Examining the Structure of a Multidisciplinary Engineering Capstone Design Program
Examining the Structure of a Multidisciplinary Engineering Capstone Design Program
复制标题
检查多学科工程顶点设计项目的结构
DOI：
10.18260/1-2--20451
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Clifford A. Whitfield
中科院分区：
文献类型：
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作者：
Bob Rhoads;Peter F. Rogers;Jacob T. Allenstein;Clifford A. Whitfield
俄亥俄州立大学的工程教育创新中心通过提供多学科的顶点设计课程，为学生提供传统顶点设计课程的选择，在该课程中，团队致力于公司资助的项目。团队包括工程和非工程学生，项目包括产品、流程和系统设计机会。这种主动学习的机会让学生能够运用他们的学术、专业和实践技能来解决现实世界的问题。这个为期两个学期的课程从为期七周的顶点课程开始。在此期间，顶点协调员根据学生的偏好和适合项目范围的学科组建团队。协调员指派一名教师顾问并确定一名行业联络人，在整个项目中提供领导和指导。该计划通过提供开放式项目来增强批判性思维技能。通过遵循基本的工程设计流程，学生可以培养多种关键的专业技能，包括口头和书面沟通、专业工作关系、项目和时间管理以及道德规范，以及对业务、工程和设计元素之间相互关系的广泛理解。设计过程包括：定义问题、创建需求、创建设计概念、制定详细规范、创建详细设计解决方案、构建原型、验证设计、完善设计、记录设计过程以及确定未来建议。团队向全班、顾问和行业赞助商提供多份设计报告和正式口头演示。讲师不断征求行业和部门的反馈，以丰富学生的经验，并为他们的职业生涯做好更好的准备。我们最近对 370 名多学科项目的毕业生进行了调查，他们的经验水平从一年到五年不等。 1 该调查将行业的关键需求与计划在满足这些需求方面的成功情况进行了比较。本文阐述了调查的定量结果并描述了当前计划的结构。作者重点关注学习成果，包括“在多学科团队中发挥作用的能力”(ABET Criteria 3d)、“有效沟通的能力”(ABET Criteria 3g) 和“管理工程项目的能力”。作者还将多学科校友的调查结果与一般工程校友的调查结果进行了比较，以深入了解多学科项目在满足行业需求方面的有效性。
The Engineering Education Innovation Center at The Ohio State University offers students an option to their traditional capstone design course by providing a Multidisciplinary Capstone Design course where teams work on company-sponsored projects. Teams include both engineering and non-engineering students and projects include product, process, and system design opportunities. This active learning opportunity allows students to apply their academic, professional, and practical skills to real-world problem solving. This two-semester program begins with a seven-week pre-capstone course. During this time the capstone coordinators form teams based on student preference and disciplines appropriate to the project scope. The coordinators assign a faculty advisor and identify an industry liaison to provide leadership and coaching throughout the project. The program enhances critical thinking skills by providing open-ended projects. By following a basic engineering design process, students develop several critical professional skills including oral and written communication, professional working relationships, project and time management, and ethics along with a broad understanding of the interrelationship of business, engineering, and design elements. The design process includes: defining the problem, creating the requirements, creating design concepts, developing detailed specifications, creating a detailed design solution, building a prototype, validating the design, refining the design, documenting the design process, and identifying future recommendations. Teams deliver multiple design reports and formal oral presentations to the class, advisors, and industry sponsors. The instructors continually solicit industry and departmental feedback to enrich the students’ experience and better prepare them for their careers. We recently surveyed 370 graduates of the multidisciplinary program ranging in experience levels from one to five years. 1 The survey compared the key needs of industry with the success of the program in meeting these needs. This paper addresses the quantitative results of the survey and describes the current program’s structure. The authors focus on learning outcomes that include “an ability to function on multidisciplinary teams” (ABET Criteria 3d), “an ability to communicate effectively” (ABET Criteria 3g), and “the ability to manage an engineering project.” The authors also compare the survey results of multidisciplinary alumni to the general population of engineering alumni to provide insight into the effectiveness of the multidisciplinary program in achieving industry needs.