. We have one common coursefor all engineering students and strive to have Senior Design team sizes of four to five studentswith a mixture of electrical and mechanical engineering students on each team. This is of coursetempered by faculty’s assessment of the needs of the projects as well as the available studentpool.International Multiyear, Multidisciplinary Capstone DesignA search of the literature reveals a limited number of multinational capstone design programsand even fewer multiyear projects. This is due in part to the considerable logistical challenges Page 25.174.2inherent is such undertakings. Many of these very worthwhile programs
AC 2012-5002: A TWO-SEMESTER PROJECT-BASED ROBOTICS CUR-RICULUMDr. Muhittin Yilmaz, Texas A&M University, Kingsville Muhittin Yilmaz received the B.S. degree in electrical and electronics engineering from Gazi University, Ankara, Turkey, and the M.Sc. and Ph.D. degrees in electrical engineering from Pennsylvania State Uni- versity, University Park. He has been an Assistant Professor with the lectrical Engineering and Computer Science Department, Texas A&M University, Kingsville (TAMUK), since 2007. His research interests include robust and convex system optimization, model identification and validation, robotics, computer architecture, electric drives, and power electronics. He also focuses on engineering
. Page 25.1156.1 c American Society for Engineering Education, 2012 Service Learning: Assistive Technology Undergraduate Design ProjectsAbstractIt is essential that our next generation of engineers be educated about the needs of all individualswith and without disabilities. This may be accomplished via service learning opportunities thatprovide student engineers the opportunity to learn about and participate in universal designrelated projects. In this paper we describe a National Science Foundation sponsored project tolink assistive technology needs with senior capstone design projects. The College ofEngineering and Applied Science has partnered with the Wyoming INstitute for Disabilities(WIND) to publicize
this project for example, multi-disciplinary tasks involving avariety of skills such as component specification, selection and procurement; mechanicalfabrication; embedded software design, implementation and testing; documentation; and flightrequirements provided a rich arena from which to gain experience. Indirect benefits also exist.Current students in the ET programs, now aware of applied-research grant project opportunitieswithin their program area, are more motivated to stay in their ET program of choice because theysee real-world application of the program content. They are also encouraged to better prepare forand approach senior project or other capstone experience. Finally, the presence of such a projectin the department has also
autonomous vehicle (ground or aerial) with the goal of being the fastest to travelaround their building 2. Each year new, solutions are found and platforms are pushed further insearch of winning the top prize. The DIYDrones project 3 was started on a similar note; to createan autonomous aerial vehicle capable of following a GPS course using low-cost hardware. Thefield of low-cost autonomous vehicles is rapidly expanding and the ideas of hobbyists arebecoming on par with commercial technology for a fraction of the price.As a senior capstone course, the senior design project is designed to allow students to prove theirability as an engineer. This is a project that demonstrates a student’s ability to engage in thepractice of engineering as a profession
engineering practitioners.Curriculum for an engineering major consists of foundation courses in engineering, science andmath, mezzanine coursework consisting of a focus on technical engineering content knowledge,and capstone courses pulling this material together and often applied to example engineeringprojects. Course sequences chain together, building on the relevance and complexity of thesubject matter. While active-learning techniques can take shape in any classroom learningexperience, project-based learning pervade the capstone experience1. Project-based learning2focuses pedagogical efforts on open-ended, authentic problem solving. The basis of manycapstone engineering design courses are engineering challenges undertaken on behalf of a third
design course and a senior capstone design course. The freshman courseintroduces students to the process skills associated with engineering design. Emphasis is on teamwork, communications skills, and computer-aided analytical tools. Activities include prototypebuilding and testing with industrial collaboration. As students complete this course beforechoosing a major in the College of Engineering, the technical content is general and does notfocus on a particular engineering discipline. In contrast, the senior capstone design courserequires students to apply the tools acquired in both required courses and technical electiveswithin our department. By blending professional engineering topics and project activity, theexisting capstone design course
