Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Taskin Padir, Worcester Polytechnic Institute; Fred Looft, Worcester Polytechnic Institute; William Michalson, Worcester Polytechnic Institute; Michael Ciaraldi, Worcester Polytechnic Institute; Eben Cobb, Worcester Polytechnic Institute; Kenneth Stafford, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education

semester of 2008, the program is the fourth largest discipline at theinstitution in terms of freshman enrollment. At the core of the curriculum are four signaturecourses called Unified Robotics I-IV. The educational objective of these courses is to introducestudents to the multidisciplinary theory and practice of robotics engineering, integrating thefields of computer science, electrical engineering and mechanical engineering. In addition totaking these and other courses, it is a requirement that all WPI undergraduates, regardless ofdiscipline, complete a senior-level project in their major field of study called Major QualifyingProject (MQP). This paper discusses the capstone design experience within the context of ournew RBE degree program

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Yuyi Lin, University of Missouri

Tagged Divisions

Design in Engineering Education

AC 2010-1370: LEARNING FROM RENEWABLE ENERGY RELATEDCAPSTONE PROJECTSYuyi Lin, University of Missouri Page 15.835.1© American Society for Engineering Education, 2010 Learning from Energy Conversion Related Capstone ProjectsAbstractStudents’ capstone-design projects are more and more focused on renewable energy generationand conversion due to ever-increasing energy consumption and a concern for environmentalprotection. The initial challenge arises from the first step in any design process -- how to justifyworking on energy-related topics given severe constraints on time and other resources in atypical capstone project. Since many topics and problems related to renewable energy

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Wael Mokhtar, Grand Valley State University

Tagged Divisions

Design in Engineering Education

AC 2010-921: CAPSTONE SENIOR PROJECT MENTORING AND STUDENTCREATIVITYWael Mokhtar, Grand Valley State University Page 15.259.1© American Society for Engineering Education, 2010 Capstone Senior Project Mentoring and Student CreativityAbstractAfter the 2000 ABET accreditation changes, many Engineering Schools expanded or startedcapstone senior projects to meet the realization aspect of the engineering education. It is offeredin several versions including one and two-semester course. The capstone project offers anintegrated experience for the senior students to apply their engineering knowledge to solve aresearch or applied open-ended problem. The typical project includes

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Brent Guenther, Wright State University; Bruce Rahn, Wright State University; Mark Falknor, Wright State University; Adam Kelly, Wright State University; Bin Wang, Wright State University; Zhiqiang Wu, Wright State University

Tagged Divisions

Design in Engineering Education

project was measured by post-coursequestionnaires, course evaluations and student interviews conducted by the department chairbefore graduation. All students expressed positive learning experiences after participating in thisinterdisciplinary project and indicated that the learning outcomes were successfully achieved. I. IntroductionWith engineering students facing increasing distractions, it has become more and morechallenging to design and create attractive means to recruit and retain them. This paper reports aninterdisciplinary collaborative capstone senior design project for electrical and mechanicalengineering students to bring real-time videos from a High Altitude Balloon (HAB) to a groundstation. The HAB project has proved to be a unique

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Dawson, York College of Pennsylvania; Stephen Kuchnicki, York College of Pennsylvania

Tagged Divisions

Design in Engineering Education

to test the abilities students have gainedover their college careers and to provide a design experience that simulates real-worldengineering. An important factor in giving students a valuable Capstone Design experience isthe selection of an appropriate project. A good project for this purpose should have appropriatetechnical rigor and allow students to focus as much as possible on engineering design rather thanon logistical activities like fundraising. Further, the work done by students in the course shouldbe assessable, both for the purposes of accreditation and for assignment of grades. Additionally,the deadlines imposed must be appropriate, and evaluation criteria need to be established.One solution for many of the project planning

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Michael Wahlstrom, Argonne National Laboratory; Frank Falcone, Argonne National Laboratory; Doug Nelson, Virginia Tech

Tagged Divisions

Design in Engineering Education

beengreatly reduced so that it is feasible for the two companies to sponsor HIL systems for all of theschools.Recommendations and SuggestionsThe use of HIL can be very useful in research situations that require vehicle control. It isrecommended that universities that are doing either vehicle system research or vehiclecomponent control research (engines, motors, fuel cells, etc) explore the usage of HIL in theirlabs. Developing an HIL simulator is a great research project in itself and will enable manyfuture projects in a much shorter timeframe yielding significant results in laboratoryexperiments. Page 15.767.10Bibliography1. Hanselmann, Herbert

