Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Connii Dyar, Illinois State University; Matthew Hagaman, Illinois State University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

for Engineering Education, 2025 Students as Sustainability Consultants: An Interdisciplinary Project for Sustainable Residential and Commercial DesignAbstractFor the past several years at Illinois State University, undergraduate students in TEC 258:Renewable Energy Technology Applications have participated in a project to serve as designconsultants for students in FCS 376: Interior Design IV, a capstone course. The project isinterdisciplinary. Most students in the renewable energy class are from technology orengineering-related majors, and the students in the capstone course are from the Interior Designmajor. To scaffold the design project, students in both courses learn content relevant to designcollaboration. For example

Conference Session

Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Lily Laiho, California Polytechnic State University; Richard Savage, California Polytechnic State University; James Widmann, California Polytechnic State University

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica L. Heier Stamm, Kansas State University; Reuben F. Burch V, Kansas State University; Hugh R. Medal, Mississippi State University

Tagged Divisions

Industrial Engineering

solving is an important skill for engineers. Among the most common waysthat open-ended problem solving is incorporated in the curriculum is through capstone designexperiences. Although ubiquitous in undergraduate degree programs2,8, capstone design has alsobeen included in master’s degree programs, sometimes in place of the thesis4 or as a non-thesisoption for students on an industry-oriented career track6. Typically these capstone experiencesintegrate technical skills from multiple classes, and in some cases, they span multiple semesters.The literature on undergraduate capstone design offers insight into important factors for asuccessful industry-based project2. Attributes of effective client projects include the involvementof a company liaison

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Robin K. Burk

crafting similar project-basedlearning courses.IntroductionThe role of capstone projects is well-established in many engineering programs1. Capstone projectcourses have “evolved over the years from ‘made up’ projects devised by faculty to industry-sponsoredprojects where companies provide ‘real’ problems, along with expertise and financial support.”2 Suchprojects may be especially rich in opportunities for students to integrate a variety of curricular materialboth within their discipline and across disciplines.3In lieu of industry-sponsored projects, capstone courses at the U.S. Military Academy (USMA) are oftenexecuted on behalf of Army, Defense or other federal agency clients, thereby providing students withopportunities to integrate both their

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; George Ricco, University of Indianapolis; David Olawale, University of Indianapolis; Md Rashedul Sarker, University of Indianapolis

-Engineering Design Lab VII and ENGR 498-Engineering Design Lab VIII) where they work inmultidisciplinary teams on open-ended projects from external clients or design and fabricatecomplex systems to meet the requirements of regional and national competitions. The knowledgeand experience from earlier courses are applied to develop solutions that meet set requirementsand constraints while considering public health, safety, and welfare, as well as global, cultural,social, environmental, and economic factors. The key phases of a DesignSpine capstone projectinclude identifying constraints, creating and analyzing design alternatives, fabricating and testingthe designs, optimizing the designs, and completing a final prototype. Additionally, the courseshave

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

sources and sinks for 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

Collection

2013 Pacific Southwest Section Meeting

Authors

Danyang Li; Qiao Zhen; Albert Gordon; Bhaskar Raj Sinha; Marcos Turquetti; Mohammad N. Amin

away from their physicians, are at risk when it comes totheir health. This system will enable them and their physicians a daily look at their vital signswithout having to leave their home or office. A prototype of this system was designed,developed, and tested by students under the guidance of faculty members. This project wasanalyzed on how it fulfilled the program objectives. Students made a formal presentation to theFaculty Judging Panel for official approval of this capstone project and the project was approvedfor the degree requirement. The final report and the presentation were graded and it was ensuredthat they covered and reinforced the academic objectives and met the Program LearningOutcomes (PLOs).IntroductionThe Master of Science in

Conference Session

Multidisciplinary Design

Collection

2005 Annual Conference

Authors

Richard Schultz; Arnold Johnson

• Electrical • SoftwareThe entire system must be decomposed into a number of smaller subsystems, and prioritizedwith respect to completion date. All three types of engineering students, including mechanicaland/or aerospace, electrical and/or computer, and electrical, computer, and/or software, shouldbe assigned subsystems with a relatively equitable contribution to the overall system. Figure 2depicts a fairly simply organization chart for the multidisciplinary engineering team, whichincludes a project manager to oversee the systems engineering process, faculty mentors, graduateresearch assistants (GRAs), undergraduate research assistants (URAs), and capstone designstudents (generally senior-level undergraduates). The science advisor (or multiple

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hrushikesh Godbole, Rochester Institute of Technology ; Elizabeth A. Debartolo, Rochester Institute of Technology ; Shun Takai, Northern Illinois University; Marcos Esterman Jr., Rochester Institute of Technology

