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Capstone Course Sequence For Engineering Technology Students

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Capstone and Senior Design in Engineering Technology: Part I

Tagged Division

Engineering Technology

Page Count


Page Numbers

15.258.1 - 15.258.15



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Paper Authors

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Vladimir Genis Drexel University


William Danley Drexel University

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Dr. William Danley, Assistant Clinical Professor of Applied Engineering Technology in the Goodwin College, Drexel University, taught and developed undergraduates courses in thermodynamics, thermal system design, fluid mechanics, thermal, pneumatics and hydraulics laboratories, materials engineering, analytical chemistry and engineering economics. Prior to returning to academia, he worked in industry for a number of Fortune 500 companies and was granted four patents relating to spectrometers and electrochemical sensors used in industrial control.

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Warren Rosen Drexel University

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Dr. Warren Rosen received his Ph.D. in physics from Temple University in 1978. From 1979 to 1985 he served as assistant professor of physics at Vassar and Colby Colleges where he carried out research in optical physics, solar physics, and medical physics. From 1985 to 1996 he worked at the Naval Air Warfare Center in Warminster, PA in the area of optical communications. In 1996 Dr. Rosen was appointed research professor of electrical and computer engineering at Drexel University and he joined the staff of Drexel’s Goodwin College of Professional Studies in 2007. He is the author or coauthor of over 50 publications and conference proceedings and the holder of five U.S. patents in computer networking and signal processing.

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Shawn Racz Lockheed Martin, Inc.

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

Capstone Course Sequence for Engineering Technology Students Abstract This paper discusses the capstone experience for the students of the Applied Engineering Technology (AET) program at Drexel University. AET was introduced at Drexel University in 2002 as a five-year co-op-based program with a mission to “provide contemporary students with an academic foundation and practical education in engineering technology through an outstanding curriculum and applied research program, and the participation of our students in one of the nation's most successful cooperative educational programs.” The Senior Design Project provides major evidence in demonstrating how well the program meets its mission. Program Educational Objectives (PEO) are consistent with the AET mission and the general ABET outcomes.1 The three-term nine-credit course sequence of the senior design project during the senior year is discussed term-by-term in detail. Groups of three or four students pick the topics of the project recommended by the faculty, industry representatives, or chosen by the students based on their experience during co-op cycles. This capstone experience allows students to demonstrate their knowledge and skills at a professional level. The course sequence is finalized by the completion of a working prototype and a presentation of the project to the Senior Design Project Committee, AET students and faculty, and general audience during the third week of May. Introduction

The mission of the Applied Engineering Technology program is to provide contemporary students with an academic foundation and practical education in engineering technology through an outstanding curriculum and applied research program, and the participation of our students in one of the nation's most successful cooperative educational programs.

The structure of the paper consists of the description and analysis of each of the three courses in the capstone sequence.2 General discussions and conclusions are presented with suggestions for further development and improvement of this sequence. Special attention is focused on how each element of the capstone sequence contributes to accomplishing the mission of the AET program. The project emphasizes the team approach to solving multidisciplinary problems in real-world industrial environment.3 Each team is assigned a faculty advisor based on the topic of the project and mutual interests of the students and faculty.4 State-of-the-art laboratories of the AET program are utilized by the students for prototype development, design, and evaluation. Students apply their previous knowledge and experience gained during the laboratory-based courses and co-op cycles. In addition, during the three-term capstone experience students develop skills in making professional presentations and writing technical reports.5 Specifically, the capstone sequence for AET students during the 2008-2009 academic year is described in detail. Senior Design Project I Senior Design Project I (MET 421) starts in the fall term of the senior year. At the end of the course, a written proposal and an oral presentation of the proposal are completed. To achieve this goal in ten weeks, the following schedule is executed (Table 1). Each week, the students meet with the faculty advisor and present the progress of the project.

Genis, V., & Danley, W., & Rosen, W., & Racz, S. (2010, June), Capstone Course Sequence For Engineering Technology Students Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15710

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015