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

William Michalson, Worcester Polytechnic Institute; Stephen Bitar, Worcester Polytechnic Institute; Robert Labonté, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education

PolytechnicInstitute determined that, while the vast majority of capstone design projects satisfied ourrequirements for Capstone Design, there were several disturbing trends. Specifically, it was noticed that students were lacking the skills to perform serious designsynthesis; they were not adequately addressing issues of quality, safety, reliability andmaintainability; little attention was being paid to issues associated with economics; students werehaving difficulty understanding how different areas of Electrical Engineering related to eachother; and significant amounts of faculty time were spent teaching project teams the designprocess. To correct these problems, a course was developed which focused on teaching students,during their second

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University

Tagged Divisions

Design in Engineering Education

, particularly capstone courses, that has received little attention is how to characterize andchoose suitable design projects.To better understand what aspects of design projects lead to successful capstone designexperiences for students, six years of evaluation data on electrical engineering capstone designprojects at a large, public research university were reviewed. Additionally, transcripts from fouryears of a capstone design course end-of-semester “after action review” by faculty, students, andteaching assistants were reviewed. From this work several characteristics of “successful”capstone projects emerged. While a definition of success is, of course, highly dependent onprogram specific outcomes, for this study success was defined as a project that

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Stephen Laguette, University of California-Santa Barbara

Tagged Divisions

Design in Engineering Education

firms. Page 15.419.1© American Society for Engineering Education, 2010 Development of High Performance Capstone Project Teams and the Selection ProcessAbstractA successful Capstone Design program including companion design courses has beendeveloped1,2 that has become an integral and important component of the MechanicalEngineering curriculum. A variety of challenging projects are created each year to appeal tostudent academic and career interests. Students work in teams with the assistance of a facultyadvisor to tackle a significant mechanical engineering design project. The formation of studentteams

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Gary Pawlas, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education

AC 2010-2353: FIRST-YEAR AND CAPSTONE DESIGN PROJECTS: IS THEBOOKEND CURRICULUM APPROACH EFFECTIVE FOR SKILL GAIN?Daria Kotys-Schwartz, University of Colorado, Boulder DARIA KOTYS-SCHWARTZ is the Faculty Director for the Mesa State College-University of Colorado Mechanical Engineering Partnership Program and an Instructor in the Department of Mechanical Engineering at the University of Colorado Boulder. She received BS and MS degrees in Mechanical Engineering from The Ohio State University and a PhD in Mechanical Engineering from the University of Colorado at Boulder. Dr. Kotys-Schwartz has focused her research in engineering student learning, retention and diversity. She is currently

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Mark Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute; Lester Gerhardt, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

AC 2010-226: A HOLISTIC APPROACH FOR STUDENT ASSESSMENT INPROJECT-BASED MULTIDISCIPLINARY ENGINEERING CAPSTONE DESIGNMark Steiner, Rensselaer Polytechnic InstituteJunichi Kanai, Rensselaer Polytechnic InstituteRichard Alben, Rensselaer Polytechnic InstituteLester Gerhardt, Rensselaer Polytechnic InstituteCheng Hsu, Rensselaer Polytechnic Institute Page 15.42.1© American Society for Engineering Education, 2010 A Holistic Approach for Student Assessment in Project-based Multidisciplinary Engineering Capstone DesignAbstractA capstone design course involves multiple variables and complexities which make its teachingconspicuously challenging1,2; e.g., sponsors

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2010-811: THE CURRENT STATE OF CAPSTONE DESIGN PEDAGOGYJames Pembridge, Virginia TechMarie Paretti, Virginia Tech Page 15.1217.1© American Society for Engineering Education, 2010 The Current State of Capstone Design PedagogyAbstractIn the fall of 2009, faculty involved in capstone design courses were surveyed to track trends inthe course structure and to explore current pedagogical practices. Where prior surveys probedcourse logistics, faculty involvement, project coordination, funding details, and industryinvolvement, this survey complements that work by also addressing the teaching beliefs andpractices of capstone faculty. The results provide a basis for

