capstone senior design, thermal-fluid system design, and engineering research. The projectsimplemented in those courses were selected in such a way to establish an in-depth understandingof sustainability through analytical and experimental studies, and to build environmentallyfriendly and energy efficient systems. Some of these projects include: design of an active solardistillation system for purification of wastewater produced in rural agricultural processingfacilities, experimental studies on prototype green roofs to investigate the effects that soil typeand soil moisture level have on the thermal performance of a roof, design and construction of athree-stage wind tower with a bypass system for indoor cooling in rural dry and hot climates
conduct focus groups to explore the barriers people were experiencing to exercise and eating healthfully. For this particular research study David was responsible for collecting and analyzing the engineering student’s focus group data on their capstone projects, specifically in learning design. He credits the cross collaboration between kinesiology and engineering as a most satisfying and rewarding experience. Page 23.139.1 c American Society for Engineering Education, 2013 Adapted Physical Activity Design Projects: A Collaboration Between
Pedagogical research in computer science curriculum for undergraduate students.Mr. Nabil A Yousif, Fort Valley State University Mr. Yousif is an assistant professor in the Mathematic and Computer Science Depadtment, at Fort Valley State University. His interest includes System Business Application Software design and database design. Page 22.570.1 c American Society for Engineering Education, 2011 Engaging Computer Science Students in Electro-Mechanical Engineering ProjectsAbstractThis paper describes two engineering projects that were implemented in a capstone
-enhanced JIL-enhanced Senior enhanced enhanced e capstone capstone capstone capstone capstone It is to be mentioned that although all student in each of the designated courses wererequired to participate in this project, the number of participating students used for this paper wastaken from the survey responses which was voluntary. Students in the course were asked to goonline and fill the surveys but were not obliged to that. This method carries with it an inherentnon-response bias. Participant who chose not to answer surveys are not included in the results. Inaddition, allowing voluntary survey-taking
), communicating effectively (g) and engaging in life-long learning (i).Since 2007, the engineering department at Messiah College has been pioneering a multi-yearplan known as the Integrated Projects Curriculum (IPC) that involves a four-semester project-course sequence, with students working on multidisciplinary teams, typically beginning in theirjunior year. Details of the IPC as a curriculum modification have been previously published,including benefits over the traditional senior capstone project course, portfolio evaluation ofstudent project work, structure of the course sequence, and the place of Group Orientation (GO),a one-credit course normally taken by our engineering students in the Spring semester of theirsophomore year, preceding the project
Newswander identified 5 themes of assessing multidisciplinary work: disciplinarygrounding, integration, teamwork, communication and translation across discipline boundaries,and critical awareness [6]. Multiple studies have explored the aspects of multidisciplinary teamoutcomes for capstone design teams [7,8]. Other studies have explored the possibility ofmultidisciplinary teams in a variety of other courses including having a multidisciplinary groupof faculty teach general engineering classes during the first-two years of study [4].Since service-learning projects often require both engineering and non-engineering knowledgefor successful deployment, having students from a variety of backgrounds, including non-engineering, can be valuable. While
multiple admin domains without requiring significant local IT resources [11]The second project is providing the monitoring tools deployed on the platform developed by this project.3. Project SetupDuring their degree seeking studies students are mostly exposed to individual projects or projectsinvolving classmates studying the same subject matter. Capstone projects, when offered, are the mostcommon opportunities for more diverse and more creative learning opportunities. The challenge faced bythe video-conferencing service provided an opportunity to explore models for formalizing models ofengaging students from different departments to advance their own domain knowledge and to workacross domains by addressing real-life problems. In this section we
of the designproblem, summarize the project modifications that stemmed from the lessons learned in theprevious iteration, address the instructional coordination challenges and successes, and discussthe value of the multidisciplinary project to student achievement of course specific outcomesrelated to the freshman engineering sequence.IntroductionThis paper details the implementation and evolution of a multidisciplinary design project thatserves as a capstone activity for freshman engineering students among the MechanicalEngineering (ME) and Electrical and Computer Engineering (ECE) disciplines. All students froman engineering discipline at Norwich University complete a common, general introduction toengineering course that introduces them to
