Structured with a practical approach, Engineering Capstone Design guides engineering students to successfully manage capstone design projects. The book addresses the challenge of open-ended design projects, often in a team-based format, discussing team member roles, communication, and cooperation. It incorporates accreditation requirements and provides a modern framework for working with industry, reinforced by the inclusion of case studies. Offers a structured process for capstone design, responsive to ABET accreditation requirements Explains how to manage design projects under critical timelines and budgets Covers essential topics and steps in a capstone design sequence, including defining, conceiving, presenting, prototyping, building, testing, and redesigning Considers industry perspectives, as well as design competitions Includes case studies for a look into industry experience In addition to guiding engineering students conducting capstone design projects, this book will also interest industry professionals who are engaged in product development or design problem-solving.

Enrich your students and the institution with a high-impact practice Designing and Teaching Undergraduate Capstone Courses is a practical, research-backed guide to creating a course that is valuable for both the student and the school. The book covers the design, administration, and teaching of capstone courses throughout the undergraduate curriculum, guiding departments seeking to add a capstone course, and allowing those who have one to compare it to others in the discipline. The ideas presented in the book are supported by regional and national surveys that help the reader understand what's common, what's exceptional, what works, and what doesn't within capstone courses. The authors also provide additional information specific to different departments across the curriculum, including STEM, social sciences, humanities, fine arts, education, and professional programs. Identified as a high-impact practice by the National Survey of Student Engagement (NSSE) and the Association of American Colleges and Universities' LEAP initiative, capstone courses culminate a student's final college years in a project that integrates and applies what they've learned. The project takes the form of a research paper, a performance, a portfolio, or an exhibit, and is intended to showcase the student's very best work as a graduating senior. This book is a guide to creating for your school or department a capstone course that ties together undergraduate learning in a way that enriches the student and adds value to the college experience. Understand what makes capstone courses valuable for graduating students Discover the factors that make a capstone course effective, and compare existing programs, both within academic disciplines and across institutions Learn administrative and pedagogical techniques that increase the course's success Examine discipline-specific considerations for design, administration, and instruction Capstones are generally offered in departmental programs, but are becoming increasingly common in general education as well. Faculty and administrators looking to add a capstone course or revive an existing one need to understand what constitutes an effective program. Designing and Teaching Undergraduate Capstone Courses provides an easily digested summary of existing research, and offers expert guidance on making your capstone course successful.

Practical Concepts for Capstone Design Engineering is the first and only comprehensive senior-level college textbook that provides the essential information needed to complete a successful capstone project in civil or construction engineering. Students will gain valuable insight and preparation for civil and construction engineering professional practice, and will learn how to smoothly transition from strictly academic work to solving real-world problems in the context of their capstone projects. The authors provide professional quality work examples, case studies, helpful hints, and assignments at the end of each chapter that further enhance comprehension. In addition to providing students with the key skills necessary to successfully enter the profession, they will also be well prepared for the Fundamentals of Engineering Exam upon graduation. Key Features: Replicates the steps used by practicing engineers to complete design projects from site selection, investigation, and site planning, through the preliminary design calculations and drawing preparation. Offers an approach for integrating students, faculty, design professionals, clients, consultants and regulators bridging the gap between the classroom and the profession with astounding results Provides faculty with a framework for developing an effective capstone course, including examples of grading and rubric sheets for student presentations Appropriate for adoption as primary or supplemental reading in other engineering and construction courses as well

The biomedical engineering senior capstone design course is probably the most important course taken by undergraduate biomedical engineering students. It provides them with the opportunity to apply what they have learned in previous years; develop their communication (written, oral, and graphical), interpersonal (teamwork, conflict management, and negotiation), project management, and design skills; and learn about the product development process. It also provides students with an understanding of the economic, financial, legal, and regulatory aspects of the design, development, and commercialization of medical technology. The capstone design experience can change the way engineering students think about technology, society, themselves, and the world around them. It gives them a short preview of what it will be like to work as an engineer. It can make them aware of their potential to make a positive contribution to health care throughout the world and generate excitement for and pride in the engineering profession. Working on teams helps students develop an appreciation for the many ways team members, with different educational, political, ethnic, social, cultural, and religious backgrounds, look at problems. They learn to value diversity and become more willing to listen to different opinions and perspectives. Finally, they learn to value the contributions of nontechnical members of multidisciplinary project teams. Ideas for how to organize, structure, and manage a senior capstone design course for biomedical and other engineering students are presented here. These ideas will be helpful to faculty who are creating a new design course, expanding a current design program to more than the senior year, or just looking for some ideas for improving an existing course.

