Learning Experiences From an Industrially Sponsored Senior Design Capstone Program: A Student Perspective

2017 ◽  
Author(s):  
Vito Moreno ◽  
Meagan Ferreira ◽  
Peter Malicki ◽  
Seth Morris ◽  
John DePasquale ◽  
...  
Keyword(s):  
Peer Group ◽  
Student Perspective ◽  
Employment Opportunities ◽  
Senior Design ◽  
Program Manager ◽  
Student Teams ◽  
Design Program ◽  
Capstone Projects ◽  
The University ◽  
University Of Connecticut

A key element of the Department of Mechanical Engineering Senior Design Program at the University of Connecticut is the industrial sponsorship of virtually all Capstone projects. This paper is a collaborative effort between the Program Manager and two of the current 2016–2017 student teams. The students discuss their initial reasons for selecting their projects and their experiences in working with a peer group in the planning and execution of a project. Learnings from their interaction with the industrial sponsor, achievement of the ABET objectives and the value that the project experience has provided in obtaining post-graduation employment. Opportunities and actions, based on this feedback, for continued development of the program to improve effectiveness are also identified.

Development of an Industrially Sponsored Senior Design Capstone Program: A University and Sponsor Perspective

2016 ◽  
Author(s):  
Vito Moreno ◽  
Eric Cutiongco ◽  
Vinay Patel
Keyword(s):  
Academic Community ◽  
Capstone Course ◽  
Senior Design ◽  
Program Manager ◽  
Design Program ◽  
Critical Feedback ◽  
Key Issues ◽  
Local Companies ◽  
The University ◽  
Academic Year

The University of Connecticut Department of Mechanical Engineering Senior Design (Capstone) Course utilizes projects that are sponsored by local companies. While this approach offers many immediate benefits to near-graduating seniors, it introduces many unique problems to the academic community. Developing and sustaining an industrially-sponsored capstone design program requires an understanding of the synergies and differences between academia and industry.[1] Key issues that are addressed in this paper are project identification, oversight, mentorship and critical feedback. This paper is a collaboration between the Program Manager and 2 of the industry Sponsors from the 2015 2016 academic year. Following a brief discussion of several projects, sponsor comments on the value and areas of continued improvement are provided.

Comparison of motivations and perceptions of capstone benefits for industry sponsors: An interview-based study of faculty and industry

2021 ◽  
pp. 030641902110054
Author(s):  
Varun Rawal ◽  
Steven T O’Shields ◽  
Joshua D Summers
Keyword(s):  
Clemson University ◽  
Collection Method ◽  
Student Teams ◽  
Design Program ◽  
Expected Values ◽  
Design Projects ◽  
Capstone Projects ◽  
The University ◽  
The Relationship ◽  
Capstone Design

The goal of this research is to understand, explore, and align the motivation and value that industry gains from sponsoring senior level mechanical engineering capstone design projects at Clemson University. This research compares the expected values of capstone projects from the perspectives of both the sponsoring companies and university faculty. If faculty understand the expected value from the sponsor, faculty could more effectively solicit and scope sponsor-based projects. Interviewing was used as the data collection method to explore faculty and company sponsor perceptions regarding the capstone design program. Interview results are linked and evaluated to extract thematic patterns in the responses. Conclusions of this work show that faculty anticipate companies continue to sponsor projects if the final products generated by the student teams are beneficial to the company. Companies tend to gain value from sponsoring capstone by providing low priority projects to garner solutions with minimal investment. Further, the realized benefit of the projects for the sponsoring companies depends on the structuring of the program, the proximity of the university, and the relationship between the company and university.

Structuring Senior Design Capstone to Develop Competencies

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Learning Community ◽  
Mechanical Engineering ◽  
Oil And Gas ◽  
Energy Industry ◽  
Student Outcome ◽  
Engineering Programs ◽  
University Of Oklahoma ◽  
Senior Design ◽  
Student Teams ◽  
The University

Senior Design Capstone is a required component of many undergraduate engineering programs. The School of Aerospace and Mechanical Engineering at the University of Oklahoma has incorporated industry sponsored design projects, with Experiential Learning as the model, to develop technical and meta-competencies through the Senior Design Practicum Program. The Mechanical Engineering Capstone program has been developed to provide a learning environment, where students in teams work closely with an industry sponsor and a faculty advisor. The student teams work as a consulting group to produce useful results on an open-ended project to the sponsors’ satisfaction within the constraints of time and budget. Three major program elements, are (1) Student teams to learn and perform the tasks to achieve the desired goals of the project (2) Sponsor to define the problem, guide and accept or reject the results, and (3) Faculty to advise, coordinate, and evaluate. The Capstone program has targeted the energy industry, with a focus on oil and gas, which has a very strong presence in the region. The program, working closely with industry partners as mentors, prepares students for the energy industry. The student outcome and program are evaluated with extensive participation from industry. The program was implemented during 2002–2003. Over the last 10-years the program been able to sustain and grow. The plan that was used to sustain the program relied on developing a learning community of students, faculty and industry to support development of student competencies.

