Experience provides senior students in ME/MET disciplines with a beneficial, meaningful undergraduate research and design experience that is representative of work to be encountered during their engineering careers. Capstone students face real-world challenges as they work through the numerous phases of design: Project definition, background investigation, specification development, alternatives generation and evaluation, engineering analysis, computer modeling, prototype fabrication, and testing. Project management skills and interpersonal communication skills are developed and exercised throughout the duration of each project. “Capstone” is a mandatory course sequence for all ME and MET students at MSU.
EGRB 402. Biomedical Engineering SeniorDesign Studio. 3 Hours. Semester course; 9 laboratory hours. 3 credits. Prerequisites: Completion of EGRB 401 with a minimum grade of C. A minimum of nine laboratory hours per week is dedicated to the design, development and execution of the seniordesign (capstone) project for biomedical engineering under the direction of a faculty research adviser in biomedical engineering or an acceptable substitute as determined by the course coordinator. Tasks include team meetings (for team projects), brainstorming, sponsor advising, designing, fabrications, assembling, reviewing, studying, researching, testing and validating projects. Monthly progress reports are due to the research adviser and course coordinator. Final project reports must be submitted before the end of the semester. All design teams must participate in the School of Engineering public poster session. At the end of the semester and conclusion of the two-semester design process, teams must present their final designs and deliverables before the BME faculty.
Department. In some cases a project may be sponsored by an external entity. It is also possible for student groups to come-up with their own project ideas provided they can persuade a faculty member to sponsor the project. In some cases, more than one group may work on the same project and thus create internal competition.
The implementation of the projects for the seniordesign sequence is organized as a two-semester, 30-week long project. The faculty members had weekly meetings with the students. In the first weeks (1-5) of the first semester, students receive 2-hour lectures related to the theoretical background needed for the design of the different components, an introduction to project management techniques, as well as the role of engineering in society, taking into account environmental, economic, and ethical issues. During the rest of the first semester students dedicate full time to do research, design and simulations of their projects. In the second semester, students dedicate full time to the development of their project and integrating the different modules and complete the robotic project. By week 5 of the second semester each team presents preliminary oral and written reports in which they describe the advances and problems they had in developing the projects. Weeks 6-13 were dedicated to integrate all modules and perform the debugging, testing, interconnecting and final assembly of the autonomous vehicles. In week 15, final oral and written reports of the completed vehicles are presented. For the teams that participated in competitions, the deadline to have a completed and working robotic vehicle was by the day of the competition that in most of the cases takes place during weeks 11-13 of the second semester.
systems administrator to view real-time power consumption of the server cluster, and accordingly enable or disable individual servers or effectively perform job (task) scheduling allocation in consideration of the total amount of generated electricity when the cloud cluster is powered by green energy. The objective was to initiate students in the seniorcapstonedesign in the conceptualization and design of specific open-ended type engineering solutions, using state- of-the-art computer-aided design and modern engineering tools. This is a two-semester designproject, students are paired up to work in a team on a project.
The seniordesignproject integrates the various topics studied in the Mechatronics program, and also meets objectives 3-6 of this program (listed above). In groups of two to three, students design and build a practical robotic device that addresses a true need in daily life. The capstonedesignproject consists of a three-course sequence: Engineering Design, Project 1, and Project 2. In Engineering Design, the students learn the design process, which includes the identification of true needs, translating the needs to engineering requirements, defining product specifications, and selecting a conceptual design. In Projects 1 and 2, the students design and build the system specified in the Engineering Design course. Project 1 is focuses on the design process, while in Project 2, students focus on manufacturing, assembly, testing, and presenting their work. All project courses are taught in large groups of 30-40 students, to enhance a rich exchange of ideas and feedback when students discuss their designs and work. In several brainstorming sessions, peers can criticize and suggest alternative solutions to the project of the presenting group, which helps students learn from each other and improve their designs. The interactions contribute to students’ creativity and critical thinking. Although students may be reluctant to share their work in progress with their peers, over time they experience the benefits of these interactions and the exchange of ideas. Therefore, the project is not set up as a competition, but as an activity that is shared with the entire class. Such a climate also encourages teams to collaborate, and encourages students to share their knowledge with their peers. The social experience of working in a group on the project typically creates a positive experience for students and is the source of social support in this highly demanding period of their studies.
