Paper ID #8760Integrating Economic Analysis into Capstone DesignDr. Gene Dixon, East Carolina University Gene Dixon is an Associate Professor at East Carolina where he teaches aspiring engineers at the under- graduate level. Previously he has held positions of responsibility in industry with Union Carbide, Chicago Bridge & Iron, E.I. DuPont & deNemours, Westinghouse Electric, CBS, Viacom and Washington Group. Positions include project engineer, program assessor, senior shift manager, TQM coach, and production reactor outage planner. He received a Ph.D. in Industrial and Systems Engineering and Engineering Man
AC 2012-3821: INTEGRATING PROJECT MANAGEMENT, LEAN-SIXSIGMA, AND ASSESSMENT IN AN INDUSTRIAL ENGINEERING CAP-STONE COURSEDr. Ana Vila-Parrish, North Carolina State University Ana ”Anita” Vila-Parrish is a Teaching Assistant Professor and Director of Undergraduate Programs in the Edward P. Fitts Department of Industrial and Systems Engineering.Dr. Dianne Raubenheimer, Meredith College Page 25.803.1 c American Society for Engineering Education, 2012 Integrating Project Management & Lean-Six Sigma Methodologies in an Industrial Engineering Capstone CourseAbstractThe ability to
in which capstone design courses differ between engineering programsis the type of design project students complete. There has been a recent trend for engineeringprograms to partner with industry to provide capstone design projects direct from the “realworld.” In 1994, industry projects accounted for approximately 59% of capstone design projectsin surveyed engineering programs, compared to 71% in 2005.4,8 Not only do these projectsenrich students’ appreciation of educational relevance, but they are also beneficial in establishingindustry ties to programs and encouraging faculty professional development.3 Industrysponsored projects present a number of drawbacks, however, including difficulty in findingprojects, determining an appropriate
skillsdeveloped in previous courses. Using this focus, concepts can be mapped from one course to thenext, can be reinforced, and can be developed in a richer and more applied context. The paperaddresses integration of a natural and related group of three topical areas found in manyengineering programs and identified as high priority skills by industry: statistics, engineeringeconomics and project management. Page 15.780.3Curriculum ContextThe basic course plan of the curricular integration implementation rests on the sequence ofcourses described in Figure 1. Although it is not always possible to predict the requirements ofthe capstone project, the
requires a car to get to the site and about 3 hours of total time including the tour and travel back and forth from campus.• Macaroon Cookie Business Expansion: This is a theoretical case based on ideas from a student capstone project where a small business company is looking at producing a new product line and they need to analyze if their expansion plans will be cost effective. No tour is provided.• HCP Laser Project – Heating and Cooling Products (HCP) is a small US based ductwork components manufacturer about 1-hour drive north of campus. A previous intern helped develop this case study which was based on the need for the company to improve cost effectiveness in terms of labor and scrap for their blank cutting process for
and unconscious assumptions throughout his career. c American Society for Engineering Education, 2017 Integrating Costing into an Engineering Economics CourseIntroductionThe Engineering Technology department at Tarleton State University has been working with itsindustrial partners for over 20 years to allow students the opportunity to engage in real worldprojects during their senior capstone projects. Over the past few years, the projects haveincreased in complexity and have shifted from facility layout and safety based projects to nowinclude tool and process design, with the added benefit that many of the companies are taking theprojects and implementing them at some point after students have
MENG 4018, Thermo II ENGR 3500, PM survey Outcome assessed with student work samples Outcome assessed in capstone project evaluation Program Outcome a) …apply knowledge
undergraduate and graduate students, even the processes of soliciting, administering,and managing industry projects that reinforce academic topics in engineering, technology,manufacturing, project management, lean, financial literacy, and six sigma1,4-11. Additionaltopics that are reinforced include professionalism (through interaction with industry), teamwork,and leadership12. These projects are also assessed as student work to meet the student learningoutcomes13. The results presented in one paper that reviewed student capstone projects indicatedthat first cost (initial cost) is the most significant metric, followed by annual worth, and payback(simple) within the students’ analysis of their engineering design. Of these top three engineeringeconomy
