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Self-Guided Professional Development as an Enabler for Multidisciplinary Programs

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Tagged Division

Design in Engineering Education

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Paper Authors


Jered H. Dean Colorado School of Mines

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Jered part of the leadership team of the Capstone Design@Mines Program in the College of Engineering and Computational Sciences at the Colorado School of Mines. He worked for nine years in product development before returning to Mines to join the Faculty. During his time in industry, he worked on everything from children’s toys to complex electro-mechanical systems. With over 30 products under his belt, you can find products that he and his teams worked on in many stores including Toys R’ Us, Home Depot, Sears and the wireless charging system recently released for Tesla vehicles through Plugless Power. His specialties include systems engineering, design, and project management for new product development. He holds a Bachelor’s degree in Engineering with a Mechanical Specialty (’04) and a Master’s degree in Engineering with a Systems Specialty (’09), both from the Colorado School of Mines.

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Kristine R. Csavina Colorado School of Mines

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Dr. Kristy Csavina is a Teaching Professor in the Department of Mechanical Engineering at the Colorado School of Mines. She has her bachelors degree in Mechanical Engineering from the University of Dayton and her doctorate in Bioengineering from Arizona State University.

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The capstone design program at Colorado School of Mines serves three departments and four degree programs, each having their own demands, distinctive industry-specific languages, and departmental expectations. Each discipline is looking to the capstone design program to provide ABET required capstone projects and assessment, professional practice training, and instruction in multiple discipline specific design tools and techniques to their students. This paper describes the use of student-specific professional development plans, in combination with a menu of online content modules, in order to embrace the unique needs of each discipline while enabling multidisciplinary collaboration in a single course. While this is an early effort to assess the modules, initial surveys suggest that students and faculty value the modules’ content and feel that overall the quality and length of module production is good. Future work will assess the utility and application of the modules to their design projects.

Dean, J. H., & Csavina, K. R. (2017, June), Self-Guided Professional Development as an Enabler for Multidisciplinary Programs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28818

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