Conference Session

Capstone Design

Collection

2004 Annual Conference

Authors

Robert Potter; Brian Knight; Antoine Ataya

graduate students from their respective institutions’ business schools. The RICPE hadidentified a need for students with a technological background to participate with thosecompanies with a significant technological or engineering focus to their business.This opportunity for greater collaboration with the local business community was very timely.Over the past two years, the administration and faculty of the SECCM had been working totransition the senior engineering capstone design course to a “client-based” format. Under a Page 9.568.1“client-based” scenario, all of the projects offered to student teams for their capstone projects

Conference Session

TIME 7: ABET Issues and Capstone Courses

Collection

2004 Annual Conference

Authors

Paul Burt; Shih-Liang (Sid) Wang

designs, and help find supporting data and information. In thecurrent climate of corporate downsizing, few engineers are in a position to volunteer their time toserve as liaisons.Another barrier to industry sponsored projects is a lack of strong mentoring by faculty memberswho are experienced within the selected subject area. Each capstone design course at NC A&T istaught by a single faculty member who has the responsibility to coordinate all sections of projectactivities, including design reviews. The remaining faculty members within the department areassigned on a rotating basis as advisors to individual project sections. The frequency of rotationfor a faculty member to serve as an advisor is approximately four years. Unfortunately

Conference Session

The Nuts & Bolts of TC2K

Collection

2004 Annual Conference

Authors

Paul Lin; Harold Broberg

Session 2149 Capstone Courses and Program Outcomes - TC2K Assessment Paul I-Hai Lin, Hal Broberg Department of Electrical and Computer Engineering Technology Indiana University-Purdue University Fort Wayne AbstractThis paper discusses course objectives, student learning outcomes, teaching strategies,assessment techniques, and continuous improvement used in conducting a two-semestercapstone course. It leads the students from the conceptual stage in senior project design tothe actual implementation stage. The course is intended to enable students to succeed

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Valerie Vance; Michael Cornachione; Harriet Cornachione

group dynamic components, a focus similarto efforts at other instutions7,8,9. The result is a required three-term sequence,commencing in the fall, incorporating 9 of the required 12 senior level design credits, and6 credits of communication work7.Course Premise The premise of the capstone design sequence is that the students are junior engineersin a civil engineering consulting firm1,8. Faculty act as project engineers and one faculty(rotating) is the chief executive officer (CEO) for the firm for the year. Communicationfaculty are part of the firm’s management as well. To the extent possible, references areto “the firm” and “the project” rather than “the class” or “the assignment.” A typicalorganization chart is shown in Figure 1

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

Karen Davis

engineering degree programs while the technical contentwill vary with the project and engineering discipline. The focus of this paper is how Page 9.978.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ø 2004, American Society for Engineering EducationABET assessment can be conducted within the framework of a capstone design course,rather than on specific project topics themselves.The University of Cincinnati employs a quarter system and thus the senior capstonecourse sequence for ECE seniors is divided into a fall, winter, and spring term, coveringabout 33

Conference Session

Capstone Course in Industrial Technology

Collection

2004 Annual Conference

Authors

C. Ray Diez; Luke Huang; David Yearwood

Session Number 3250 CHARACTERISTICS OF AN INDUSTRIAL TECHNOLOGY CAPSTONE COURSE CLAYTON RAY DIEZ, DAVID N. YEARWOOD, LUKE H. HUANG University of North DakotaIntroduction An undergraduate program may normally provide students with about 40 coursesin the process of preparing them for training towards a profession. While these coursesare spread out in different fields, it is often a challenge for students to effectivelymaximize the application of knowledge learned from theses course to carry out aprofessional project. Yet, it is precisely what is expected of graduates. On the other hand,after several years of

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

John Hochstein

SESSION 1566 The Balanced Scorecard in a Capstone Design Course John I. Hochstein, Jeffrey G. Marchetta, William S. Janna Department of Mechanical Engineering The University of Memphis Memphis, TennesseeAbstractIn response to a perceived need to improve the project management skills of program graduates,the authors introduced the general principles and structure of the Balanced Scorecard (BSC)system to seniors in a capstone design course. This paper briefly presents the principles of theBalanced Scorecard, describes how they were

Conference Session

TIME 7: ABET Issues and Capstone Courses

Collection

2004 Annual Conference

Authors

Wei Zheng; Dong Young Jang; Donald Harby; Yuyi Lin

design course. The capstone course is a summary and reflection ofthe whole undergraduate curriculum. Therefore, internationalizing this course has special significance.The effort on this course will serve as the basis for discussion and exploration for internationalizing othercourses. In addition, it is reasonable to assume that engineering schools in different countries have somecommon requirements and expectations for graduating mechanical engineers, and some common practiceto achieve these requirements. There are some common practices in this course, including centering ofthe course around a capstone design project, organization of the students into design teams, and therequirement for team presentation and defense of their design at the end

