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An Educational Design Process For Different Capstone Classes

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Capstone Design

Page Count

14

Page Numbers

9.170.1 - 9.170.14

Permanent URL

https://peer.asee.org/13570

Download Count

30

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Paper Authors

author page

Mohamed Sayed

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

An Educational Design Process for Different Capstone Classes

Mohamed El-Sayed

Department of Mechanical Engineering Kettering University, Flint, MI 48504

Abstract

Capstone design classes are usually structured around teamwork and an open-ended design project. For Mechanical Engineering Departments with several specialties, several capstone classes are usually offered. To achieve the program learning objectives and outcomes across the different specialty, the need for a common educational capstone design process arises.

In this paper a common educational capstone design process that parallels that of leading corporations and can be followed across different capstone classes with application to machine design and automotive capstone classes is presented. The developed process fosters creativity, develops students’ communication skills and provides a logical product realization engineering/management experience.

The educational design process starts with team building and brainstorming focusing on creativity as right brain activity. From the brainstorming list of projects one is selected based on creativity, effort and timing. Each team proceeds to develop a written and oral proposal containing product history, state of the art, Bill of Product, development and simulation methodology, project management/impacts and cost estimates. The Bill of Product represents the set of product attributes from which design criteria and engineering targets are derived.

The proposal and project management chart become the road map for tracking until completion. Design construction, analysis and simulation, safety, ethics, social and political implications to design decisions are lectured on until the Bill of Materials is populated for the progress report and presentation. Students are then lectured on design synthesis/validation, quality, manufacturability and variations until the Bill of Process is developed for the final report and presentation.

“Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering Education”

Sayed, M. (2004, June), An Educational Design Process For Different Capstone Classes Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13570

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