Tagged Topics

NSF Grantees Poster Session

, engineering and operations. His research interests include systems engineering, product design process and knowledge management in development teams.Dr. Elizabeth A. Debartolo, Rochester Institute of Technology Elizabeth A. DeBartolo, PhD is the Director of the Multidisciplinary Senior Design Program at the Rochester Institute of Technology, where students from Biomedical, Computer, Electrical, Industrial, and Mechanical Engineering work together on multidisciplinary projects. She is active in the national Capstone Design Community, and received her BSE in Mechanical Engineering and Materials Science from Duke University and her MS and PhD from Purdue University.Dr. Shun Takai, Northern Illinois UniversityMarcos Esterman Jr

Conference Session

Civil Engineering Teaching Part Two

Collection

2008 Annual Conference & Exposition

Authors

Steven Burian, University of Utah; William Johnson, University of Utah; Fred Montague, University of Utah; Arrin Holt, Cooper Roberts Simonsen Associates; Jim Nielson, Cooper Roberts Simonsen Associates; Rachel David, Cooper Roberts Simonsen Associates

Tagged Divisions

Civil Engineering

real world use.” ̇ “This course was much like the capstone course in that it was to solve real world problems.” ̇ “The course did not cover several issues addressed in the capstone course, for example: ethics, finance, and drafting.” ̇ “Design courses focus on understanding the mechanics while working on a project requires higher thinking to understand the context those mechanics and their applicability to the project. A good analogy for the differences would be a toolbox. Design classes focus on what is in the toolbox while working on a project focuses on selecting the right tool for the job.” ̇ “The capstone class is required and individual roles are assigned. For many students, it is

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Marie Fredette, Cedarville University; Nathan Jessurun, University of Florida

Tagged Divisions

Software Engineering Division

basics ofsoftware engineering, and how they do or do not make use of that material in their projects, withthe intent to improve our course for future years. Specific items to evaluate over the next cycle ofthe course are also identified.As noted by the author of [1], senior capstone design work is a valuable part of an engineeringcurriculum, giving many students their first experience working on a team to complete a largeproject on a relatively long time scale. However, many students, especially those with lesstechnical experience from internships or co-ops, come into senior design with weaknesses. Theseweaknesses might include unfamiliarity with how to plan for and manage constraints such as timeand money, discomfort with being dependent on

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Gul Okudan Kremer; Madara Ogot

preliminary data.1.0 IntroductionThe current criteria for ABET accreditation1 state that “engineering programs mustdemonstrate that their graduates have: …an ability to design a system, component, or processto meet desired needs,” and “an ability to function in multi-disciplinary teams….” Becauseengineering design in industry is a team activity, the integration of design into engineeringcurricula is generally done through the use of design teams. In many cases, this integrationalso uses industry-sponsored design projects.Most of the industry-sponsored design project applications are at the capstone design level,and many examples of these are documented in the literature 2-9. Capstone design courses areused to ease the transition from the education

Conference Session

CE Body of Knowledge

Collection

2004 Annual Conference

Authors

R. Knox; K. Muraleetharan; G. Miller; D. Sabatini; Randall Kolar

activities.Included in the development are content-rich multimedia modules that combine animation,graphics, text, and sound to enhance student learning (37).Sooner City unifies the curriculum by promoting horizontal and vertical integration, so studentslearn a holistic systems approach to engineering projects, rather than taking isolated courses thatappear as independent entities. Sooner City also provides a framework for multidisciplinary inte-gration.Sooner City essentially turns the engineering curriculum into a four-year design experience.Consequently, when students enroll in the traditional senior “capstone” course, they are betterprepared to handle complex, multidisciplinary projects involving other engineers (mechanical,electrical, and industrial) and

Collection

2024 ASEE North Central Section Conference

Authors

Christopher Joseph Gioia; Louis Edward Christensen, The Ohio State University

development and project iterations. This work presents the initial details ofthe project, faculty observations, and future data collection tools for project-based pedagogicalresearch. The goal of the research is to use this project to identify when students self-identify asengineers and what events contribute to their perceived identities. Self-reflections and designcompetence surveys will be collected from the sophomore and junior students participating inthis project and as seniors when they complete their capstone design course starting in Spring2024.KeywordsSelf-efficacy, Project-based Design, Design Project, Mechanical EngineeringNomenclatureSRU—Slippery Rock UniversityME – Mechanical EngineeringPBL – Project-based learningDBL – Design-based