Conference Session

Design with External Clients

Collection

2010 Annual Conference & Exposition

Authors

Ismail Orabi, University of New Haven

Tagged Divisions

Design in Engineering Education

Capstone Mechanical Engineering Design courses with Strong Industrial ParticipationAbstractThe objective of this paper is to present our findings and experiences in how to use industrialprojects successfully, especially in terms of guidelines for selecting projects and managing themthroughout the course. This paper will convey the impact of the changes to student learning andoverall experience of the faculty involved using industry projects.The goal was to significantly elevate the quality of project work undertaken, and this wasaccomplished by having teams of three or four students working under real world constraints oftime and budget, to produce a product or process that meet client's specifications. The first stepin this

Conference Session

Communication in Design

Collection

2010 Annual Conference & Exposition

Authors

Peter Schmidt, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte; Nabila (Nan) BouSaba, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; Bruce Gehrig, University of North Carolina, Charlotte; Steve Patterson, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

whendealing with documentation. This is especially true of any technical professional who isinvolved with projects that must be designed for a competitive bidding process.The simple structure must also be flexible. Just as projects undertaken by practicingengineers can differ in scope and focus, multidisciplinary capstone projects vary indiscipline specific content. The system must be able to accommodate projects withdeliverables that are real and full size, to models of large systems and even softwarebased simulations of control system design.The basic document list required in the subject capstone program also allows projects toexpand their documentation where necessary or desirable. For example, a project thatdelivers a prototype mechanical device

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University; Steve Chenoweth, Rose Hulman Institute Of Technology

Tagged Divisions

Design in Engineering Education

-recipient the NEA’s Bernard M. Gordon Prize for Innovation in Engineering and Technology Education, the Campus Compact Thomas Ehrlich Faculty Award for Service-Learning; the NSPE’s Educational Excellence Award.Steve Chenoweth, Rose Hulman Institute Of Technology Steve Chenoweth is an Associate Professor in the Department of Computer Science and Software Engineering at Rose-Hulman Institute of Technology. His principle areas of work relate to the design of complex systems and also these systems’ associated people concerns – such as how to get all the stakeholders in a large project to understand each another and the system being proposed. He was a visiting Fellow for EPICS in 2009-2010

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

forest. In this metaphor, an engineer“tree” can have an infinite variety of branches and leaves, while still retaining a core trunkof design and project management expertise which distinguishes them as an engineer.While the paradigm may sound fanciful, the author uses an example course plan from theCanadian experience to illustrate how this different paradigm can be more receptive tostudent interests, and to industry needs yet still support the foundations of the profession.The proposed paradigm shows that, in accordance with the role of engineers in industry,the ability of design, project management and teamwork are central, while the specifictechnical specialities are supporting “branches”.IntroductionIt is an ongoing enterprise to continue to

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto; Michael G. Helander, University of Toronto

Tagged Divisions

Design in Engineering Education

AC 2010-1374: AN OUTLINE OF EDESIGNM. Reza Emami, University of Toronto M. Reza Emami, Ph.D. in robotics and mechatronics from the University of Toronto, worked in the industry as a project manager in 1997-2001. He is a professional engineer and has been a faculty member at U. Toronto Institute for Aerospace Studies since 2001. He is currently the Director of Space Mechatronics group and Coordinator of the Aerospace and Design Laboratories at the University of Toronto.Michael G. Helander, University of Toronto Michael G. Helander received the B.A.Sc. in engineering science from the University of Toronto, Toronto, Canada, in 2007. He is currently working towards the M.A.Sc. in

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas at El Paso; Jose Davila, University of Texas, El Paso

Tagged Divisions

Design in Engineering Education

by exposing the students to open ended projects that can develop theirdesign skills. From this we can conclude that the three main pedagogical components of asuccessful educational design experience are: the design skills, the design methods andthe design projects. On one hand, the individual design skills must be properly developedin the student prior to the project experience, making it an overwhelming challenge. Onthe other hand the design methodologies can be difficult to implement pedagogically,therefore the student struggles to learn, and even more important, to embrace suchmethodologies.We present an approach to design engineering teaching through four main steps: First,define the desired knowledge and skills to be acquired by the