vice-versa) unless theindividual student seeks it out. Anecdotal evidence suggests it is extremely difficult forinterested art students to enroll in engineering courses. Programmatic strictures in both art andengineering can often work against such enrollment special cases.Utilizing projects like senior design or other engineering capstones, the departments within thehumanities can be served by the technical fields, thus increasing the capabilities of thatdepartment. There are benefits to such projects for all participants, from exposing students todifferent ways of thinking, seeing, and communicating, to specific outcomes such as broadeningunderstanding of principles of engineering and design. In engineering practice, the ability towork with
not make the connection properly so the two motors did not run in sync. Thisis a classical example that students learn from their mistakes. They won’t find anything wrong oftheir design until they saw the test results. Fig6.6 Top View of the Robot Prototype Designed by Team Two with 2 Motors to drive the Robot.7. Assessment and ConclusionsThe project was conducted in capstone courses of two associate degree programs. For moststudents, this is the first time they were exposed to this type of hands-on design project. Pre andpost surveys were conducted. Although most students said they learn a lot from this freshexperience, majority asked that this type of hands-on design project be given much early in theirfreshman years. Most students
: Seattle, Washington.2. Karl, O.; Todd, B.; Michael, W.; Tamara, L., Interdisciplinary Design Course Structure: Lessons forEngineering Instructors from a Capstone Design Course. ASEE Conferences: Seattle, Washington.3. Jodi, R.; Brian, A., Applying Student Engagement Techniques to Multidisciplinary Online EngineeringLaboratories. ASEE Conferences: Seattle, Washington.4. Elizabeth, W.; Jeffrey Dale, W., Engineering in the Humanities: Interdisciplinary Projects in the Arts andEngineering. ASEE Conferences: Seattle, Washington.5. Allen. I. E, S. J. Class differences: Online education in the United States; Needham, MA, 2010.6. Jaggars, S. S. Online Learning: Does It Help Low-Income and Underprepared Students
Investigating Team Roles Within Long-Term Project-Based Learning ExperiencesIntroductionExperiential learning continues to increase in undergraduate engineering education in order toprepare students for their professional careers. Project-based learning is becoming more commonthroughout engineering programs, with the additions of first-year cornerstone design experiencesand capstone senior design experiences. These experiences provide students with context fortechnical skills to be learned and applied as well as professional skills to be developed. While thefirst and final years of undergraduate engineering curricula have evolved significantly, themiddle years are often lighter in project-based learning with more emphasis on
supported by classroominstruction. This structure is similar to senior design or a capstone project, but our program allowsstudents to have a different industry project each semester of their junior and senior year.The program emphasizes continuous improvement and the development of self-regulated learningabilities, professional skills, and technical engineering knowledge, which is acquired primarily inone-credit courses called ”competencies” [11]. Students learn in small groups (3 - 12 people)with academic staff facilitating the ”learning conversations.” These class meetings include somelecture but are primarily conversations between faculty and learners. Many learning conversationsare flipped, so students learn the material outside of class
Paper ID #23915Architecture, Engineering, and Construction Interdisciplinary Senior Inter-disciplinary Project Educational ModelDr. Jinsung Cho, California State Polytechnic University Pomona My name is Jinsung Cho, an assistant professor of Civil Engineering Department in California State Poly- technic University Pomona. I have had more than 18 years in both academia and Civil and Construction Industry. My specialty is the behavior of underground infrastructure, Trenchless and Tunneling Technol- ogy, as well as 3D Virtual Construction Design & Management. I am a reviewer or member of several professional
materials self-study after the need has been identified through a project’s context. It hasbeen used in many senior capstone and freshman design courses to enhance students’ competence indesign and other outcomes required by ABET. In most engineering programs, engineering analysis isstill taught mainly through sequences of traditional lecture-based courses. PBL, if adopted, usually isembedded in various courses that focus on specific technical areas to facilitate the learning process.Compared with independent project courses, such embedded PBL approach usually faces morerestrictions on its open-ended nature, project selection and technical topics covered. This paper presentsthe results of a study on the effectiveness of teaching engineering