The CapstoneProject of CROL 699 is an especially noteworthy component in a professional leadership program like the Master of Science in Justice Administration. Although CROL699 is only a one-credit course, it provides an essential bridge between class experience and real world professional experience. During this course, candidates who have completed at least 26 credit hours toward their degree complete a capstoneproject based upon their work in one or more previous courses. This project may entail
These researches focused on 58 third year students were selected, where 28 of them are from FBME and the remaining 30 students are from FKE. These students had the experience of conducting the innovation capstoneproject using the CDIO approaches. A pilot test was firstly conducted where 5 students was chosen randomly from en- gineering department to answer the questionnaire. These students are those who also had the experience in conducting the CDIO approach. The Cronbach’s Alpha for the reliability was then calculated. The results obtained by SPSS software recorded the Cronbach’s Alpha of 0.865, reflecting that the instrument has a high degree of relia- bility.
Due to the increasing demand for Computational Fluid Dynamics (CFD) in a range of industries (mining, oil and gas, automotive, manufacturing) combined with the availability of ‘user friendly’ commercial CFD packages, the demand for engineers trained in CFD has dramatically risen. More engineering companies are now using CFD in house and it is likely that engineering graduates will, at some stage of their career, be required to either perform modelling tasks or at least be able to interpret the results of a simulation. The demand for students to receive a higher level of exposure to CFD has been evidenced by employer expectations, engineering education literature (Adair & Jaeger, 2011; Barber & Timchenko, 2011; Stern, et al., 2006; Hung, Wang, Tai, & Hung, 2005) and even student feedback. CFD is a multi-disciplinary field which requires a large amount of fundamental knowledge in mathematics, fluid mechanics, fluid dynamics and thermodynamics. Due to this complexity, some questioning remains in regards to how avoid the student perception of CFD as a black box, and promote the understanding of detailed CFD methodology and procedures (Stern, et al., 2006). As suggested by Darmofal (Darmofal, 2006), the application of active learning will contribute to enhance the conceptual understanding in conjunction with the integration of theoretical, experimental and computational techniques. This project is implemented in the Fluid Mechanics unit of the Mechanical Engineering degree at the Queensland University of Technology to introduce students in a better engaging way with the concept, terminology and process of CFD.
opportunities in my career in engineering and electric operations management. I was responsible for CenterPoint Energy’s electric distribution, substation and transmission operations when Hurricane Ike hit in 2008. It was my privilege to lead a team, which has brought our electric grid into the digital age through a multiyear deployment of a smart grid system, including the installation of smart meters and intelligent grid technology. I am now senior vice president of CenterPoint Energy’s electric utility business, with financial and operational responsibility for delivering power to more than 2.2 million homes and businesses in the 5,000 square-mile Houston metropolitan area.
During the first phase of the project (weeks 1-4), teams are organized and receive essential project-specific training. As described earlier, it is essential that student teams are formed and appropriate projects identified within the first two weeks of the class. As shown in Table II, students meet regularly during the first two weeks in both business and technical lectures. Business lectures taught during this phase include teamwork, identifying customer needs, project specification, and project scheduling. Teams also meet regularly with the project advisor to iterate over project ideas and refine the project specification. Student teams also receive project-specific training during the first phase of the project. Table II lists the technical lectures provided for the GPS project taught in the Winter of 2003. Technical lectures are created to provide general skills needed by all student teams. Technical lectures taught during the GPS project include Microsoft foundation class programming, printed circuit board (PCB) design, Microchip embedded processor tutorials, and GPS interfacing techniques. An assignment is included with each technical lecture to ensure students obtain the skills necessary to complete their project. Although students do not begin working on their ac- tual projectdesign, they are adequately prepared to implement the project during the next phase of the class.
