Maintaining Industry Partnerships In Integrated Product And Process Design Education (original) (raw)
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Through six years of experience the faculty and administrators in charge of teaching the Integrated Product and Process Design (IPPD) course sequence at the University of Florida have accumulated a wealth of knowledge regarding the effective delivery of a multidisciplinary course that involves nine engineering fields. 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. This paper presents a succinct description of the organization of the course from an administrative and academic point of view, followed by a summary of selected lessons that serve as useful guides to ensure the successful completion of challenging projects, including issues such as techniques for effective project management, interacting with industry, and just-in-time course-content delivery. Experience in managing a variety of projects led us to propose a slightly differ...
Integrated Product and Process Design: Current Practices and Future Directions
The University of Florida's Integrated Product and Process Design (IPPD) program is an exemplary model of university-industry collaboration. IPPD features multidisciplinary teams of engineering and business students developing authentic products and processes for industry project sponsors. Each team is led by a faculty coach and is supported by a liaison engineer from the project sponsor. The program has flourished over the last 8 years, with over 1000 students participating and over 180 projects undertaken. The IPPD faculty have become expert at applying the original structured, top-down development model practiced by the IPPD project teams to successfully complete a wide variety of projects-including electromechanical systems, communications and electronics, chemical and waste water processing, and software. Less than 10 percent of the sponsored projects require a hybrid approach to balance successful project completion and student learning. These process-oriented projects rely heavily on the faculty project coach to adapt the IPPD process to achieve the sponsor's project goals and provide a concrete learning experience for the students. This paper will discuss the original IPPD concept and its adaptation into new dimensions, such as process design, and entrepreneurship. Program lessons learned and comparisons between product and process designs will be presented.
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Involving industry in engineering design education would enhance quality of education and student experience as most design expertise resides in industry that can be accessed through guest lectures and interactions with students; and real, meaningful engineering design projects are needed for our students. Good industrial projects with enthusiastic industrial participation in the design capstone course would provide very valuable opportunity for students to gain meaningful experience and would prepare students better to be design ready engineers upon graduation. However, there are a number of challenges in association with industry participation. This paper reports our experiences in dealing with industry-based design projects as well as associated challenges. It is our experience and belief that these challenges can be successfully addressed if both university and industry treat the partnership from a long term perspective and provide reasonable resources to the partnership.
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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...
1 Recruiting Industry-Sponsored Multidisciplinary Projects for Capstone Design
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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 educational...
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This paper presents the preliminary work for developing guidelines to ensure that the industry sponsored projects in first-year courses aid, not hamper retention of students. Specifically, the overall research includes the following steps: (1) investigating the appropriateness of industry projects in a required introduction to engineering design course (~1,000 students/year), (2) assessing the impact of industry-sponsored projects on first-year students' learning and retention, and (3) promoting an awareness of issues involved in successfully introducing industry projects at the first year. It is expected that the outcomes of this work will result in guidelines widely applicable by other institutions looking into or currently using industry projects at the first year, thereby addressing the recognized national need of increasing retention rates, especially amongst women and minorities. This paper covers a review of potential factors affecting industry-sponsored projects' appropriateness at the first year, and related preliminary data.
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.