Adopting Best Corporate Practices for Capstone Courses (original) (raw)

Capstone Design Projects With Industry

2005 Annual Conference Proceedings

The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. At Rose-Hulman the benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. These projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 100 students working with 20 to 30 different companies each year. Recently, the authors have placed greater emphases on requiring that the projects use the tools of engineering management in the completion of the projects and in the formal written and oral presentations. ABET 2000 requires that capstone design experiences build on knowledge gained from earlier courses. It is the purpose of this paper to discuss methods for the selection of appropriate projects from industry and then to show how students integrate teaming and project management skills from previous courses during completion of their capstone projects.

Experiences with Capstone Projects in a Master of Engineering Management Program: A Case Study

2015 ASEE Annual Conference and Exposition Proceedings, 2015

in Scotland. Ali is holds a Post-Doc certificate from Harvard. He is a fellow of the BWH in Boston. Ali started his career in 2006 in the UAEU as the assistant professor at the department of mechanical engineering where he is as now works as a department chair and acting assistant dean for research and graduate studies. Ali was promoted to associate rank in 2014. During his stay at UAEU he has worked with many different industries in manufacturing and designing. Dr Ali is a keen researcher in Design and Development. He holds a patent in artificial liver device; no less than 7 distinguish awards and he has published more than 20 papers in reputed journals and conferences.

Adopting Best Corporate Practices for Capstone Courses: A Case Study at Ohio Northern University

The capstone process is meant to provide students with real-world design experiences, thereby developing skills that are transferrable to the corporate environment. To address the growing concerns of providing students with adequate preparation for the workplace, the Electrical & Computer Engineering and Computer Science Department at Ohio Northern University adopted both an industry-based project management standard and a corresponding project management documentation practice as an operational framework for their capstone design course sequence. Additionally, in order to provide capstone teams with appropriate technical expertise across the multidisciplinary topics that make up a typical design experience, a Project Review Board consisting of faculty selected specifically for their expertise relative to each project is assigned to each capstone team to both provide guidance and to conduct performance reviews. Both formative and summative assessments of the design process include the use of multiple communication formats to both internal and external audiences at specified decision points in the process. These two forms of assessment are evaluated using a standardized set of rubrics, providing benefits to students by explicitly stating performance expectations and to faculty by establishing a common definition of skill competencies. The quantitative and qualitative post-activity assessments indicated an improved student capstone experience. Recommendations are provided to assist other institutions in adopting the processes and protocols discussed in this paper.

Engineering capstone project an individual approach

2011

This article presents a capstone project (CP) approach based on a two-semester effort developed individually to build up and reinforce skills fostered during a computer-engineering curriculum. The CP result is an artifact to be inserted in a context, which is developed, under guidance and monitoring. Besides the student, there are other three roles involved: the advisor for methodological issues; the co-advisor, for technical issues; and the client, to be the source for context knowledge. The student is responsible by planning, developing and managing the project, reporting it in a monograph that is presented in a public defense together with the artifact. The artifact must present a level of complexity that allows measuring some considered major skills. Student and co-advisor choose a methodology for the development effort, whose activities are planned and scheduled. The student should identify open problems in the considered context. One of these problems is chosen as an objective, which should be assessed. Assessment is considered an important issue in the development process. Results are promising: artifacts became real solutions, some even patented; students began graduation because of their CPs or were invited to work because of the acquired knowledge and skills; and students succeed with high self esteem and better communication skills.

Assessment of Project Completion for Capstone Design Projects

2012 ASEE Annual Conference & Exposition Proceedings

the College of Engineering in the Department of Mechanical Engineering (ME) and the Technology Management program, and is responsible for the undergraduate M.E. capstone design program. He received his B.S., M.S. in M.E. from the University of California, Los Angeles. His professional career has included executive research and development management positions with a number of medical device companies. He has been responsible for the creation of complex medical devices with more than 15 U.S. patents issued in a variety of surgical fields. He has been responsible for the identification of new technologies and the review of new business opportunities. His responsibilities have included transitioning projects into development and potential commercialization. He has identified and successfully created research programs with leading academic institutions and formed strategic alliances with other high technology companies. He has served as a Director with the Design in Engineering Education Division (DEED) for the American Society of Engineering Education (ASEE). His academic interests include capstone design and the development of high performance student teams. He also remains active in the field of medical devices as a consultant for new ventures and investment firms.

Vetting Industry Based Capstone Projects Considering Outcome Assessment Goals

2010

One goal of capstone projects is that they simulate a challenging design experience similar to expectations of a BS graduate engineer. Consequently industry originated capstone projects are very valuable since they are based on real world problems and technical challenges. Capstone projects are also a critical part of the assessment process for most engineering programs. The challenge becomes how to evaluate the potential of an industry based project in providing assessment information. This paper provides an example of a vetting process used with good success to accomplish this complex evaluation process.

Getting it Right: The Case for Supervisors Assessing Process in Capstone Projects

Capstone projects represent the culmination of an undergraduate engineering degree and are typically the last checkpoint measure before students graduate and enter the engineering profession. In Australia there is a longstanding interest in and commitment to developing quality capstone experiences.Anational study into the supervision and assessment of capstone projects has determined that whilst there is relative consistency in terms of what project tasks are set and assessed, there is not comparable consistency in how these tasks or assignments are marked. Two interconnected areas of assessing process and the role of the supervisor in marking are identified as contentious. This paper presents some findings of a national case study and concludes that whilst further investigation is warranted, assessing process as well as project products is valuable as is the need for greater acceptance of project supervisors as capable of making informed, professional judgments when marking significant project work.

Capstone Design Projects With Industry: Using Rubrics To Assess Student Design Reports

2007 Annual Conference & Exposition Proceedings, 2020

The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. Specific benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. At the authors' institution these projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 130 students working with about 30 different companies each year. ABET 2000 requires that graduates demonstrate the ability to design a system, component or process to meet a given need and this capstone design course is a natural place to assess whether or not these outcomes are met. Outcomes may be assessed by direct or indirect methods. Direct measures of student outcomes are based on student work, and for capstone design courses a natural work product to examine is the design written report. Typically, performance criteria are established and then rubrics are written to insure the consistency of the assessment. The purpose of this paper is to show how such rubrics were developed for senior mechanical engineering design reports and then how they were used by three different groups: the course instructors, other departmental faculty, and outside engineering practitioners. Each of these three groups was given the same set of design reports and then was asked to evaluate the reports by using specifically these scoring rubrics. This paper details the performance criteria, shows the rubrics used, and then reports on the consistency in scoring between these groups.

Ac 2007-2366: Capstone Design Projects with Industry: Using Rubrics to Assess Student Design Reports

Abstract The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. Specific benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management.,At the authors’ institution these projects are “owned and managed” by the student teams with company,contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved

Journey to Project Management Program Design

Advances in Human Resources Management and Organizational Development

Approaching a project can be considered a journey of discovery. Each person involved has a different background and comes to the table with a diverse perspective. The authors use the analogy of a journey throughout the context of the case study. Providing quality education for university students often includes a journey toward the best approach. This journey entails outlining the appropriate curriculum, finding the appropriate content, establishing dynamic learning objectives and aligning the course with student needs and learning styles. After these criteria are met, the university seeks and selects the most qualitied faculty members to teach the course(s). When specialized credentialing requirements are involved, the University must take further steps to ensure that each course meets the standards of the certifying body. The context of this journey and enhancement of Davenport University's Global Project Management Program will include three parts. Part I will review recognit...