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

these preconceptions. Consequently, student learningin design is hampered.The intent of this study was to identify preconceptions students bring to design and to framethem in terms of the cognitive literature. The preconceptions were explored using two sequentialfocus group discussions based on the questions, “What did you learn about design?” and “Whatdid you need to un-learn to do design?”The participants in this study had completed an intermediate level design class. The class usedmultiple design-build-test projects supported by lectures to teach design. The semester followingthis class, one design team was selected for the focus group discussions because they initiallydemonstrated low design ability but performed at a high level by the end

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Rui (Celia) Pan, Purdue University; Shih-Ping Kuo, Purdue University; Johannes Strobel, Purdue University

Tagged Divisions

Design in Engineering Education

Practice basic design elements, (7 females; 39 (6 females; 22 principles, composition and males) males) typology to communicate visuallyCG01 by solving exercise problems and designing projects like identity logo, flyer, calendar, and postcard. Program: In Design 19 17 Design single and multiple- page (8 females; (6 females; 11 documents for business, advertising 11males) males) such as identities, flyers, brochures,CG02 forms

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Howard Eisner, George Washington University

Tagged Divisions

Design in Engineering Education

. Eisner, H., “Essentials of Project and Systems Engineering Management”, 3 rd Edition, John Wiley, 2008 5. U. S. Department of Defense (DoD), (2003), The Defense Acquisition System, Directive 5000.1, and Operation of the Defense Acquisition System, Instruction 5000.2, Washington, DC, May 12 6. Eisner, H. (2004), “New Systems Architecture Views”, paper presented at the 25th National Conference of the American Society of Engineering Management (ASEM), Alexandria, VA, October 20-23. 7. Eisner, H. “Managing Complex Systems – Thinking Outside the Box”, John Wiley, 2005 Page 15.738.9

Conference Session

Early Engineering Design Experiences

Collection

2010 Annual Conference & Exposition

Authors

Garrett Clayton, Villanova University

Tagged Divisions

Design in Engineering Education

ProjectsAbstractIn this paper, the use of impromptu design as a tool for introducing the engineering designprocess is discussed. In a typical impromptu design exercise, a simple design problem, capableof being completed in a short amount of time, is solved by teams of engineering students. Insolving the design task, the students organically progress through the engineering design process.This provides a unique opportunity to introduce beginning engineering students to the designprocess and to reinforce engineering design concepts for more senior students. This paperfocuses on the development of impromptu design projects, the use of this activity to introducethe engineering design process, and thoughts and observations gained over three years of usingthis

Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Tom Thomas, University of South Alabama; Michael Doran, University of South Alabama; James Sakalaukus, University of South Alabama

Tagged Divisions

Design in Engineering Education

Research Forum.The JagBot project included four CSEM students, two from CIS and two from ECE. Topicsincluded route planning, the creation of a sensor database (CIS), robot safety systems, and thecreation of navigation algorithms based on image processing (ECE).4.3.1.3 Senior design projectsThe students in the ECE department are expected to complete a senior capstone design project asa required part of their educational experience. The projects address design issues that thestudents are likely to encounter on their jobs, so they are required to specify multiple designapproaches, select a particular approach based on design principles, and implement thatapproach. The JagBot project was an excellent opportunity for senior design projects.Three ECE

Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Harold Henderson, United States Miliary Academy; Joel Dillon, United States Military Academy

Tagged Divisions

Design in Engineering Education

manufacturing machinery and machinecomponent design. The second course in the sequence, ME404, is dedicated to learning andapplying the design process. ME404 covers the process from gathering customer requirementsto creating and implementing a test plan to ensure the product successfully meets thoserequirements. The students work through an in-class example based on an illumination deviceand develop their own solution to a storage container out of class. They are required to producea prototype of their container using skills from ME403. The final course, ME496, is dedicated toa senior group capstone project that the student selects. This course allows the student to applythe design process to a more complex problem and relies heavily on the

Conference Session

DEED Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Nabila (Nan) BouSaba, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; Bruce Gehrig, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; William Heybruck, University of North Carolina, Charlotte; Martin Kane, University of North Carolina, Charlotte; Peter Schmidt, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte; Steve Patterson, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

Senior Design ProjectsAbstractIn the past, teams from the University of North Carolina at Charlotte College of Engineering twosemester capstone senior design class first presented their project design at the end of the firstsemester. Their design consisted of a report and a poster presentation submitted to the facultymentors, course instructors and company sponsors.At the poster presentation (and in their report) we found that 35% of the teams did not includeenough design detail and 25% had virtually no design details, which indicated they had not spentmuch time on the design effort. This caused project teams to start their second semester effortsbehind schedule. By the end of the second semester, about 28% of all

