San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.7.1 - 25.7.23
Integrating the Charrette Process into Engineering Education: A Case Study on a Civil Engineering Design Capstone CourseAs engineering educators rethink the structure and value of capstone courses, many have turnedto practical applications. In order to reflect the recent approaches within engineering, capstonecourses can be enhanced through the integration of charrettes. Charrettes are hands-on,collaborative sessions where stakeholders come to a design consensus. These sessions, whenapplied to an academic setting, provide opportunities for students to improve communication,technical evaluation, teamwork, peer evaluation and professionalism skills.The primary objective of this paper is to evaluate the benefits and challenges associated withintegrating design charrettes into the academic setting, specifically engineering design courses.Background concepts about the charrette process are defined along with the modificationsneeded to integrate the process into academia. A secondary objective is to establish an adaptedframework for the integration of the charrette process for the academic environment. Sincecapstone courses typically involve a comprehensive, semester-long design project conducted inteams, a design charrette can be adapted to the academic setting to enhance the collaborativeprocess. Four adaptation areas are required for the integration of a design charrette into anacademic setting: timeframe, participants, setting and environment, and instructor’s role. Theadaptation areas are described in detail and are implemented in a case study application todetermine the applicability and effectiveness of the charrette process.The case study is based on a senior level civil engineering capstone design course. The casestudy application is discussed in terms of the goals, logistics, student perspectives, and lessonslearned from integrating a design charrette into a capstone course. Through the charretteprocess, designs are integrated into one Master plan that incorporates the strengths of each team.Challenges faced throughout the process are provided as recommendations for future applicationof the adapted charrette framework.
Beiler, M. O., & Kney, A. D., & Veshosky, D. A. (2012, June), Integrating the Charrette Process into Engineering Education: A Case Study on a Civil Engineering Design Capstone Course Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/20763
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