Network Management in the context of a 3-credit, 15- week, graduate course must be more constrained. It is impossible to cover everything. The course and project work described herein applies to a course offered a Rensselaer At Hartford within the Computer Science and Computer Engineering graduate programs. The course has been offered for the past decade and has gone through several changes. We have changed because the protocols and the industry have changed and we have made changes to address the needs of the students. We have changed texts. In the past we have used Black , Feit , Hegering , Lieinwand and Fang , Miller , Rose , Stallings , Terplan , and most recently we have selected Subramanian . Currently the course covers the operations management of the popular Internet or TCP/IP based networks more completely, while setting aside the management of the telecommunication (voice) networks.
construction process, however there are a few changes to the competition that would greatly benefit the immersive experience. A recurring problem found in the project prompt was ambiguity in what was expected in many portions of the calculations and construction process. For example, designing to code for a 4’x6’ structure was unrealistic, as using a 20 psf live load for the roof resulted in a heavily over-designed roof system. In addition, the project prompt never specified whether or not to use ASCE 7-16 load combinations for lateral loading, it only stated to design for a 350 plf lateral load. Also, it was permitted to have the walls minus the sheathing fully prefabricated, but it never stated specifically what can be considered wall components. This left ambiguity in the requirements for prefabrication of double top plates and top plate/rafter connection hardware. These are just a few of the equivocal requirements found in the Timber Strong competition guidelines that could have used more detailing.
Aside: The ability to continue receiving support from outside sponsors is somewhat contingent on the good work you and the undergraduate students do. You represent the BYU Civil & Environmental Engineering Department. The expectation is that you will interact in a professional manner at all times with your mentor and project
The topics covered in MET 210W Product Design course include the following: key design and analysis, rolling contact ball bearings selection and analysis, roller chain and sprocket selection and analysis, linear helical compression spring design and analysis, spur gear design and analysis, ANSI power transmission shaft design and analysis, bolt and fastener selection and analysis. A capstonedesignproject speed reducer combining most of the above machine elements is also completed and is described in the section below. Other topics also covered but not specifically related to machine elements are Mohr’s Circle of Stress, theories of failure, and combined loading of beams structures. In covering these above topics the authors normally cover the material in a standard lecture classroom setting and then assign a small group project that requires the student teams to perform an analysis of an existing machine element component. Where needed a class visit is made to the Engineering Project Laboratory to see the Mini Baja vehicle and use it as a class example, showing the machine component being studied in the lecture class. The students really seem to enjoy getting to touch actual examples of the machine components they just studied in the classroom. We also require the students to research and locate commercial vendors of selected machine components such as spur gears or helical compression springs and then perform suggested analysis and sizing as listed in the manufacturer’s product literature. The manufacturer’s literature sizing or strength analysis results are then compared with their textbook theoretical analysis results. In most cases the two methods show good agreement and hence the students gain confidence in their abilities as design engineers.
I made but few changes from that version to the final I turned in the Honors Faculty on April 24 th . A few typos were corrected. One transitioned lengthened while another was shortened. I also created a packaging: an unconventional and quirky, open- faced sandwhich-esque construction from which the original concept was taken from a Express freebie from years ago. I was inspired by basketball textured paper and the CD label creation software I used for my portfolio discs. Let’s just say I am neither cut out to be an industrial design major or a kindergarten teacher..
In this paper, the authors explore and develop an approach that abolishes all of these problems, by using a Web-based platform that can also serve e-portfolio needs. The commercial product selected for experimentation is called Basecamp, and has the advantages of being web-based, easy-to-learn with a relatively complete feature set, and is available for a nominal monthly fee. Basecamp also provides an archival record of class activity that can be used for accreditation purposes, and as such, serves as an assessment tool for the Capstone experience. The software offers project sponsors an opportunity to participate easily with helping students manage schedule and timing of deliverables, and serves as a platform for discussing student performance and work habits over time.
Some of the differences in the presented viewpoints appear in the actual process and the degree of real life that is offered. In case of Salford University it is the students responsibility to manage the project, the tutors are only there as facilitators. This is similar at Monash University, though here they have both an academic (or faculty) and a tutor watching or mentoring the students. On the other hand at the University of Cape Town it is the responsibility of the academic members of staff to manage the third year project. It is only in the fourth year, that the students are given the authority to manage their own projects. This issue brings numerous difficulties in case of Salford and Monash in relation to assessment, since it is only the students who have a true understanding of where the project is, and not the academic assessor, thus highlighting the difficulties discussed above, for example the identification of individual contributions.