Implementation Of A Complex Multidisciplinary Capstone Project For Stimulating Undergraduate Student Development
Implementation Of A Complex Multidisciplinary Capstone Project For Stimulating Undergraduate Student Development
复制标题
实施复杂的多学科顶点项目以刺激本科生发展
DOI：
10.18260/1-2--15939
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
R. Floersheim
中科院分区：
文献类型：
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作者：
R. Rabb;J. Hitt;R. Floersheim
复杂的，多学科的顶点项目需要多方面的教师和学生团队，代表两个或更多的专业技术领域。工程教育强调更多的多学科工作，因为毕业生预计将在多学科工程团队中执行，并在其他工程学科中具有一定的工作知识。多学科教育工作者需要作为一个团队共同努力，需要来自不同部门的教师之间的良好沟通。来自这些复杂项目的许多挑战可以由教师最小化，让学生扩大他们的工程教育经验。这些复杂项目的范围和深度必须根据学生团队的需要量身定制，并需要定期检查，以确保满足客户要求和课程目标。本文重点介绍了一个复杂的，多学科的顶点项目与来自不同部门的学生和顾问：电气工程，机械工程，体育教育和行为科学。这种组织结构很重要，允许多学科教师团队同步他们的努力，将他们的个人优势和资源结合在一起，用于开发先进的假肢，以促进学生的学习。本文阐述了四个独立的部门之间的一些项目细节，以推进和丰富一个多学科的顶点项目。还介绍了赋予多学科教师权力的优势。所描述的技术使学生能够从多元化，多学科的教师团队的工作中受益，并通过引入真实的世界项目来丰富学生的理解。
Complex, multidisciplinary capstone projects require multi-faceted teams of faculty and students, representing two or more technical areas of expertise. Engineering education has emphasized more multidisciplinary work as graduates are expected to perform on multidisciplinary engineering teams and have some working knowledge in other engineering disciplines. The need for multidisciplinary educators to work together as a team requires coherent effort with excellent communications between faculty members from different departments. Many of the challenges from these complex projects can be minimized by the faculty, allowing the students to expand their engineering education experiences. The scope and depth of these complex projects must be tailored to the student team and requires periodic checks to ensure customer requirements and course objectives are met. This paper highlights a complex, multidisciplinary capstone project with students and advisors from different departments: electrical engineering, mechanical engineering, physical education, and behavioral science. This organizational structure is important, allowing the multidisciplinary faculty team to synchronize their efforts, bringing their individual strengths and resources together for developing an advanced prosthetic to promote student learning. This paper illustrates some of the project details employed between four separate departments to advance and enrich a multidisciplinary capstone project. Advantages to empowering a multidisciplinary faculty are also described. The techniques described allow the students to benefit from the work of a diverse, multidisciplinary faculty team and enrich the students’ understanding by bringing in real world projects.