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Incorporation Of A Comprehensive Design Experience In The Integrated Engineering Project Design Model

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Design in Engineering Education Poster Session

Tagged Division

Design in Engineering Education

Page Count

28

Page Numbers

11.743.1 - 11.743.28

Permanent URL

https://peer.asee.org/917

Download Count

17

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Paper Authors

biography

Jose Guevara University of Puerto Rico

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Dr. Guevara is an associate professor of Civil Engineering at the University of Puerto Rico, he is leading the work to make improvements to the capstone course and helping also in the improvements to the curriculum. He has also work as a structural consultant for a wide variety of projects including commercial, residential, industrial, transportation, marine facilities as well as the tren urbano.

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Ismael Pagan-Trinidad University of Puerto Rico-Mayaguez

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Didier Valdes-Diaz University of Puerto Rico-Mayaguez

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Eileen Pesantes University of Puerto Rico-Mayaguez

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Francisco Maldonado-Fortunet University of Puerto Rico

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Miguel Pando University of Puerto Rico-Mayaguez

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

Incorporation of a Comprehensive Design Experience in the Integrated Engineering Project Design Model: The Capstone Course at UPRM

Abstract The Civil Engineering program at the University of Puerto Rico at Mayagüez aware of the ABET EC- 2000 educational objectives has developed a capstone course in which the students have the opportunity to address a real world problem with a real world engineering solution methodology. As part of this process, the students develop each year a unique integrated engineering project design experience incorporating also the sustainable design features in the development of a wide variety of projects including but not limited to commercial, industrial, residential, sport facilities, etc. In order to gave the students real projects, a partnership was also created between the CE program, the industry and government. Faculty and engineers from the industry, the Municipality of Mayagüez and other local companies along with government agency representatives had worked together directing students into this new learning experience. A summary of all the different activities the students have been involved are presented. The activities begins with the creation of the company, the feasibility analysis of the selected site for the proposed use, and the development of conceptual drawings, preliminary drawings, and final drawings, along with a cost estimate and specifications for the selected alternate solution. It must be pointed out that due to the limited amount of time, the level of construction drawings are limited to a complete set of plan drawings of the site plan, architectural, structural and transportation but without the level of detail and quality in the drawings. The mechanical, electrical and plumbing drawings are limited also to the site information. The specifications are also limited to the architectural, site and structural.

1. Introduction

For the past years, the current curriculum in the Civil Engineering Curricula is changing according to the new global developments and industry needs and the integration between the academia, the government and the industry is needed to achieve an adequate academic preparation for the practice of civil engineering at professional level in the 21th century

Some changes in the Civil Engineering Curricula are: • Reduction in the number of credits • Emphasis on hands-on and alternate learning experience such as COOP; Undergraduate research; professional practice; internships at the government and industries, etc. • Distance and web based learning • Involvement of Industry, government, consultants and professional organizations • Change in the evaluation systems with emphasis in the outcome based evaluations.

To assure the education objectives the ABET and ASCE are focusing the attention in the following tasks: • Improve the accreditation and assessment process requiring 11 outcomes named as a thorugh k which is listed and defined in the ABET 2004. • Define the Body of Knowledge (BOK) as stated by the ASCE, 2004 to call the attention of three major aspects: 1. What shoud be taught and learned? 2. How should it be taught and learned? 3. Who should teach and learn it?

Guevara, J., & Pagan-Trinidad, I., & Valdes-Diaz, D., & Pesantes, E., & Maldonado-Fortunet, F., & Pando, M. (2006, June), Incorporation Of A Comprehensive Design Experience In The Integrated Engineering Project Design Model Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/917

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