Rhoads, B., & Whitfield, C. A., & Allenstein, J. T., & Rogers, P. (2014, June), Examining the Structure of a Multidisciplinary Engineering Capstone Design Program  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20451

\bibitem{asee_peer_20451}
  Rhoads, B., \& Whitfield, C. A., \& Allenstein, J. T., \& Rogers, P. (2014, June), \emph{Examining the Structure of a Multidisciplinary Engineering Capstone Design Program}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20451

Bob Rhoads, Clifford A Whitfield, Jacob T Allenstein, and Peter Rogers.  "Examining the Structure of a Multidisciplinary Engineering Capstone Design Program".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20451 Internet.  12 Dec, 2024

\bibitem{asee_peer_20451}
  Bob Rhoads, Clifford A Whitfield, Jacob T Allenstein, and Peter Rogers.
  "Examining the Structure of a Multidisciplinary Engineering Capstone Design Program".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20451 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_20451
author = "Bob Rhoads, Clifford A Whitfield, Jacob T Allenstein, and Peter Rogers"
title = "Examining the Structure of a Multidisciplinary Engineering Capstone Design Program"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20451}
number = {10.18260/1-2--20451}
}

TY  - CPAPER
AB  -            Examining the Structure of a Multidisciplinary Engineering                          Capstone Design ProgramThe [Institution Center] at [Institution] offers students, through its Multidisciplinary EngineeringCapstone Design Program, a broad range of opportunities for both engineering and non-engineering students to work directly with industry personnel on company-sponsored productand process design projects. The [Institution Center] provides students an opportunity to applytheir academics and professional and practical skills to real-world problems as a member of amultidisciplinary team. The program is a two-semester design sequence beginning with a seven-week pre-capstone course. After completion of the pre-capstone course, capstone coordinatorsform teams appropriate to the project scope. The coordinators also assign a faculty advisor andidentify an industry liaison to ensure project success.The program enriches the learning experience by providing the students an opportunity to workwith industry while applying their academic background. The program covers all aspects of theengineering design process and helps develop several critical professional skills includingtechnical oral and written communication, professional working relationships, project and timemanagement, ethics, and a broad understanding of relationship of business, engineering, anddesign elements. The program provides an opportunity for student design teams to contribute toreal industry projects by applying the complete design cycle including defining the problem,creating the requirements, creating design concepts, developing detailed specifications, creatinga detailed design solution, building a prototype, validating the design, refining the design,documenting the design process, and identifying future recommendations.The program began in 2009 and has included over 20 (both engineering and non-engineering)disciplines with approximately 450 students completing the program through the spring of 2013.The program offers students projects from process and equipment improvements to new productdevelopment. Non-engineering students are involved through an engineering sciences minorprogram where students are required to participate in an engineering capstone project. . Theprogram has also involved Masters of Business Administration students mainly in the role ofproject manager for the project team. This promotes discipline diversity in the program whilegiving students academic credit.To better understand how the program structure prepares students for careers, the authorsdistributed a survey to 370 post-graduates. The alumni survey focused on the impacts of theprogram’s learning objectives to prepare students for their professional careers after theirundergraduate education. This paper addresses the quantitative results of the survey and assessesthe program’s structure and organizational layout. The authors focus on three learning outcomesthat include “an ability to function on multidisciplinary teams” (ABET Criteria 3d), “an ability tocommunicate effectively” (ABET Criteria 3g), and “the ability to manage an engineeringproject.”
AU  - Bob Rhoads
AU  - Clifford A Whitfield
AU  - Jacob T Allenstein
AU  - Peter Rogers
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Examining the Structure of a Multidisciplinary Engineering Capstone Design Program
UR  - https://peer.asee.org/20451
DO  - 10.18260/1-2--20451
ER  -