The biomedical engineering senior capstone design course is probably the most important course taken by undergraduate biomedical engineering students. It provides them with the opportunity to apply what they have learned in previous years; develop their communication (written, oral, and graphical), interpersonal (teamwork, conflict management, and negotiation), project management, and design skills; and learn about the product development process. It also provides students with an understanding of the economic, financial, legal, and regulatory aspects of the design, development, and commercialization of medical technology. The capstone design experience can change the way engineering students think about technology, society, themselves, and the world around them. It gives them a short preview of what it will be like to work as an engineer. It can make them aware of their potential to make a positive contribution to health care throughout the world and generate excitement for and pride in the engineering profession. Working on teams helps students develop an appreciation for the many ways team members, with different educational, political, ethnic, social, cultural, and religious backgrounds, look at problems. They learn to value diversity and become more willing to listen to different opinions and perspectives. Finally, they learn to value the contributions of nontechnical members of multidisciplinary project teams. Ideas for how to organize, structure, and manage a senior capstone design course for biomedical and other engineering students are presented here. These ideas will be helpful to faculty who are creating a new design course, expanding a current design program to more than the senior year, or just looking for some ideas for improving an existing course. Contents: I. Purpose, Goals, and Benefits / Why Our Students Need a Senior Capstone Design Course / Desired Learning Outcomes / Changing Student Attitudes, Perceptions, and Awarenesss / Senior Capstone Design Courses and Accreditation Board for Engineering and Technology Outcomes / II. Designing a Course to Meet Student Needs / Course Management and Required Deliverables / Projects and Project Teams / Lecture Topics / Intellectual Property Confidentiality Issues in Design Projects / III. Enhancing the Capstone Design Experience / Industry Involvement in Capstone Design Courses / Developing Business and Entrepreneurial Literacy / Providing Students with a Clinical Perspective / Service Learning Opportunities / Collaboration with Industrial Design Students / National Student Design Competitions / Organizational Support for Senior Capstone Design Courses / IV. Meeting the Changing Needs of Future Engineers / Capstone Design Courses and the Engineer of 2020

The biomedical engineering senior capstone design course is probably the most important course taken by undergraduate biomedical engineering students. It provides them with the opportunity to apply what they have learned in previous years, develop their communication, teamwork, project management, and design skills, and learn about the product development process. It prepares students for professional practice and serves as a preview of what it will be like to work as a biomedical engineer. The capstone design experience can change the way engineering students think about technology, themselves, society, and the world around them. It can make them aware of their potential to make a positive contribution to healthcare throughout the world and generate excitement for, and pride in, the engineering profession. Ideas for how to organize, structure, and manage a senior capstone design course for biomedical and other engineering students are presented here. These ideas will be helpful to faculty who are creating a new design course, expanding a current design program, or just looking for some ideas for improving an existing course. The better we can make these courses, the more "industry ready" our students will be, and the better prepared they will be for meaningful, successful careers in biomedical engineering. This book is the second part of a series covering Capstone Design Courses for biomedical engineers. Part I is available online here and in print (ISBN 9781598292923) and covers the following topics: Purpose, Goals, and Benefits; Designing a Course to Meet Student Needs; Enhancing the Capstone Design Courses; Meeting the Changing Needs of Future Engineers. Table of Contents: The Myth of the "Industry-Ready" Engineer / Recent Trends and the Current State of Capstone Design / Preparing Students for Capstone Design / Helping Students Recognize the Value of Capstone Design Courses / Developing Teamwork Skills / Incorporating Design Controls / Learning to Identify Problems, Unmet Needs, and New Product Opportunities / Design Verification and Validation / Liability Issues with Assistive Technology Projects / Standards in Capstone Design Courses and the Engineering Curriculum / Design Transfer and Design for Manufacturability / Learning from other Engineering Disciplines: Capstone Design Conferences / Maintaining a Relevant, Up-to-Date Capstone Design Course / Active Learning in Capstone Design Courses / Showcasing Student Projects: National Student Design Competitions / Managing Student Expectations of the "Real World" / Career Management and Professional Development / Conclusion

The biomedical engineering senior capstone design course is probably the most important course taken by undergraduate biomedical engineering students. It provides them with the opportunity to apply what they have learned in previous years, develop their communication, teamwork, project management, and design skills, and learn about the product development process. It prepares students for professional practice and serves as a preview of what it will be like to work as a biomedical engineer. The capstone design experience can change the way engineering students think about technology, themselves, society, and the world around them. It can make them aware of their potential to make a positive contribution to healthcare throughout the world and generate excitement for, and pride in, the engineering profession. Ideas for how to organize, structure, and manage a senior capstone design course for biomedical and other engineering students are presented here. These ideas will be helpful to faculty who are creating a new design course, expanding a current design program, or just looking for some ideas for improving an existing course. The better we can make these courses, the more "industry ready" our students will be, and the better prepared they will be for meaningful, successful careers in biomedical engineering. This book is the second part of a series covering Capstone Design Courses for biomedical engineers. Part I is available online here and in print (ISBN 9781598292923) and covers the following topics: Purpose, Goals, and Benefits; Designing a Course to Meet Student Needs; Enhancing the Capstone Design Courses; Meeting the Changing Needs of Future Engineers. Table of Contents: The Myth of the "Industry-Ready" Engineer / Recent Trends and the Current State of Capstone Design / Preparing Students for Capstone Design / Helping Students Recognize the Value of Capstone Design Courses / Developing Teamwork Skills / Incorporating Design Controls / Learning to Identify Problems, Unmet Needs, and New Product Opportunities / Design Verification and Validation / Liability Issues with Assistive Technology Projects / Standards in Capstone Design Courses and the Engineering Curriculum / Design Transfer and Design for Manufacturability / Learning from other Engineering Disciplines: Capstone Design Conferences / Maintaining a Relevant, Up-to-Date Capstone Design Course / Active Learning in Capstone Design Courses / Showcasing Student Projects: National Student Design Competitions / Managing Student Expectations of the "Real World" / Career Management and Professional Development / Conclusion