and proposes efficient ways of addressing them. One of these projects was very successful, two were moderately successful, and one was not particularly so. Recommendations for teachers and students on the best ways to approach such a project are also highlighted.

scholarly journals Teaching Design to First-Year Engineering Students

2015 ◽  
Author(s):  
Michael McGuire ◽  
Kin Fun Li ◽  
Fayez Gebali
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
First Year ◽  
Considerable Effort ◽  
Student Teams ◽  
Product Engineering ◽  
Teaching Design ◽  
Integrated Communication ◽  
The University

Design is associated with the invention,planning and building a product. Engineering design, inparticular, takes considerable effort, skills, andintegration of knowledge; hence, it is difficult to teachfreshmen this subject since they have not possessed ordeveloped the proper skill set yet. The Faculty ofEngineering at the University of Victoria has beenteaching engineering design (in two successive courses)to all first-year engineering students. In addition toattending plenary lectures, student teams are working oncompetitive projects in the laboratory, while participatingin highly integrated communication modules. In thiswork, we discuss the curricula of these design courses,model of delivery and share our experience for the pastthree years.

Improving Materials Selection in a Mechanical Engineering Capstone Course

2014 ◽  
Vol 1716 ◽  
Author(s):  
Bridget M. Smyser
Keyword(s):  
Mechanical Engineering ◽  
Materials Science ◽  
Selection Process ◽  
Materials Selection ◽  
Capstone Course ◽  
Materials Properties ◽  
High Temperature Alloys ◽  
Physical Prototype ◽  
Systematic Selection ◽  
Capstone Design

ABSTRACTThe Capstone Design course in the Department of Mechanical Engineering at Northeastern University requires students to build a physical prototype by the end of the two semester sequence. Although students have long been required to take an introductory materials science course as part of their curriculum, there was concern that materials selection was a weakness in the design process. Beginning in Fall 2011, the CES Edupack materials selection software was introduced into the Capstone Design class. The current work means to investigate: 1) how to assess designs for effective materials selection 2) whether the new software was actually used by the student teams and 3) whether there was evidence of improved materials selection in the projects that occurred after the new software was introduced. Final capstone design reports from 10 previous terms were examined to look for evidence of systematic materials selection procedures and clear discussion of materials properties as the basis for selecting a material. References to the software were also noted. Results show that 24% of the groups used the CES Edupack software in the first three terms that the software was available. In addition, there was an increase in the number of groups that used a systematic selection process based on research into published materials properties rather than choosing materials based on rough experimentation or convenience. Finally, there has been an increase in the number of projects which consider or incorporate composites, high temperature alloys, and advanced polymers as the software has increased awareness of these options.

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 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.  

Tracking Project Health Using Completeness and Specificity of Requirements: A Case Study

2014 ◽  
Author(s):  
Shraddha Joshi ◽  
Joshua D. Summers
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Mechanical Engineering ◽  
Critical Role ◽  
Capstone Course ◽  
Design Students ◽  
Project Data

Requirements play a critical role in the design process. Much of the project time is spent eliciting the requirements. However, it is observed that students primarily only consider requirements while evaluating the concepts. This paper presents a case study conducted with senior mechanical engineering design students in a capstone course to begin to understand requirement evolution throughout a project. Data in the form of weekly requirements was collected from four teams working in parallel on the same industry sponsored project. The paper introduces the concepts of completeness and specificity that could allow the use of requirements as a tool for measuring project health. The findings from the case study reveal that the completeness and specificity of requirements increase from initial week to final week.

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