Conference Session

Unique Laboratory Experiments & Programs

Collection

2004 Annual Conference

Authors

Terrence O'Connor; Nghia Le

Session Number 2526 The Pressure Sensing Project Nghia T. Le, Terry O’Connor Purdue University School of Technology Electrical Engineering TechnologyA. IntroductionThe paper discusses the use of a multi-faceted electronic project as a capstone experiencefor an associate degree program in Electrical and Computer Engineering Technology(ECET) at Purdue University's School of Technology New Albany location. This projectincorporates several different technologies from both the analog and digital realms ofelectronics. The

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

Ajay Agrawal; Zahed Siddique

Session 2425 FROM GOALS TO PRODUCTS IN A SENIOR DESIGN PRACTICUM COURSE Ajay K. Agrawal and Zahed Siddique School of Aerospace and Mechanical Engineering University of Oklahoma, Norman, OK 73019AbstractSenior Design Capstone is a required component of many undergraduate engineering programs.The program offers numerous challenges for both faculty and students because of the widevariety of projects in a given year as well as from year to year. This paper discusses key phasesfor successful implementation of a Senior Design Capstone Program to achieve

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Richard Jendrucko

2004-730 Optimizing Student Learning in a BME Capstone Design Course Sequence Richard J. Jendrucko Jack F. Wasserman Biomedical Engineering Program The University of Tennessee, KnoxvilleIntroductionThe undergraduate biomedical engineering (BME) program at the University ofTennessee, Knoxville (UTK) was initiated in the fall of 2000. The 136 semester-hourcurriculum was designed to prepare students for a variety of careers and to meet ABETaccreditation requirements. Among the most prominent of the ABET requirements is thatthe curriculum include a capstone

Conference Session

Multidisciplinary Design

Collection

2004 Annual Conference

Authors

Richard Bannerot

format for the class allowed us to successfully addressfour issues: to establish and achieve higher expectations for the teams, to improve eachteam’s understanding of the fundamental engineering and science of its project, toencourage and increase the interactions between the teams, and to help the students tobetter “think through” the writing process which in turn helps them to better understandthe organization of their project.IntroductionThe multidisciplinary capstone design course at the University of Houston, taken by thestudents in the Departments of Electrical and Computer Engineering (ECE), IndustrialEngineering (IE) and Mechanical Engineering (ME), has been described previously 1.This course is a one semester, three-hour credit course

Conference Session

Design Throughout the ChE Curriculum

Collection

2004 Annual Conference

Authors

Shannon White; Patricia Niehues; Steven Peretti; Lisa Bullard

© 2004, American Society for Engineering"but associated tutorials and solution information that provide an introduction to the material, bothfor the students and for the mentoring faculty. The formulation of design projects for a capstone design class is in and of itself a constraineddesign problem since the semester is only 15 weeks in duration. This presents three majorchallenges; the project expectations must be challenging yet attainable, the scope mustencompass the essence of industrial practice and represent a realistic situation, and possibly mostchallenging to the instructor, the technical focus of the topic must be such that the project advisor(usually the faculty member responsible for the course) is able to provide adequate

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

Tom Davis; Maximillian Peeters; John Curtis; Jennifer Miskimins

courses throughprovision of projects and direct monetary support. Additionally, it has been our experience atCSM that industry advisory committee members from the three subject disciplines support andencourage the development of the capstone experience. Advisory committee members from thethree participating CSM departments, who are also potential employers, provide consistentencouragement for the continued development and improvement of the capstone coursediscussed in this paper. Interviews of recruiters from a variety of employers echo the support forthe capstone courses importance and significance. This interest likely arises from studies thathave shown direct monetary benefits realized through teamwork across the PE, GE, and GPdisciplines

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

James Reising

Session 2425 Capstone Design in Electrical and Computer Engineering Delivery and Assessment of ABET Criterion 3 James A. Reising University of EvansvilleIntroductionSeveral changes have been made to the Senior Design Project Course Sequence at the Universityof Evansville as previously described in “Senior Design Project Course Sequence, Electrical andComputer Engineering”1 to provide students with additional exposure to the non-technicalaspects of engineering and to enable assessment of the outcomes of ABET Criterion 32, listedbelow for

