Enhancing Engineering Capstone Design Preparedness: A Systematic Curriculum Approach

Pun To (Douglas) Yung

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Design in Engineering Education Division (DEED) - Assessment of Design Projects and Approaches to Capstone Courses
Tagged Division: Design in Engineering Education Division (DEED)
Page Count: 15
DOI: 10.18260/1-2--47303
Permanent URL: https://peer.asee.org/47303
Download Count: 112

Paper Authors

biography

Pun To (Douglas) Yung Syracuse University orcid.org/0000-0002-2005-9478

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Douglas Yung is an Associate Teaching Professor in the Department of Biomedical and Chemical Engineering at Syracuse University and serves as the Director for the Bioengineering undergraduate program. He completed his B.S. in electrical engineering and mathematics at UCLA in 2003 and later pursued a Ph.D. in bioengineering from Caltech in 2008. Following this, he spent time at the Jet Propulsion Laboratory in California as a NASA Postdoctoral Fellow, working on sensor development, microfluidics, and bacterial spore viability. In 2009, he joined the Department of Electronic Engineering at the Chinese University of Hong Kong as an Assistant Professor.

Prof. Yung is not just a distinguished academic but a visionary biomedical engineer. He is known for fostering expansive collaborations that bridge the gaps between academia, industry, hospitals, and communities on a grand scale. His intrigue lies at the intersection of microbes and engineering tools, particularly on a micro- and nano-scale. He is actively pioneering techniques to evaluate the resilience of superbugs and derive energy from extremophiles, merging electrochemical and optical techniques with MEMS devices. Over the past 12 years, he has championed more than 20 STEM outreach programs, impacting over 500 K-12 students. His contributions to education have been lauded with awards, including the College Educator of the Year by the Technology Alliance of Central New York (TACNY). A staunch advocate for hybrid teaching, Prof. Yung promotes a holistic learning environment rich in hands-on projects, experiential activities, and peer collaboration, a marked shift from conventional pedagogies.

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Abstract

Introduction Engineering education is critical in equipping students with the necessary technical and soft skills to address real-world problems. One of the most pivotal experiences in this educational journey is the capstone design project undertaken in the final year. This project, which epitomizes the culmination of years of study, aims to bridge the gap between theoretical knowledge and practical application. However, a recurring challenge faced by many instructors is the students' lack of preparation leading into this decisive year. The objective of this study is to present a systematic approach integrated into the curriculum, aimed at enhancing students' readiness for the capstone design project, and consequently, their overall design thinking capabilities.

Methodology To address the aforementioned challenge, a multi-tiered strategy was implemented across the undergraduate engineering curriculum: • Sophomore Year Initiatives: Introduced open-ended design projects aimed at exposing students to basic design principles and fostering an innovative mindset from an early stage. • Junior Year Interventions: • Mini Custom Projects: Two distinct mini custom projects were introduced to provide hands-on experience in problem-solving and design execution. • Shadowing Senior Projects: In the latter part of the junior year, students were given the unique opportunity to shadow senior students during their capstone design projects. This provided a spectator's perspective, allowing juniors to observe and learn the intricacies of executing a full-scale design project. The methodology revolved around constant formative assessment activities, ensuring that learning is iterative and feedback-driven. These assessments gauged students' grasp of engineering design and their ability to integrate it with other vital components like sustainability, teamwork, and Intellectual Property Law (IPL).

Results: The systematic curriculum approach yielded several noteworthy outcomes: • Increased Preparedness: Juniors who shadowed the senior projects displayed a significant increase in confidence and preparedness when they embarked on their capstone projects. • Enhanced Design Thinking: The exposure to open-ended projects from the sophomore year and the mini custom projects in the junior year fostered a robust design thinking mindset. Students displayed a more holistic understanding of the design process, focusing not just on the technical aspects but also considering sustainability, ethical implications, and societal impact. • Improved Soft Skills: One of the unintended yet beneficial outcomes was the enhancement of soft skills. Teamwork, communication, and problem-solving skills saw marked improvement, attributed to the collaborative nature of the design projects and the diverse challenges they posed. • Positive Feedback Loop: The constant formative assessments created a feedback-rich environment. Students received timely feedback on their design approaches, allowing them to refine their strategies and learn from their mistakes.