Education Annual Conference & Exposition. 2. J. Darrell Gibson, M. Patricia Brackin, “Techniques for the Implementation and Administration of Industrial Projects for Engineering Design Courses,” Proceedings of the 1999 American Society for Engineering Education Annual Conference & Exposition. 3. James Noble, “An Approach for Engineering Curriculum Integration in Capstone Design Courses,” Page 26.191.13 International Journal of Engineering Education, 14(3), 197-203, 1998.4. Ana Vila-Parrish, Dianne Raubenheimer, “Integrating Project Management & Lean-Six Sigma Methodologies in an Industrial
Knowledge Creation,” Greenwood Publishing Group, Quorum Books, Westport, CT, p.52, 2002.[3] J. Darrell Gibson, M. Patricia Brackin, “Techniques for the Implementation and Administration of Industrial Projects for Engineering Design Courses,” Proceedings of the 1999 American Society for Engineering Education Annual Conference & Exposition.[4] James Noble, “An Approach for Engineering Curriculum Integration in Capstone Design Courses,” International Journal of Engineering Education, 14(3), 197-203, 1998.[5] Ana Vila-Parrish, Dianne Raubenheimer, “Integrating Project Management & Lean-Six Sigma Methodologies in an Industrial Engineering Capstone Course,” Proceedings of the
25.800.14Research ProjectsBenefitsStudent research projects involve students in empirical observation and the use of currenttechnologies and also motivate them to apply their learning to address topical questions. Kuh1(2008) notes that such projects based on investigation and research can be used to connectconcepts and questions that arise over the duration of a course. They need not be limited toupper-level or capstone courses.Such projects can be beneficial to faculty as they are assisted in their own research (Moore26,2008). Additionally, research by students stands them in good stead to help them to be admittedinto graduate school; the experience is useful in boosting their performance in graduateprograms. Russell et al27 (2007) note how undergraduate
Professor at the University of Texas, Arlington, where she teaches courses and conducts research related to air quality and sustainable energy. Her research has been spon- sored by the National Science Foundation, Texas Commission on Environmental Quality, Luminant Power, and the Defense Advanced Research Projects Agency. She has published more than 60 peer- reviewed papers and conference proceedings. In 2010, she received UT Arlington’s Lockheed Martin Excellence in Engineering Teaching Award. She is a registered Professional Engineer in the state of Texas.Dr. Yvette Pearson Weatherton, University of Texas, Arlington Yvette Pearson Weatherton received her Ph.D. in engineering and applied science (environmental engi
25 new courses. He has supervised over 35 Industrial Design Projects. He is a returned Peace Corps Volunteer. He is dedicated in helping his students to succeed.Dr. Otsebele E Nare, Hampton University Otsebele Nare is an Associate Professor of Electrical Engineering at Hampton University, VA. He received his electrical engineering doctorate from Morgan State University, Baltimore, MD, in 2005. His research interests include System Level Synthesis Techniques, Multi-Objective Optimization, Device Modeling and K-16 Integrative STEM education. American c Society for Engineering Education, 2020 Work in Progress: Engineering Economy Taught Across
Rules andProcedures in June 2011.The following changes are required: A stronger statement of the knowledge profile An expectation that graduates will be able to operate close to the frontiers of knowledge in their discipline An expectation that graduates have the capability to research rather than just investigate problems, and this is not to be at the expense of an integrating design-based capstone project An expectation that students are exposed to the practice (non-theoretical or codified) knowledge being applied within day-to-day practice in their discipline A stronger comprehension of contextual knowledge and the ability to apply that knowledge, e.g. in relation to design The ability to apply ethical
commissioning of PLC-based control systems for the food & beverage and cement industries. He has developed and teaches a course on PLC-based control systems for engineers. He also teaches a course on advanced digital design using FPGAs, a course on embedded systems using 8- and 32-bit microcontrollers, and the two-semester capstone project sequence for electrical and computer engineers at Behrend.Dr. Osama T. Al Meanazel, The Hashemite University Dr. Osama T. Al Meanazel is an Assistant Professor of Industrial Engineering at The Hashemite Univer- sity since September 2013. He received the B.S. in Industrial Engineering from The University of Jordan, Jordan; the M.S. in Engineering Management from Sunderland University
industry experience in the design and development of electro- mechanical systems. As a tenure-track faculty member of the UDM Mechanical Engineering Department, he has adopted a program of instruction that UDM has branded ”Faces on Design,” in which student project work is made more meaningful as students have the opportunity to see and experience the faces of real live clients. In the series of design courses he teaches, students design mechanical devices for use by disabled clients. In addition to academic work, Kleinke is a registered Professional Engineer and conducts seminars on innovation that are tailored to the needs of automotive engineers. Kleinke’s recent publication, ”Capstones Lessons to Prepare Students