Conference Session

ECE Capstone and Engineering Practice

Collection

2004 Annual Conference

Authors

John Greco

Engineering 19, 20. Theproposal for the new program included a new course, ECE 491 Senior Project I, whichwas introduced to satisfy two distinct goals: provide a capstone design experience;introduce new material in the area of computer network hardware. The course is notintended to replace a typical course in computer networks, which covers material relatedto network architectures, protocols and performance.The CourseOrganized in a 14-week semester with two 50-minute lectures and one 3-hour laboratoryperiod per week, ECE 491 has several goals: to learn about computer network protocolsand hardware; to work on a design project that must interface properly with other groups;to evaluate the project from ethical and socially responsible points of view; to

Conference Session

Student Teams & Active Learning

Collection

2004 Annual Conference

Authors

Chris Daubert; Steven Peretti; Paula Berardinelli; Deanna Dannels; Chris Anson; Lisa Bullard

senior year, students in the chemical engineering department take a two-semester, six-credit capstone design course. This course has projects that include students indepartments across campus, providing them an opportunity to work on multidisciplinary projectsand teams. Students who register find their own (or are assigned to) industrial problems andclients, conduct research, and design a complete engineering solution which may include aprocess simulation model, equipment sizing and costing, environmental and safety analysis, etc.Throughout the semester, teams communicate their findings to both the client and facultyadvisors through written status reports and oral presentations. Six of the twenty-one groups whose performances were analyzed

Conference Session

Innovative IE Curricula and Courses

Collection

2004 Annual Conference

Authors

Charlie Edmonson; Donna Summers

Dayton offers a Project Management course, which theEngineering Technology Department requires of all its majors. The primary goal of thiscourse is to familiarize students with the tools and techniques necessary to manage aproject. The course also seeks to expose students to the real life complexities ofmanaging a large-scale project.Prior to 1999, the Project Management course was the required capstone course forIndustrial Engineering Technology majors. Teams of students worked on a projectduring the semester for a local business. Other majors took the course as a technicalelective. In 1999, during a department curriculum review, the Project Managementcourse was combined with a course in Organization and Management. At the same timeas part of

Conference Session

Industry-Based Projects

Collection

2004 Annual Conference

Authors

Richard Rothaupt

the capstone courses in the Manufacturing Engineering (MfE) program at Universityof Wisconsin-Stout has focused almost exclusively upon industrial sponsored projects. Thecapstone course is a two semester sequence where the first semester course focuses uponresearch and design of a product and the building of a mock-up. The second semester is todesign and build a functional automated machine to produce a product. Projects are managed byteams of students, industry contacts and faculty advisors. Projects completed in the past havevaried from food production to robotic welding cells. In order for the students to complete theseextensive projects the curriculum at UW-Stout has been designed to provide the students with a‘technical toolbox’ which

Conference Session

Potpurri Design in Engineering Education

Collection

2004 Annual Conference

Authors

Robert Todd; Spencer Magleby

andsafety for the sponsoring institution. Issues such as these inevitably draw the attention ofadministration requiring explanation and justification.Many capstone courses utilize design and build projects sponsored by industry5,6. Whileproviding valuable interaction for students, the involvement of sponsors brings more issues todeal with along with a new group of interested parties.We will refer to each of the interested parties and individuals as stakeholders. When consideringthe design and organization of a capstone program, the institution should carefully consider thevalues of their stakeholders along with the educational objectives that they wish to accomplish.The design of the program influences both the scope of stakeholders and which of

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

George Catalano

at SUNY-Binghamton offered its owndiscipline- specific capstone design course. (Figure 1) At the direction of the dean inSeptember 2000, a committee consisting of all department chairs, undergraduate programdirectors, and the associate dean for administration was established. This committee metregularly over the course of the academic year and recommended that a pilot multi-disciplinary capstone project sequence be developed and offered beginning in fall 2001. Page 9.932.1The Department of Electrical and Computer Engineering (ECE), and the Department of Proceedings of the 2004 American Society for Engineering Education

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Dana Elzey; Dan Bauer; Paxton Marshall; Kathryn Neeley

% of those submitted) are awarded funding for a senior year designand development project. Projects may be proposed by both individuals or small teams. For the Page 9.555.10initial pilot offering of ENGR 302, seven proposals were selected to be carried forward into the Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ©2004, American Society for Engineering Education2003-2004 academic year. Those senior level, capstone design projects are described inAppendix B.ENGR 401/402: Multidisciplinar y Team Design and Development I and II Cour se ContentA two-course