Conclusion: The capstone design project is undeniably a cornerstone of engineering education, acting as a bridge between academic learning and real-world application. The challenges associated with preparing students for this crucial phase are multifaceted. However, through a systematic curriculum approach, it is possible to not only enhance students' technical proficiency but also cultivate a holistic design thinking mindset. This study underscores the importance of early exposure to design principles, hands-on projects, and continuous feedback in shaping future engineers who are not only technically competent but also innovative, ethical, and socially responsible.

Citation
Format

Yung, P. T. D. (2024, June), Enhancing Engineering Capstone Design Preparedness: A Systematic Curriculum Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47303

TY - CPAPER
AB - Introduction
Engineering education is critical in equipping students with the necessary technical and soft skills to address real-world problems. One of the most pivotal experiences in this educational journey is the capstone design project undertaken in the final year. This project, which epitomizes the culmination of years of study, aims to bridge the gap between theoretical knowledge and practical application. However, a recurring challenge faced by many instructors is the students&#39; lack of preparation leading into this decisive year. The objective of this study is to present a systematic approach integrated into the curriculum, aimed at enhancing students&#39; readiness for the capstone design project, and consequently, their overall design thinking capabilities.

Methodology
To address the aforementioned challenge, a multi-tiered strategy was implemented across the undergraduate engineering curriculum:
• Sophomore Year Initiatives: Introduced open-ended design projects aimed at exposing students to basic design principles and fostering an innovative mindset from an early stage.
• Junior Year Interventions:
• Mini Custom Projects: Two distinct mini custom projects were introduced to provide hands-on experience in problem-solving and design execution.
• Shadowing Senior Projects: In the latter part of the junior year, students were given the unique opportunity to shadow senior students during their capstone design projects. This provided a spectator&#39;s perspective, allowing juniors to observe and learn the intricacies of executing a full-scale design project.
The methodology revolved around constant formative assessment activities, ensuring that learning is iterative and feedback-driven. These assessments gauged students&#39; grasp of engineering design and their ability to integrate it with other vital components like sustainability, teamwork, and Intellectual Property Law (IPL).

Results:
The systematic curriculum approach yielded several noteworthy outcomes:
• Increased Preparedness: Juniors who shadowed the senior projects displayed a significant increase in confidence and preparedness when they embarked on their capstone projects.
• Enhanced Design Thinking: The exposure to open-ended projects from the sophomore year and the mini custom projects in the junior year fostered a robust design thinking mindset. Students displayed a more holistic understanding of the design process, focusing not just on the technical aspects but also considering sustainability, ethical implications, and societal impact.
• Improved Soft Skills: One of the unintended yet beneficial outcomes was the enhancement of soft skills. Teamwork, communication, and problem-solving skills saw marked improvement, attributed to the collaborative nature of the design projects and the diverse challenges they posed.
• Positive Feedback Loop: The constant formative assessments created a feedback-rich environment. Students received timely feedback on their design approaches, allowing them to refine their strategies and learn from their mistakes.

Conclusion:
The capstone design project is undeniably a cornerstone of engineering education, acting as a bridge between academic learning and real-world application. The challenges associated with preparing students for this crucial phase are multifaceted. However, through a systematic curriculum approach, it is possible to not only enhance students&#39; technical proficiency but also cultivate a holistic design thinking mindset. This study underscores the importance of early exposure to design principles, hands-on projects, and continuous feedback in shaping future engineers who are not only technically competent but also innovative, ethical, and socially responsible.

AU - Pun To (Douglas) Yung
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Enhancing Engineering Capstone Design Preparedness: A Systematic Curriculum Approach
UR - https://peer.asee.org/47303
DO - 10.18260/1-2--47303
ER -