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

one class meeting orafternoon lab session) or as long as a semester or academic year (as in capstone design). Several of the goldstandard PBL elements (challenging open-ended problem, sustained inquiry, student choice, reflection,revision) require time to play out. How should faculty balance the benefits of an open-ended experiencewith the time-limited nature of constrained academic schedules?2.2 Student Backgrounds and Project Learning Objectives Students have varying prior experiences, capabilities, and needs, and some students will need moreguidance and structure than others. Faculty should consider the level and background of their students togauge the appropriate level of structure for PBL experiences. Faculty also must consider the

Conference Session

Multidisciplinary Design Constituents

Collection

2008 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University; Robert Crockett, California Polytechnic State University; Zahed Sheikholeslami, California Polytechnic State University

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Software Engineering Teaching Techniques

Collection

2009 Annual Conference & Exposition

Authors

Clifton Kussmaul, Muhlenberg College

Tagged Divisions

Software Engineering Constituent Committee

varied user community, which demonstrates the role and value of communicationand supporting tools, such as discussion forums, version control, and task or defect trackingsystems. Third, students may already be familiar with FOSS as users.Faculty can help students by using a five step “USABL” model in which students use FOSSprojects, study the project as a worked example, add minor enhancements, build largercomponents, and finally leverage FOSS for other purposes. This paper describes experiencesusing FOSS and this approach across a computer science (CS) curriculum and particularly in asophomore-level SE course and in capstone software projects. First, it briefly reviews SE courseand project design, and FOSS. Second, it describes the five step

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

environmentalengineering course required for all Civil Engineering students. Course projects previous to 2004involved a variety of term papers on technical topics sometimes focusing on case studies.Assessment data and informal feedback seemed to indicate that students were not inspired bythese “paper studies” and that there was also a need to enhance student contact with practitionersin the field and to better prepare them for the open-ended, client driven team projects they wouldencounter in their senior capstone design experience. When the staff at the City of GrotonWastewater Treatment Plant approached the Environmental Engineering II teacher aboutdeveloping an educational brochure for the plant, service-learning was eagerly incorporated intothe course. These

Collection

2008 ASEE Zone 1 Conference

Authors

environmentalengineering course required for all Civil Engineering students. Course projects previous to 2004involved a variety of term papers on technical topics sometimes focusing on case studies.Assessment data and informal feedback seemed to indicate that students were not inspired bythese “paper studies” and that there was also a need to enhance student contact with practitionersin the field and to better prepare them for the open-ended, client driven team projects they wouldencounter in their senior capstone design experience. When the staff at the City of GrotonWastewater Treatment Plant approached the Environmental Engineering II teacher aboutdeveloping an educational brochure for the plant, service-learning was eagerly incorporated intothe course. These

Collection

2000 Annual Conference

Authors

Albert Lozano-Nieto

the contents and the delivery method in the capstone design courses in our program.This design content in this program is structured along two courses, the Project Proposal course(EET 419) and the Design Project (EET 420) that the students take sequentially in twosemesters. This paper focuses on the approaches introduced in the Project Proposal course (EET419) to increase the level of cooperative learning among the students. The outcome of thiscourse is a technical document that analyzes and describes a project that the students will build inthe next course.The tool that has been chosen to incorporate cooperative learning in this course is an Intranettool, based on First Class™ that is an asynchronous conferencing software. This software

Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

Russell Woleslagle; Brian Swartz P.E.

therelationship with the community and identified the need. The program. This relationship benefits both parties. Specifically,pastor that he partners with operates a very humble church and the commitment to continue sending student interns to thecommunity center that is seasonally separated from residents Collaboratory provides an opportunity for them to pursueduring high water times in rainy season. Dan Cotton large multi-year projects that could never be possible in thecommunicated his visions for a bridge at this site, and sought out senior capstone model. Furthermore, by mixing class years onthe technical design services offered by the Collaboratory to meet the project

Conference Session

Multidisciplinary Outreach and Early Transdisciplinary Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Dan Cordon, University of Idaho; Barbara Williams, University of Idaho; Steven Beyerlein, University of Idaho; Donald Elger, University of Idaho

Tagged Divisions

First-Year Programs

coaches who observed an activity, and written feedbackprovided by student teams. In the activity, teams were asked to use the tools to distinguishbetween problem-solving and design activities that they had performed earlier in the semester.Next, the students were asked to classify a number of simple scenarios. Finally, feedback wassolicited about the greatest strengths and areas of improvement for each of the tools as well asinsights gained through this class activity. Findings were validated by separate focus groupswith design faculty and with students enrolled in a capstone design course. Both students andfaculty envisioned the two tools to be a natural extension of project work, prompting newinsights about the role of problem solving, design

Conference Session

ME Division 6: Innovative Simulation and Extended Reality Techniques

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaobin Le, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Divisions

Mechanical Engineering Division (MECH)