feel strongly about, regardless of their team’s official position.Each team receives a team grade, based upon a combination of: a) the written position statement,b) the instructor’s judgment of the team’s approach to their presentation and the strength of their Page 15.62.6arguments, and c) the audience’s opinion of each team’s effort (a debate evaluation is filled outby the class to provide critical feedback to each team). Team Widget Deconstruction ProjectStudents also engage in a collaborative capstone research experience in which 5-person teams dotheir own widget deconstructions and present those findings to
AC 2010-31: WESTERN WASHINGTON UNIVERSITY'S HYBRID BUS - AMULTIDISCIPLINARY APPROACH TO PROJECT BASED EDUCATIONSteven Fleishman, Western Washington University STEVEN FLEISHMAN is currently an Assistant Professor in the Engineering Technology Department at Western Washington University. He joined the Vehicle Research Institute at WWU in 2006 after spending twenty years in automotive drivetrain R&D. Steven.fleishman@wwu.edu Page 15.1362.1© American Society for Engineering Education, 2010Western Washington University’s Hybrid Bus – A Multidisciplinary Approach to Project-BasedEducationAbstract Western
AC 2010-228: THE CHALLENGE OF TEACHING SUSTAINABLEDEVELOPMENT USING A MULTIDISCIPLINARY PROJECT WITHINTEGRATED PROCESS DESIGNAnouk Desjardins, École Polytechnique de Montréal Anouk Desjardins has worked on the evolution and the teaching of the course Sustainable Development Capstone Project. After graduating in civil engineering from Ecole Polytechnique de Montreal she obtained a Master’s of Applied Science in 1999. Then she worked in industry as a process engineer. Since 2008 she joined Ecole Polytechnique as a research assistant for sustainable development projects and as a lecturer.Louise Millette, École Polytechnique de Montréal Louise Millette is, since 2002, the first (and only) woman to
of the Aerospace Systems and Technology Track, with particularemphasis on the Microsystems Engineering and Technology for the Future Exploration of OuterSpace Regions (METEOR) family of projects will be used as a case example to illustrate theprocess.IntroductionProject-based “capstone” design has become an integral component of the undergraduateengineering experience. As noted by Dym, et al.1, this has been the standard academic responseto address the need to produce engineering graduates able to practice in industry. TheMultidisciplinary Senior Design (MSD) program at the Rochester Institute of Technology (RIT)arose from departmental capstone design experiences within Mechanical, Industrial, andElectrical Engineering2. Since its inception
sponsored by industry, and two projects were service-learning projectswith external customers. Each industry project sponsor provided a donation to the college andalso provided funding for all of the necessary materials for the project. The donations were usedto help fund the course, which included student travel to the sponsor site and funding for theservice-based projects.Students were provided a dedicated laboratory space in which they could work on and store theirprojects. Figure 1 shows students working on two of the projects, the robotic mower and thespin bike power meter. All sponsors of the projects were very satisfied with the final products.Two of the projects are being continued on as projects for capstone design courses, and two
projects at the institution. These include thecapstone design courses that are an integral part of each departmental curriculum, the seniorproject and thesis requirements for students, and the individual interests and efforts of bothstudents and faculty. In the current nascent stage of the PBLI there are a range of activitiesacross the spectrum of departments. Unit requirements for the capstone design experience rangefrom 4 to 9 quarter units, senior projects are occasionally integrated with capstone design, butmany are stand-alone classes or individual study experiences. Single student experiences are thenorm, with a few departments offering “interdisciplinary” experiences. Projects range frominstructor selected activities across an entire course
education.12 In literature, themost popular way of integrating real-world problem solving, especially in multidisciplinaryteams, seems to be through capstone design courses. As of 2005, roughly 35% of undergraduatecapstone design projects were conducted in multidisciplinary teams of students (an increase from21% in 1994).6 Evidence has shown, both qualitatively and quantitatively, that students benefitgreatly from working in multidisciplinary settings. Survey results show that engineeringprofessionals associate interdisciplinary thinking with creativity in their peers and ratemultidisciplinary work as very important in preparation for industry.7 Similarly, students whoparticipated in a multidisciplinary capstone course identified functioning in a
