![]() Based on the current progress, a more substantial change is being planned to further improve the effectiveness and practicability of this design course. Impact of the renovated syllabus on Accreditation Board for Engineering Technology goals was discussed. Evaluation of the renovated course was conducted using two instruments and the results have shown that the course made the ME senior students more prepared for their future career and a win-win model was created between the industry partner and the ME programme through it. Hands-on experiences in finite element analysis (FEA) modelling and simulation were also added into the renovated curriculum to promote the application of FEA on engineering design and assessment. ![]() In the renovated curriculum, industry-sponsored projects became the most important course component and critical assessment tool, from which problem-solving skills as well as employability skills of the ME students can be fully developed. In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course Through a well- designed course and proper mentoring, students will learn to apply their engineering skills and gain basic business knowledge that will prepare them for entry-level positions in industry. Furthermore, the importance of understanding business culture, displaying professionalism, and considerations of different types of senior projects is discussed. This article includes suggested guidelines and tips for effective design team leadership, attention to detail, investment of time, and managing project scope. In addition to the course design, team management and effective mentoring are critical to success. Major components include assessing resources, identifying projects, establishing teams, understanding requirements, developing conceptual designs, creating detailed designs, building prototypes, testing performance, and final presentations. The structure of a properly designed capstone course is dissected and its individual components are evaluated. It includes a description of the general principles used in engineering design and a discussion of why students often have difficulty with application and revert to trial and error methods. This article describes important elements that should be incorporated into a senior capstone design course. Students in engineering schools learn fundamental principles in their courses but often lack an opportunity to apply these methods to real-world problems until their senior year. The design of products and processes is an important area in engineering. Structure and Management of an Engineering Senior Design Course. In particular, the authors present their experiences in using robotics as the main area to develop the capstone senior design,… This work describes the educational experiences gained teaching the Senior Design I & II courses, a senior level, two-semester sequence in the Electrical Engineering (EE) program at Georgia Southern University (GSU). ![]() Rios-Gutierrez, Fernando Alba-Flores, Rocio ![]() Robotics Focused Capstone Senior Design CourseĮRIC Educational Resources Information Center
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