Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University; Chris Jurado, Stevens Institute of Technology; Alice F. Squires, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

materials, faculty characteristics,student characteristics) leads to the largest student gains in (1) SE learning; (2) interest in SEcareers; and (3) interest in DoD problems and careers?This research is being conducted in the context of 14 “capstone” courses, in most cases as an Page 22.1277.2integrative culminating, project-based course involving teams of students working together onthe development of a product or prototype that addresses a real Department of Defense (DoD)need. Implemented as pilot courses in eight civilian and six military universities, most of whichare members of a SE-focused University Advanced Research Center, or UARC based at

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, Pennsylvania State University, University Park; Lois Calian Trautvetter, Northwestern University; Sarah L. Codd, Montana State University; David B. Knight, Pennsylvania State University, University Park; Carla M. Cortes, Northwestern University

Tagged Divisions

Multidisciplinary Engineering

engineers with superior design and problem-solving skills.Data Collection and AnalysisIn 2007–08, the research team divided into three smaller teams, each comprised of four to fivefaculty and graduate research assistants from the fields of engineering and education. Each teamwas responsible for data collection and reporting for two case studies. Data collection relied onmultiple sources of evidence: personal and group (or focus) interviews with faculty,administrators, students, and professional staff (e.g., student support services); observations ofclasses and events (e.g., Projects Day), archival records (e.g., meeting minutes), and otherartifacts (websites, documents). Triangulation of these data sources enabled corroboration offacts and events

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; John A Nastasi, Stevens Institute of Technology; Eirik Hole, Stevens Institute of Technology; Peter L. Russell, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

approach into the existing curriculum by creating aframework of educational and organizational components that integrates discipline-specificsenior design and special projects courses at both the undergraduate and graduate level. Byincluding graduate students as well as external advisors, we anticipate providing a level ofprofessionalism, experience and knowledge that would not be possible on an undergraduate-onlyproject, also giving context to the career aspects of Systems Engineering for all studentsinvolved.Project DescriptionThe Stevens project, which is design/build, has been conducted over two semesters and involved4 undergraduate sub-teams from Mechanical Engineering, Engineering Management, Electrical& Computer Engineering and Civil

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Multidisciplinary Engineering

. Specifically, the NAE charges universities and colleges to prepareengineers that are leaders with strong globally focused communication, leadership andinterdisciplinary research and professional skills in diverse in engineering environments. This paper describes six universities’ response to this important NAE challenge. Thepaper will describe both curricular and pedagogical research and a measure of engineering globalpreparedness. In this study, engineering students received interdisciplinary globally focusedengineering education and then were assessed as to their preparedness to work in globalworkforces and research environments. An Engineering Global Preparedness Index wasadministered to assess this educational and research experience with a