statics, we documented how his capstone project involved learning and applying probability theory to a design problem. Be sure your student advising records document any discrepancies between what students have done and what they were suppose to do. Program Objectives Assessing how well your graduates have achieved your program objectives is usually difficult for programs that have only produced one or two graduating classes. In our case, we had one group of graduates who had one year’s experience. With so little experience it was not surprising that only a few of the graduates had achieved some of the program objectives. However, we were
design laboratory courses [4] in the electrical engineering(EE) and computer engineering (CPE) programs have been structured to provide a significantsystem design experience, while providing opportunities for students to demonstrate, and forfaculty to assess, achievement of six of the eleven student outcomes defined for their respectiveprograms, including both technical and professional skills. These courses serve as prerequisitesfor the senior-level capstone design course. The EE course is ELEC 3040, “Electrical SystemDesign Lab”, and the CPE course is ELEC 3050, “Embedded System Design Lab”. The systemdesign projects in these courses require students to apply knowledge gained across the breadth ofearlier courses, including the ability to
1and Logic Design, the junior level course Embedded System, and in the senior courses CapstoneDesign and Professional Issues and Current Topics Seminar. Section four discusses somepreliminary critical thinking assessment done in the Professional Issues and Current TopicsSeminar course. Concluding remarks and future plans are discussed in section five2 Critical thinking at the Speed School of EngineeringIn response to the University’s i2a initiative, the Speed School of engineering has developed amulti-leveled critical thinking program that begins with the school’s freshman program:Introduction to Engineering, and goes on to include sophomore, junior, and senior courses, co-opreports, and undergraduate engineering capstone projects. A
Page 25.947.3 used to develop applications on a wide variety of microcontrollers, so that student projects could scale upward into research or capstone requirements. • Similarly, the IDE should be portable from small projects to large projects. The tool set should be easily scalable to more ambitious projects than we would encounter in this course. • The IDE should be portable across host operating systems. Our campus laboratories use both Windows and Linux platforms, and student laptops often run Apple’s OS X. Tools that can be used on any of these platforms will be more accessible to students.Our final goal is to teach microcontroller system design using a modern microcontrollerarchitecture. While there is certainly a
Engineering and Computer Science at Northern Arizona University, Flagstaff, Ariz.. His areas of interest are systems and control, global learning, and engineering pedagogy.Dr. Sheryl L. Howard, Northern Arizona University Page 25.486.1 c American Society for Engineering Education, 2012 ECE Curriculum Improvement to Incorporate Global LearningI. introductionTraditional Electrical Engineering curricula include courses in the fundamentals of electrical engi-neering, senior elective courses in specialized topics, and a capstone senior project. Labs providestudents with experience in hardware and software
3APPR XXX Approved Elective/EEGR243 3 EEGR 4XX ECE Elective*** 3HUMA 202 Intro To Humanities II 3 BIOL 101 Biology 4 17 17FOURTH YEAR- (FIRST SEMESTER) FOURTH YEAR - (SECOND SEMESTER)EEGR 390 Principles of Design 2EEGR 400 Intro To Professional 1 EEGR 491 Sr. Design Project II 2 PracticeEEGR 490 Sr. Design Project I 1 EEGR4XX ECE Elective *** 3EEGR 4XX ECE Elective*** 3 EEGR 4XX ECE Elective
2011 has motivated to first year students to enterthe contest for 2012.Finally, the development of the FPGArcade was itself a good learning experience. The twostudents who designed and developed the FPGArcade wished to comment on their learningexperience. Below are their individual comments.Student 1: This project served as a mini-capstone of our education. We combined our collective Page 25.648.7knowledge from engineering, computer science, and mathematics to create a useful and funsystem. Actually seeing the bare circuits illuminate a monitor gave us a dizzying rush. In short, itwas as addicting as it was educational.Student 2: I think this