Integrating engineering and arts through capstone design: Creative campus meets the learning factory
Integrating engineering and arts through capstone design: Creative campus meets the learning factory
复制标题
通过顶点设计将工程与艺术融为一体：创意校园遇见学习工厂
DOI：
10.18260/1-2--19785
复制
发表时间：
2013
影响因子：
1.4
通讯作者：
Dorothy H. Evensen
中科院分区：
文献类型：
--
作者：
T. Simpson;Marcus Shaffer;Elisha Clark Halpin;Amy Dupain Vashaw;Dorothy H. Evensen
宾夕法尼亚州立大学的学习工厂协调全国最大的大学范围内，行业赞助的工程顶点设计计划。每年，12个不同专业的750多名工程专业的学生组成4-6人的团队，在行业和客户赞助的顶点设计项目上工作一个学期。这些项目中约有30%让学生参与单一的工程学科（例如，机械工程），40%的学生从事两个学科（例如，化学工程和机械工程），30%的学生从事三个或更多学科（例如，生物工程、电气工程和工业工程）。随着顶点计划在工程领域的跨学科发展，它也使团队能够与工程以外的学生和教师合作。根据特定项目的需求，工程顶点设计团队现在可以与以下一个或多个学院的学生配对：艺术与建筑，商业，通信，地球与矿物科学，健康与人类发展或信息科学与技术。其结果是一个跨学科的经验，是什么学生会发现在真实的世界更有代表性。在本文中，我们分享了我们的经验，使用顶点设计项目，整合学生和教师在工程和艺术作为一个为期两年的创意校园项目的一部分，公共空间的秘密生活。沿着创意校园计划的概述，并详细介绍了我们的具体项目和支持它的三个顶点设计项目。沿着作为整体项目评估的一部分获得的相关反馈，讨论了教师“客户”对每个顶点项目的看法。虽然工程和非工程学生和教师“客户”之间的紧张关系有时很高，但三个顶点设计项目中的两个在学期结束时被业界专家评为最佳项目奖，这证明了跨多个学科工作的好处。
The Learning Factory at Penn State coordinates the largest college-wide, industry-sponsored engineering capstone design program in the country. Each year, over 750 engineering students across 12 different majors work in teams of 4-6 for a semester on industryand client-sponsored capstone design projects. About 30% of these projects engage students in a single engineering discipline (e.g., mechanical engineering), 40% engage students in two disciplines (e.g., chemical engineering and mechanical engineering), and 30% engage students in three or more disciplines (e.g., bioengineering, electrical engineering, and industrial engineering). As the capstone program grew across disciplines within engineering, it also enabled teams to work with students and faculty outside of engineering. Based on the needs of a specific project, an engineering capstone design team can now be paired with students in one or more of the following colleges: Arts & Architecture, Business, Communications, Earth & Mineral Sciences, Health & Human Development, or Information Sciences & Technology. The result is an interdisciplinary experience that is more representative of what students will find in the real world. In this paper, we share our experiences using capstone design projects to integrate students and faculty in engineering and arts as part of a two-year Creative Campus project, The Secret Life of Public Spaces. An overview of the Creative Campus initiative is provided along with details on our specific project and the three capstone design projects that supported it. The perceptions of the faculty “clients” for each capstone project are discussed along with relevant feedback that was obtained as part of the overall project assessment. While tensions among the engineering and non-engineering students and faculty “clients” ran high at times, two of the three capstone design projects were recognized with Best Project awards at the end of the semester showcase as judged by experts from industry, evidence of the benefits of working across multiple disciplines.