]centered on applying FEA simulation skills to calculate the stiffness of bolt-joint members. Otheraspects of the design were ignored. This, too, is an example of a subject-specific design project.A second type of design project is the comprehensive design project, which typicallyencompasses multiple subjects. Capstone design projects [11–14] fall into this category, as theyrequire students to apply all the knowledge they have gained in their education to successfullycomplete their designs. Other examples of comprehensive design projects includemultidisciplinary design projects[17], industry-sponsored design projects[18], and competition-based design projects[19] undertaken during the junior and senior years. These projects demandthat students

Conference Session

Electrical and Computer Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Andrew Lund, Western Washington University

Tagged Divisions

Electrical and Computer

SystemsTable 1: Basic structure of the two course EE sequence for non-EE majorsAs shown in Table 1, the second EE course both builds off the previous course, as well asintroducing topics quite separate from a traditional electrical or electronics topic sequence. Thereason the first course is kept somewhat generic with light coverage of three distinct topics(circuits, electronics, digital systems) is because it serves a wide population of non-EE students.The second course in the sequence is almost exclusively manufacturing students who rely on thecourse to prepare them both for their capstone project and for a subsequent robotics elective.Previous offerings (Spring 2015 and Spring 2014) of EE 352 followed a traditional structure of 3hours of lecture

Collection

2001 Annual Conference

Authors

Alok Verma

on the research and publication by the ET programs in the nation. A number ofarticles have been written on the promotion and tenure requirements 2,3,4. Most of thesepublications discuss the general requirements of promotion and tenure and the process ofobtaining tenure. This articles discusses various methods by which faculty members in anundergraduate engineering Technology Program can fulfill the requirements of research andpublication via capstone project courses.II Research Environment in ET ProgramsTraditionally, ET programs have placed a larger emphasis on teaching compared to research.This is specially true for programs that offer only undergraduate education in EngineeringTechnology. Consequently a number of faculty were hired

Conference Session

International Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anna Friesel, Technical University-Copenhagen; Phillip Albert Sanger, Purdue University

Tagged Divisions

International

a professor in the School of Engineering Technology in the College of Technology of Purdue University. His focus and passion is real world, industry based, senior capstone experiences both domes- tically and internationally. He has successfully developed this area at Purdue and at Western Carolina University. Prior to his career in academia, Dr. Sanger had a successful 30 year career working in and with industry managing and participating in broad range technology development and commercialization. c American Society for Engineering Education, 2019 Real-World Engineering Projects for International Student Teams to Become ”Global Engineers”AbstractEngineers in Europe and

Conference Session

ECE Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus; Javeed Kittur, Arizona State University; Nielsen L. Pereira, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

takeproject courses associated with that concentration. In the fourth year, students come backtogether to take an industry-sponsored multidisciplinary capstone course.The embedded systems project course described in this paper is taught in the third year,and is an important course for the students who choose the electrical or the roboticsconcentration. Its significance stems from a number of reasons. One, it is the first projectcourse sequence in the students’ area of specialization (concentration). Thus, they applyknowledge of basic circuits and programming to design, manufacture and test a solution.Another reason for the course’s significance is that it is a precursor to the capstone orfinal year project, and is intentionally modelled along the

Conference Session

Issues in Computer Education

Collection

2002 Annual Conference

Authors

Jeff Nadel; Daniel Walsh

participate in capstone experiences. The purpose ofthe facility is to provide a site and vehicle that enables partnerships between industry, faculty, andstudents. This partnership is designed to produce a synergistic experience for students from allmajors in the context of interdisciplinary, open ended projects. The hypothesis is that the co-location of student groups, and the existence of a shared advanced computing infrastructure, willlead to improved learning outcomes for student participants. This paper describes the generationof a crucible where students can undertake defining educational capstone experiences that fullyreflect new ABET criteria. This paper treats the effort used to define the computing resources andsystems required to support

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mario W. Gomes, Rochester Institute of Technology (COE); Elizabeth A. DeBartolo, Rochester Institute of Technology (COE)

Tagged Divisions

Design in Engineering Education

Paper ID #7451Team-Based Design-and-Build Projects in a Large Freshman Mechanical En-gineering ClassDr. Mario W. Gomes, Rochester Institute of Technology (COE)Dr. Elizabeth A. DeBartolo, Rochester Institute of Technology (COE) Dr. Elizabeth A. DeBartolo is an associate professor in the Mechanical Engineering Department at the Rochester Institute of Technology. She works with students on the design of assistive devices and rehabili- tation aids, and characterizing the mechanical behavior of materials. Dr. DeBartolo serves on her college’s leadership teams for both multi-disciplinary capstone design and outreach program