ComputingPhysics I Operations/Production ManagementPhysics II Project Management Page 25.1384.6Chemistry I Quality ManagementAccounting Capstone DesignFigure 4. Percent Requiring Engineering Management Courses 100 90 80 70 60 50 40 30 20 10 0 Figure 5. Percent Requiring Business Topics100 90 80 70 60 50 40 30 20 10 0 Economics Accounting Marketing Law Finance
expect that they will remember, integrate, synthesize andassimilate topics that have been ‘poured into their heads’ over the prior 3-4 years as they take ona capstone design project. Faculty teaching capstone design may introduce or reinforce a varietyof topics, such as engineering economy, that will support the design process and other learningobjectives that have not been covered earlier in the curriculum. The review of topics inpreparation for the FE exam may also be a priority in the senior year.While there are a number of excellent textbooks1-5 on engineering economy, and authors makeevery effort to improve these textbooks over time with added examples and exercises and newways of conveying concepts, these updates come every few years and
wide-spread impact on engineering projects, particularly public works. Compounding thissituation is the already inadequate funding for addressing the rebuilding of the nation’s aginginfrastructure.With the thrust to give more consideration to the social impact of engineering works and theimportance of inculcating these aspects into engineering education, this paper articulates apossible case study that could incorporate economy principles and a national fiscal problem intothe engineering curriculum in either an economics course or a senior capstone or ethics course.Using a subject from current events can demonstrate to students how engineering economicprinciples can be used to assess public policy alternatives. An ancillary aspect of this
time to engage students in problem solving, discussions and intensiveteamwork. The engineering economics course was selected for active learning implementationbecause it is a course that students are required to take for their Mechanical Engineering andIndustrial Engineering degrees at University X. Engineering economics is a course that is criticalto industry-bound students due to its real-world applications. In addition, it is a course that isintegral to engineering senior capstone projects at University X. Changes in this course focusedon collaborative learning to help promote critical thinking and to encourage more activeinteraction among groups of students and across different student groups. The results of thisstudy provide insight into
. These include projects, assignments, reflective essays, or exam questions that directly link to student outcomes and are scored using established criteria. Exams. Locally developed comprehensive exams or nationally standardized exams (FE Exam or Major Field Test). Capstone or senior-level projects provide evidence of how well students integrate and apply principles, concepts, and abilities into a culminating project. They are evaluated by faculty and/or external review teams. This is an effective assessment tool when the student work is evaluated in a standard manner that focuses on student achievement of the outcomes. Graduating senior exit
Course and a Senior Capstone Project Design Course. College Student Journal, 47(2), 244-263. . Retrieved from http://search.proquest.com/docview/1416788555?accountid=7078 11. Townend, M. S. (2001). Integrating case studies in engineering mathematics: A response to SARTOR Page 26.665.9 3. Teaching in Higher Education, 6(2), 203-215.
Engineering at Western Michigan University. She teaches the capstone senior design sequence and the College-wide engineering design courses. She is a member of ASEE, ASEM, and SME, for which she is the student chapter advisor. Page 12.676.1© American Society for Engineering Education, 2007 Enhancing the Learning of Engineering Economy with Innovative Technology and TeachingAbstractAs one migrates from the traditional classroom instruction using black or white boards to the useof computers, many other forms of technology have become available—both as hardware andsoftware—that can
period studentswere asked to decide between traditional (2 special purpose and capstone classes), hybrid (28technical classes and labs), and online classes (30 technical classes and labs) each denoted by adifferent section number. Many of these classes among the three modalities were being taughtby the same instructor, so it soon became apparent after a constant feeling of redundancy someof these classes can be converged. In 2011 we began combining the hybrid and online classes atthe same time and thus the converged classroom was born. Students now review the Schedule ofClasses from the school website and discover, for instance, course IET3424-850 offered nextsemester on Tuesdays at 1:00 pm with a section designation of -850 meaning this is a