Conference Session

Early Engineering Design Experiences

Collection

2010 Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; Timothy Garrison, York College of Pennsylvania; James Kearns, York College of Pennsylvania; Gregory Link, York College of Pennsylvania; Laura Garrison, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania; Emine Celik, York College of Pennsylvania; Jennifer Dawson, York College of Pennsylvania; Stephen Kuchnicki, York College of Pennsylvania; Barry McFarland, York College of Pennsylvania

Tagged Divisions

Design in Engineering Education

interaction. He received his PhD from Rutgers University in 2001.Jennifer Dawson, York College of Pennsylvania Dr. Jennifer Bower Dawson is an Assistant Professor of Mechanical Engineering at York College of Pennsylvania where she teaches courses in Machine Design, Controls, and Capstone Design. She earned her MS and Ph.D. in Mechanical Engineering at Stanford University where she worked on the design and testing of spacecraft hardware for Satellite Test of the Equivalence Principle. Her academic interests include robotics, sensor design, precision engineering, and service learning in engineering education.Barry McFarland, York College of Pennsylvania Barry McFarland received his BS

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Christopher Williams, Virginia Tech; Erin Crede, Virginia Tech; Janis Terpenny, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2010-2201: EFFECTS OF STUDENT-CUSTOMER INTERACTION IN ACORNERSTONE DESIGN PROJECTChristopher Williams, Virginia Tech Christopher B. Williams is an Assistant Professor at the Virginia Polytechnic Institute & State University, where he directs the Design, Research, and Education for Additive Manufacturing Systems (DREAMS) Laboratory. His joint appointment in the Mechanical Engineering and Engineering Education departments reflects his diverse research interests which include layered manufacturing, design methodology, and design education. As a member of an instructional team that orchestrated a service-learning design project for the first-year engineering program, Professor

Conference Session

DEED Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Enrique Barbieri, University of Houston; Miguel Ramos, University of Houston

Tagged Divisions

Design in Engineering Education

even critical curricular component. In the past, many publications centeredon general reporting regarding capstone course development, implementation andimprovement1, 2 and adding an industry collaboration component to the capstone courses3,4 . After the ABET 2K guidelines5 were released, many established capstone coursesadded a systematic assessment component6, 7, 8. Recently, interest in the entrepreneurialand commercial dimensions of this work and inclusion of these concepts in capstonecourses is on the rise9, 10, 11, 12, 13, 14, 15, 16, 17.The Senior Project course at the Computer Engineering Technology (CET) program,University of Houston is relatively young. As part of an effort to streamline the CETprogram in Engineering Technology (ET

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Ann McKenna, Northwestern University

Tagged Divisions

Design in Engineering Education

engineering design and how flexible students are in applyingthis knowledge when developing solutions. We are using the framework of adaptive expertise tofocus our work, where the framework takes into account “efficiency” and “innovation” aspectsof knowledge and learning. Using the adaptive expertise framework, with a specific focus oncomputational/analytical knowledge, we document the type of evidence students use whenselecting possible design alternatives, appropriate models or methods of analysis, and wheninterpreting the results to justify their decisions.In previous work we analyzed student design project reports from different academic years, andfrom different disciplines. Specifically, our data consisted of first-year and capstone

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Arif Mohsin, University of Florida; Oscar Crisalle, University of Florida; Suleyman Tufekci, University of Florida; Carl Crane, University of Florida

Tagged Divisions

Design in Engineering Education

AC 2010-2032: THE COACH'S GUIDE: BEST PRACTICES FORFACULTY-MENTORED MULTIDISCIPLINARY PRODUCT DESIGN TEAMSR. Keith Stanfill, University of FloridaArif Mohsin, University of FloridaOscar Crisalle, University of FloridaSuleyman Tufekci, University of FloridaCarl Crane, University of Florida Page 15.1213.1© American Society for Engineering Education, 2010 The Coach’s Guide: Best Practices for Faculty-mentored Multidisciplinary Product Design TeamsAbstractFaculty mentors, also known as coaches, have two overarching roles when mentoringindustrially sponsored capstone design projects: (1) ensure the team achieves the academic goalsof the course, and (2) keep