Strategies to Engage Capstone Design Course Sponsors in High-Priority, Client-Focused Projects

Strategies to Engage Capstone Design Course Sponsors in High-Priority, Client-Focused Projects

H. Van der Loos, E. Croft, A. Hodgson, J. Mikkelsen, P. Winkelman (2010).  Strategies to Engage Capstone Design Course Sponsors in High-Priority, Client-Focused Projects. 10.

 

Capstone design courses are a mainstay in undergraduate engineering education worldwide. With an increasing awareness by students of sectors such as disability, sustainable development and technologies for developing countries and an increasing attraction to these priority areas, instructors are responding by developing industrial and community service contacts that have a clear human-need component.

This paper describes strategic factors in developing contacts within and outside the university environment. By generating a professional environment to attract projects in priority areas, the Department of Mechanical Engineering is operationalizing its commitment to providing education in areas students find most relevant to their future.

 

Authors (New): 
H.F. Machiel Van der Loos
Elizabeth A. Croft
Antony Hodgson
Jon Mikkelsen
Paul Winkelman
Pages: 
10
Affiliations: 
University of British Columbia, Canada
Keywords: 
Undergraduate engineering education
capstone design course
community service learning
sponsored design projects
Year: 
2010
Reference: 
Damer E., Discovery by Design: The Department of Mechanical Engineering of the University of British Columbia: Origins and History: 1907-2001, Ronsdale Press, Vancouver, Canada, 2002.: 
Mikkelsen J., Yellowley I., Hodgson A., Cramond P., McAdam D., Improvements to a University Capstone Design Program through the Use of Industrial Mentors and Increased Milestone Deliverables, Proc., Second CDEN International Conference on Design Education, Innovation, and Practice, Canadian Design Engineering Network, Kananaskis, Alberta, Canada, 2005.: 
Engineering Projects in Community Service, http://epics.ecn.purdue.edu/: 
Kuh G., High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter, 2008, http://www.aacu.org.: 
ABET, Criteria For Accrediting Applied Science Programs, 2007.: 
Reinventing Undergraduate Education: A Blueprint for America’s Research Universities (The Boyer Report), Carnegie Foundation for the Advancement of Teaching, p. 46, 1998.: 
Van der Loos H.F.M., Ostafichuk P.M., Case study: Application of Team-Based Learning to a Mechanical Engineering Design Course Traditionally Taught in Lecture Format, Proceedings of ICED 2009: 17th International Conference on Engineering Design, Stanford, CA, Aug. 24-27, 2009.: 
Ghosh S., Triggering Creativity in Science and Engineering: Reflection as a Catalyst, Journal of Intelligent and Robotic Systems, Vol. 38, Nos. 3-4 / December 2003, 255-275.: 
Cone, D, Harris S. Service-Learning Practice: Developing a Theoretical Framework. Michigan Journal of Community Service Learning. 1996. (http://quod.lib.umich.edu/cgi/t/text/text-idx?c=mjcsl;view=toc;idno=3239521.0003.104): 
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