game requirements are introduced to the students in their sophomore year with preliminarywork done on different pieces; however, the final game is actually implemented during the senioryear as a capstone project for the Computer Graphics (COSC-4330) course. Our intention, oncewe have a good pool of completed projects, is to distribute, either in hand or though an on-lineportal/website, the best project from the previous offering as an exemplary project to learn fromand replicate in terms of best practices. This will serve two purposes: firstly, it will allow thejunior student to see how the end product should look like; and secondly, it will allow him torelate the preliminary work done before the capstone project to where it meshes in the
, vertically integrated, project-based engineering program. QScience Proceedings, page 73, 2015. ISSN 2226-9649. [3] Stuart Palmer and Wayne Hall. An evaluation of a project-based learning initiative in engineering education. European Journal of Engineering Education, 36(5):357–365, 2011. doi: 10.1080/03043797.2011.593095. [4] Robert H Todd, Carl D Sorensen, and Spencer P Magleby. Designing a senior capstone course to satisfy industrial customers. Journal of Engineering Education, 82(2):92–100, 1993. ISSN 2168-9830. [5] Nathan Hotaling, Barbara Burks Fasse, Lewis F Bost, Christopher D Hermann, and Craig R Forest. A quantitative analysis of the effects of a multidisciplinary engineering capstone design course. Journal of Engineering
as leaders within their sub-team and mentor new students.IntroductionAssistive technology projects have been used in engineering capstone and project-based courses,often as a way to introduce a real-world problem or client. Several sources cite both the benefitsand challenges of working with patients and clients through these projects [1, 2]. For example,solutions or prototypes might often be very limited in scope or number of clients but can oftenhighlight or include a service learning component [2]. Thus, embedding the topic in capstonedesign can teach students to identify engineering design projects with positive social impact [3].Overall, these projects are often strongly motivating for students, with student satisfactionreportedly
University. His interest include image and video processing, communication systems, digital signal processing, and cryptographic theory and applications.Min-Sung Koh, Eastern Washington University Page 14.67.1© American Society for Engineering Education, 2009 A Multidisciplinary Undergraduate Project Implementing a Robotic Arm for the Artificial Insemination of Endangered Amphibian SpeciesAbstractThis paper presents a pilot undergraduate project started in fall 2007 and completed in spring2008 at Eastern Washington University. The goal of the project was to expose
Page 23.1027.6Additional, survey responses are discussed in later sections of the paper. Figure 2 shows thatmost ChemE students are second semester seniors (4.5) and most of the ME students are secondsemester sophomores (2.5).Fig. 2: Spring 2012 Survey: progress towards degree. 1.5 = 2nd semester freshman.From experience with this course, the sophomore level ME students tend to embrace theopportunity to do a robot competition, but the ChemE students are more resistant because seniorsdon't feel they have time for an additional project as they are busy working on capstone courserequirements and making preparations to graduate. III. Implementation of a Robotics ProjectThe decision to incorporate a robotics project into the ENGR 3431 course came
political factors Q7. Demonstrate effective communication using graphic, written, and oral media; demonstrate ability to use modern engineering tools in design Q8. Prepared for additional extra-curricular activities and senior capstone design projects Student Survey 100% 90% 80% 70% Response Rate 60% 50% 40% 30% 20% 10% 0% Q1 Q2 Q3 Q4 Q5 Q6 Q7
et al. 2009) also showed the value of self-discoveryand learning with minimal input from instructors. Regardless of the classroom objective,robotics seems to be a topic in which students will devote time and energy learning newmaterials to accomplish specific tasks or goals. Robotics is a multi-discplinary field incorporating elements of mechanical and computerengineering, and computer science. Traditionally, robotics courses and degrees have typicallybeen offered through graduate programs but has seen an expansion into the undergraduatecurriculum through capstone projects (Michalson 2010), upper-class courses (Keer 2012, Meuth2009, Garcia 2015, Lessard 1999) and freshman engineering (Xu et. al 2014) throughintroductory platforms such as
high impactpractices: undergraduate research and collaborative assignments/projects. In some majors, students canfulfill their capstone or culminating design requirements through VIP, thus incorporating another highimpact practice (capstone projects).In a nationwide study of undergraduate research experiences, Russell, Hancock and McCullough foundthe overall duration of research experiences to be correlated with positive outcomes [4]. The benefit oflonger research experiences complements the structure of VIP, as returning students take on increasinglevels of responsibility and serve as student leaders. To facilitate longer-term student participation, VIPcourses are offered in 1-credit and 2-credit increments, with two semesters of