Design-Build-Test Senior Design Project

2001 ◽  
Author(s):  
Thomas G. Boronkay ◽  
Janak Dave
Keyword(s):  
Mechanical Engineering ◽  
Engineering Technology ◽  
Bachelor Of Science ◽  
Design Project ◽  
Technology Students ◽  
Senior Design ◽  
Design Build ◽  
Course Sequence ◽  
Capstone Projects ◽  
The University

Abstract Every student in the Mechanical Engineering Technology Department must complete a Senior Capstone Design Project course sequence as a requirement for the partial fulfillment of the Bachelor of Science in Mechanical Engineering Technology degree. Mechanical Engineering Technology students at the University of Cincinnati must design, build, and test their product for the satisfactory completion of the Senior Design Project course sequence. At many institutions the capstone projects do not include the build and test components. This paper gives a short description of the Senior Design course sequence, the list of pre-requisite design courses, the design process used by the students to complete their projects. It addresses issues, such as, team versus individual projects, industrial versus personal projects, etc. It also describes typical projects, two of which are being used in industry with minor modifications.

Post-Graduation Assessment of the Effectiveness of an Industrially Sponsored Senior Design Capstone Course

2018 ◽  
Author(s):  
Vito Moreno ◽  
Bryan Weber ◽  
Thomas Barber
Keyword(s):  
Mechanical Engineering ◽  
Student Perspectives ◽  
Capstone Course ◽  
Senior Design ◽  
Recent Graduates ◽  
Course Outcomes ◽  
The University ◽  
University Of Connecticut ◽  
Level Of Effort

Results of a survey of recent graduates who completed the Mechanical Engineering Senior Design Capstone course at the University of Connecticut are presented. Student perspectives on level of effort, effectiveness of course outcomes, and value of the course in their current jobs are presented. Overall results suggest that the industrially sponsored projects together with the class lectures have provided valuable experiences.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

EARTH SCIENCE FAIR AT THE UNIVERSITY OF CONNECTICUT: HANDS-ON EARTH EDUCATION AND COMMUNITY OUTREACH

2020 ◽  
Author(s):  
Elena Robakiewicz ◽  
◽  
Dawn Beamer ◽  
Dawn Beamer ◽  
Jennifer Cooper Boemmels ◽  
...  
Keyword(s):  
Earth Science ◽  
Community Outreach ◽  
Science Fair ◽  
Hands On ◽  
The University ◽  
University Of Connecticut

The Jay Healey Technique: Teaching Law and Ethics to Medical and Dental Students

1994 ◽  
Vol 20 (4) ◽  
pp. 439-455
Author(s):  
Barbara B. Blechner ◽  
Christie L. Hager ◽  
Nancy R. Williams
Keyword(s):  
Dental Students ◽  
First Year ◽  
Health Law ◽  
Ethical Aspects ◽  
School Settings ◽  
Law And Ethics ◽  
The University ◽  
University Of Connecticut ◽  
Case Based ◽  
Medical And Dental Students

Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.

Seni Dalam Persfektif Hadist (Kajian Ma`ani Persfektif Muhammadiyah)

Bayani ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 129-142
Author(s):  
Ahmad Rifai
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Research Method ◽  
Art And Design ◽  
Art Program ◽  
Design Program ◽  
The Law ◽  
The University

The law of art in Islam is hotly told on social media, Calls for the illegality of art echo on social media. Muhammadiyah began to pursue art by opening an art and design program at the muhammadiyah university, including at the University of Muhammadiyah Bandung. This is interesting to study, to find out the purpose of Muhammadiyah in opening an art program when the call for illegal art to go viral on social media. The purpose of this study is to find out the principles and laws of art in Muhammadiyah. This research method uses qualitative research by examining hadith about art. The hadith approach used is the science of riwayah hadith and the science of ma'ani hadith. In conclusion, there is a hadith that forbids images and statues, there is a hadith that allows making dolls for toys, draw clothes, and draw lifeless creatures. The law of art in Muhammadiyah is allowed if it is closer to monotheism and benefit. the law of art is forbidden if it leads to polytheism.

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