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

John Hochstein

Session 1566 AN ASSESSMENT PROCESS FOR A CAPSTONE COURSE: DESIGN OF FLUID THERMAL SYSTEMS William S. Janna, John I. Hochstein Herff College of Engineering The University of Memphis Memphis TN 38152Extended AbstractAn assessment process has been developed in order to measure how well a capstone designcourse, Design of Fluid Thermal Systems, meets the needs of the students with regard to processeducational goals and educational objectives. The ultimate purpose of the process

Conference Session

Industry-Based Projects

Collection

2004 Annual Conference

Authors

Paul Duesing; David Baumann; David McDonald

Session 2465 Learning and Practicing The Design Review Process In Senior Capstone Design Classes PAUL DUESING, David Baumann, David McDonald, Morrie Walworth, Robert Andersen Lake Superior State University/Continental TevesAbstractOver the past ten years the School of Engineering and Technology at Lake Superior StateUniversity has developed a strong industrial-based capstone senior design course sequence. Anindustrial company provides a design project, funding, and a company representative for this twosemester-long course sequence. A key element of

Conference Session

Lighting the Fire: REU

Collection

2004 Annual Conference

Authors

Mark Evans; Ronald Welch

project choicesthat meet their individual needs for a challenging, rewarding academic experience. The fact thatthis course is offered in addition to the program-required capstone course and taken by over 90percent of the seniors each year testifies to the value that the cadets see in the course.In the past decade at USMA, academic promotion criteria have increasingly looked at researchand publication records of faculty members. Thus, what was once a primarily teaching-focusedschool has began to morph into a research-focused school. With the growing need for modestfaculty research and the absence of graduate students, the development of undergraduateresearch opportunities quickly evolved. There have been numerous successes and failures overthe

Conference Session

ET Design Projects

Collection

2004 Annual Conference

Authors

AHAMAD FARHOUD

the system. In this case, students are required to acquire all necessarycomponents through local dealers or the internet. Although these components are readilyavailable and inexpensive, this requirement adds the dimension of responsibility to theproject as well as familiarizing the student with the cost of building such a system. It alsoemphasizes the need to be cost effective.This experiment, which started as a capstone project, is now used regularly in theautomatic control class due to the overwhelmingly positive response from students. It hasproven to be both a very successful learning and teaching experience. As seeminglyabstract ideas become practical solutions and skills, students begin to trust theirknowledge of the subject matter

Conference Session

Multidisciplinary Design

Collection

2004 Annual Conference

Authors

Ken Alford

the project regarding how well the team met the course goals and objectives. • In-Progress Reviews. The faculty advisor holds numerous In-Progress Reviews with each team (two during the first semester and four during the second semester) to discuss their successes, challenges, and project assignments. • System Requirements Specification. Students write a technical report for each of the major design elements and the final capstone computer systems design which requires them to demonstrate their knowledge of technological, social, political, economic, and ethical factors and an understanding of the impact on their system design. Students must also work with their

Conference Session

TIME 1: Controls

Collection

2004 Annual Conference

Authors

Scott Kiefer

completed the course at Tri-State, there was also a facultymember from the Department of Mechanical Engineering who also attended the course andcompleted the weekly projects. After completing the course material, this faculty memberbecame a proponent of including this mechatronics course as a regular part of the curriculum.This faculty member often teaches the capstone senior design course, and he felt that requiringthis course would be a great benefit to our students and would improve the quality or their seniordesign projects.Feedback was also received from faculty members who attended the presentations of the finaldesign projects. They were impressed by the understanding expressed by the students and withthe quality of the projects that were

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

Jim Rand; Don Bowie; Donald Peter; Anthony Donaldson

to prepare their business counterparts to make the same kind of presentation on oneof their projects or some technical principle of electrical engineering. These experiences providepowerful ”hands-on” venues in which students from differing disciplines are exposed to thediverse vocabularies and modes of thinking representative of actual professional workingenvironments . This paper provides the basic classroom/workshop/laboratory activities that wereundertaken, an indication of the educational experiences involved, a sampling of student verbalfeedback, and future expansion considerations for this multidisciplinary interaction.Intr oduction: Industr ial InvolvementSince it’s inception in 1985, Seattle Pacific University’s (SPU) Electrical

Conference Session

Mechanical ET Design & Capstone

Collection

2004 Annual Conference

Authors

Michael Kozak

. Page 9.354.2 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”Workbook Navigation Each worksheet would perform one step of the lab solution. Navigation between theworksheets would be accomplished by the use of hyperlinks imbedded in each worksheet. Thesoftware creation exercise consisted of one lab period at which all eight students weresimultaneously in attendance. Due to the short time period, all students would be working at thesame time to complete the project. Each student was given a portion of the workbook tocomplete. One student was assigned to be the coordinator of the hyperlink aspect of