1 Recruiting Industry-Sponsored Multidisciplinary Projects for Capstone Design (original) (raw)
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Recruiting Industry-Sponsored Multidisciplinary Projects for Capstone Design
Through seven years of experience the administrators and faculty of the University of Florida's Integrated Product and Process Design (IPPD) program have become skilled at identifying industry sponsors and defining achievable projects for multidisciplinary teams of senior students. Each year the IPPD program hosts approximately 26 industrially-sponsored projects carried out by a group of over 150 students who are supervised by 23 faculty from different engineering disciplines. Since 1995, 186 sponsored projects have been identified, defined and undertaken. Over 1000 students from 10 academic disciplines have participated in the two-semester program. This paper outlines a framework for sponsor and project recruiting based upon eight years of successful execution. Industry praises the IPPD effort as an outstanding experiential education program, with benefits for students, faculty, and industry. Six years of student self-assessment results clearly demonstrate the program's e...
Selecting appropriate industrial projects for capstone design programs
International Journal of Engineering Education, 2001
Clearly industry projects can provide great benefits in an academic design program, but can alsobecome problematic to manage, and can overshadow the educational goals of the Program. In orderto have successful experiences with industry sponsored projects, there must be careful definition,management and monitoring. Projects tend to fall into three categories: 1) new product develop-ment projects, 2) manufacturing process equipment, and 3) projects that involve systems integra-tion. There are a number of different sponsor situations that affect project management andoutcomes. An outline and discussion on the guidelines to be used in recruiting and selecting ofindustry-sponsored design projects follows.. Leaning too far to either the academic or the industrialside in selection of projects can prove to be problematic.
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.
Many students are uncomfortable with real world engineering problems where needs and requirements must be concretely defined and the selection of design solutions is not black and white. This paper describes a two semester, multidisciplinary senior capstone project for students from three Engineering and Technology Department programs (electrical engineering, electrical and computer engineering technology, and engineering technology) that brings together the tools of project management and the creative product development process into industry sponsored projects. The projects are fully integrated with the Center for Rapid Product Realization with its dual goals of economic development and enhanced learning. The stage/gate development process is used with six formal reviews covering the development of the proposal through to the fabrication and testing of the project's output. Over the past four years thirty five (35) projects have been undertaken with students getting an exciting authentic life experience and introducing them to the real world of engineering. Index Termscapstone projects, industry, product design, project management
Benefits of Industry Involvement in Multidisciplinary Capstone Design Courses
Opportunities for industry involvement in capstone design courses go beyond industry sponsorship of capstone design projects. Representatives from industry can serve as guest lecturers, curriculum advisors, and design project sponsors and team mentors. For the last twelve years industry participation has been a core part of the capstone design course at Marquette University. Practicing engineers provide a relevant, practical real-world perspective of their topic, reinforcing its importance to professional engineering practice. Students (and course faculty) benefit from the up-to-date treatment of the topic provided by guest speakers from industry who have expertise in the topic and are willing to share their experiences with students. Students benefit from industry sponsorship of senior design projects through the opportunity to work on real-world problems of importance to industry, exposure to industry and company-specific project management and product development processes, and familiarity with economic, legal, and regulatory design constraints. This paper provides a brief description of the Multidisciplinary Capstone Design course at Marquette University, examples of industry involvement in the course, and the observed benefits to students, the university, and industry participants.
Industrially Supported Projects In A Capstone Design Sequence
2003 Annual Conference Proceedings
The design experience in the mechanical engineering BS degree program at The University of Texas at San Antonio (UTSA) contains a senior-level capstone design course sequence, providing students an opportunity to apply and integrate the knowledge gained throughout the curriculum to the development of an instructor-approved project. The two-semester course sequence provides sufficient time for students to complete a project involving the design of a relatively complex system. In the last few years, representatives from industry have been invited to sponsor design projects. Several manufacturing companies and consulting firms have responded positively and actively participated in funding and mentoring capstone design projects. Engineers employed by these companies have served as project mentors and participated in evaluating the final reports and oral presentations. Industrial participation in our capstone design sequence has provided our students with a unique design experience opportunity. This paper describes the content of the capstone design sequence, provides short descriptions of industrial projects companies, and includes examples of completed design projects.
Fostering Project-Based Learning through Industry Engagement in Capstone Design Projects
Education Sciences
Extensive studies have indicated that real-life project-based learning through industry involvement in capstone design courses provides benefits to students, faculty, and industry practitioners. This paper presents the contributions of industry participants to student experiential and project-based learning in the civil and environmental engineering senior design courses at Florida Gulf Coast University (FGCU). Surveys were conducted to obtain insights into the contributions of industry involvement in the capstone design course from the perspectives of both students and practitioners. Practitioners have been involved in various roles, including project mentors for capstone design projects and/or judges for students’ capstone design project presentations. Practitioners, through the students, are provided with new ways of looking at and solving problems. Practitioners, through their involvement, provide valuable feedback to the faculty and students that enriches the overall experience...
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
Maintaining Industry Partnerships In Integrated Product And Process Design Education
2002 Annual Conference Proceedings
The University of Florida Integrated Product and Process Design (IPPD) faculty have become expert at teaching multidisciplinary design (9 fields of expertise) and cultivating industry partnerships. With an annual 25+ project activity, 150+ student and 20+ faculty, many lessons have been learned and codified in the areas of project recruitment, project scope definition and project management. Industry praises the program as an outstanding experiential education, with benefits for students, faculty and industry. Between 1995 and 2001, 133 projects and $2 million in support were provided by industrial sponsors. Two thirds of the projects each program year come from repeat sponsors. Since 1996, Boeing, Lockheed-Martin, Pratt & Whitney and the USAF have sponsored 25 aerospace-related projects. Lessons learned in design project management and funding are explored in the context of representative aerospace-oriented projects.
This paper reviews some recent major changes made to the Senior Mechanical Engineering Capstone Design Program at UBC. The program now consists of a two-term senior level design sequence where student teams work on open-ended design problems sponsored by outside clients. In order to reinforce relevance and ensure that practices parallel those of industry, the Department recruited local senior engineers to serve as engineering mentors to the students and work in concert with the course instructors. Several milestones were established during the duration of the program year to reinforce good design practice beginning from an agreement on client needs and proceeding through concept generation, selection, analysis and finally ending with prototype construction and evaluation. The paper highlights the improvements made to the program as a result of these changes and presents an example of a student design project developed under the new model.