Teaching Engineering Design with Practitioner Supervision: A Case Study

Knox, Robert C.; Sabatini, David A.; Hughes, D. E.; Lambert, Robert; Ketner, Russ

doi:10.1061/(asce)1052-3928(1998)124:4(105)

Cited by 10 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Project deliverables most commonly include written and oral design reports, design drawings, specifications and cost estimates. Grades may be assigned based only on the group results or through a combination of team and individual grades 9,10 . A peer evaluation component may be incorporated into the grade.…”

Section: Review Of Other Capstone Coursesmentioning

confidence: 99%

Revising A Civil And Environmental Engineering Capstone Design Course

Jahan¹,

Cleary²

2001 Annual Conference Proceedings

View full text Add to dashboard Cite

The current paper describes the development and subsequent revision of the capstone design course for civil and environmental engineering students at Rowan University. Students take the course in both the fall and spring terms of their senior year. The course challenges and allows the students to demonstrate the engineering skills they have acquired through the undergraduate curriculum. The course was developed following a review of other capstone courses described in literature. Open-ended design projects are developed with assistance from industry advisors and presented to the students at the start of the course. The students then spend two semesters preparing solutions to the problems. The first year the course was offered went much as expected based on the instructors' previous experiences. Students complained of vague instructions, too much work, and lack of experience. However, additional student concerns with fairness and inequitable workloads were expressed. Refinements to the project selection process and course administration were made to address these concerns.

show abstract

Section: Review Of Other Capstone Coursesmentioning

confidence: 99%

Revising A Civil And Environmental Engineering Capstone Design Course

Jahan¹,

Cleary²

2001 Annual Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…A particularly disturbing aspect of this trend is that it comes at a time when engineering can ill afford to lose the best students to other disciplines. (3,5,6,7,10,11,12,15,16,17,19,20,27,28,29,30,32,33,36,38,40) Engineering education reform is part of a larger movement (8). Perhaps the highest profile report about the need for reinventing undergraduate education came from the Boyer Commission, entitled, Reinventing Undergraduate Education: A Blueprint for America's Research Universities (9).…”

Section: Need For Engineering Education Reform -A National Imperativementioning

confidence: 99%

An Assessment Of How The Sooner City Project Addresses Asce's Body Of Knowledge

Kolar¹,

Knox²,

Miller³

et al.

2004 Annual Conference Proceedings

View full text Add to dashboard Cite

ASCE's Policy Statement 465 (PS 465), the result of a decade-long process, outlines the Body of Knowledge (BOK) that students should possess in order to enter the practice of civil engineering. Similar to ABET's EC 2000, PS 465 advocates an outcomes-based assessment by promoting 15 outcomes, 11 of which duplicate the ABET criteria; the four new ones promote greater technical depth and breadth. This initiative is in response to the increasingly complex and broad civil engineering projects of the 21st century.Since 1996, civil engineering at the University of Oklahoma has also been undertaking a curriculum reform project, Sooner City, for many of the same reasons, i.e., to promote outcomes not normally addressed in traditional civil engineering curricula, such as leadership, design, communication, and critical thinking. Basically, the Sooner City theme unifies the traditional civil engineering curriculum by threading a common design project, civil infrastructure, throughout the curriculum, beginning in the freshman year. To the extent possible, the student learning is projectdriven and delivered "just-in-time." At a workshop in 2004, representatives from the OU faculty and ASCE PS 465 met to assess the extent to which a Sooner City-based curriculum meets BOK outcomes, as well as how Sooner City could be modified to meet more of the BOK outcomes within the confines of the undergraduate degree program. This manuscript, solicited by Stu Walesh for "The Civil Engineering Body of Knowledge Where Are We Today?" session, presents the results of that workshop, which has implications for other schools who use the Sooner City approach to address PS 465. Background of Sooner City.Basically, Sooner City is a comprehensive, integrated, infrastructure design project that is threaded throughout the University of Oklahoma (OU) civil engineering curriculum, beginning in the freshman year. Freshmen are given a plat of partially developed land that, by the time they graduate, is turned into a blueprint for Sooner City's infrastructure (26). Among other things, the project promotes five outcomes not fully addressed by traditional curricula, but which are emphasized by the NSF Engineering Education Coalitions and ABET 2000: team building, communication, leadership, design, and higher level learning skills.

show abstract

“…Table 4 includes a comprehensive list of all the environmental engineering/environmental science projects completed in the practitioner-directed capstone class that was initially described in [2]. As would be encountered in professional careers after graduation, the projects involve a wide variety of topics.…”

Section: Capstone Course Project Topicsmentioning

confidence: 99%

“…In the early 1990's, CEES decided to coordinate "capstone courses" (a.k.a., senior design) with practicing professionals outside of the university. The use of real world, multidisciplinary, practitioner directed capstone projects provided many benefits over the traditional single student "senior design" papers ( [1], [2]). In the mid 2000's, CEES made the decision to implement a two-semester combined "capstone" experience for the undergraduate environmental engineers and environmental scientists.…”

Section: Introductionmentioning

confidence: 99%

Teaching Engineering Design with Practitioner Supervision: A Case Study

Cited by 10 publications

References 3 publications

Revising A Civil And Environmental Engineering Capstone Design Course

Revising A Civil And Environmental Engineering Capstone Design Course

An Assessment Of How The Sooner City Project Addresses Asce's Body Of Knowledge

Educational Effectiveness, Accreditation Content and Community Engagement of Practitioner Directed Environmental Capstone Classes

Contact Info

Product

Resources

About