Development Of Integrated Project Tracks For A College Wide Multidisciplinary Engineering Design Program At Rit

Abstract

Since 2002, the Kate Gleason College of Engineering (KGCOE) at the Rochester Institute of Technology (RIT) has seen its Multidisciplinary Senior Design (MSD) program grow from a small pilot project into a college-wide initiative involving four departments and almost 400 students annually. While subtle adjustments have been made each year, a major redesign effort was undertaken prior to the 2006 academic year to improve program alignment with departmental objectives, to improve delivery efficiency and effectiveness, and to improve student and faculty satisfaction. Coordination of related projects and sharing of information between approximately 60 design teams in a given year, and preserving continuity of information from one year to the next has proven to be a challenging hurdle. This paper addresses the project definition process, which was overhauled to focus on the definition of related projects within a set of disciplinary "tracks," consistent with academic programs and faculty interests. Emphasis was placed on the development of reusable and scalable platforms to lay the foundation for future project extensions, and to encourage cross-project and cross-department collaboration. The process by which project tracks, project families and individual projects were identified, screened, modified and ultimately selected will be discussed. The integral relationship between the Design Project Management course, which trains the future project managers and technical leaders of the multidisciplinary project teams, and the project definition process will be illustrated. The development of the Aerospace Systems and Technology Track, with particular emphasis on the Microsystems Engineering and Technology for the Future Exploration of Outer Space Regions (METEOR) family of projects will be used as a case example to illustrate the process.

A team‐oriented course development experience in distance education for multidisciplinary engineering design

“…The MED course presented in this article is a unique contribution to the engineering education literature with its fully virtual interactive multidisciplinary design experience methodology. Moreover, the evaluation of the MED courses in the literature is mainly pertained by the evaluation of the projects at the end of the semester and/or end-of-course student course assessment [6,8,16,24]. The present project, however, offers several evaluation methods for the students and teams via their interaction with collaborative tools and team members.…”

“…Petre [25] indicates that recent companies and projects call for intense multidisciplinary cooperation among fields, such as mechanical engineering, electrical or electronic engineering, software engineering, and industrial design. For this reason, multidisciplinary project design-based learning is one of the integral components in undergraduate engineering education [8].…”

Capstone 101: A Framework for Implementation of an ABET-compliant Capstone Sequence

“…ABET specifically requires that students be able to function on multi-disciplinary teams. The CD sequence supplies a framework where students from diverse backgrounds can easily be mixed in groups (27) .…”