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Techniques For The Implementation And Administration Of Industrial Projects For Engineering Design Courses

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.499.1 - 4.499.6

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Paper Authors

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J. Darrell Gibson

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Patricia Brackin

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

Session 2323


J. Darrell Gibson, M. Patricia Brackin

Department of Mechanical Engineering ROSE-HULMAN INSTITUTE OF TECHNOLOGY


The benefits of company sponsored student design projects, both to academia and to industry, have been well established recently in symposia and in publications. In spite of these known benefits many institutions have been slow to implement student projects with industry. Much of this reluctance has been due to the perceived difficulties of the administrative tasks necessary for arranging and planning these matches between student teams and company projects. Admittedly, in preparing project activities, there are numerous administrative tasks that transcend normal teaching responsibilities but if these tasks can be clearly outlined in advance then they can be made manageable and can lead to effective design education experiences.

It is the purpose of this paper to identify the necessary steps for soliciting, screening, and selecting the types of company projects that will enhance educational objectives and further industrial partnerships.


Industrial/Academic partnerships are essential for technological development, regardless of the discipline. The purpose of this paper is to show how student design projects furnished by industry cultivate this partnership and benefit both groups. A further purpose is to present specific steps for arranging these industrial projects. The basic concept is to use actual $real world# problems suggested by companies for student team design projects which are a required component of senior mechanical engineering design courses. The successful experiences of the mechanical engineering department at Rose-Hulman Institute of Technology will be used as a model to describe how such programs can be implemented. It is hoped that the procedures described here will assist other institutions in realizing the same benefits.

The two most important aspects of a senior design course are to learn the methodology of design and to gain design experience. The methodology can be learned in the classroom but the experience is best gained by completing actual projects, preferably as a member of a design team.

Gibson, J. D., & Brackin, P. (1999, June), Techniques For The Implementation And Administration Of Industrial Projects For Engineering Design Courses Paper presented at 1999 Annual Conference, Charlotte, North Carolina.

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