Engineering student-design competition teams: Capstone or extracurricular?

Khorbotly, Sami; Al-Olimat, Khalid

doi:10.1109/fie.2010.5673644

Cited by 14 publications

(8 citation statements)

References 1 publication

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“…The University of Ottawa has sought to recognize these students by providing course credits for their effort. One method, which has been used by other institutions to enable this recognition is through senior level capstone projects [12], a method which has also been implemented in the Department of Mechanical Engineering at the University of Ottawa [7]. Unfortunately, the current single term structure provided does not allow students to follow through with the fabrication of their designs.…”

Section: Introductionmentioning

confidence: 99%

A Course Based Approach to Recognizing Student Efforts in Engineering Design Competitions

Dumond

2018

PCEEA

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Section: Introductionmentioning

confidence: 99%

A Course Based Approach to Recognizing Student Efforts in Engineering Design Competitions

Dumond

2018

PCEEA

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“…ASC's competition is similar to other well-known student competitions, such as: the American Society of Civil Engineers' (ASCE) concrete canoe, the Society of Automotive Engineers' (SAE) mini-Baja, and the Institute of Electrical and Electronics Engineers (IEEE) competitions. Khorbotly et al [11] describes multiple benefits of participating in these competitions, to include improving teamwork, communication, and leadership skills. Similarly, Walden et al [12] argue that competition teams are a prime opportunity for students to gain professional skills related to leadership and management, although they found that some competition teams often fail to take advantage of these opportunities.…”

Section: Basis For Culminating Event: Associated Schools Of Construction Regional Competitionsmentioning

confidence: 99%

A Construction Management Competition as the Basis of a Capstone Culminating Event

Stanford¹,

Sloan²,

Pocock³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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A Construction Management Competition as the Basis of a Capstone Culminating EventCulminating design events serve as a hallmark of most undergraduate engineering programs. This paper presents a case study of a novel approach to conduct a compressed-timeframe culminating event just prior to graduation. The event is designed to leverage best practices in literature related to team-building, competitions, student leadership, real-project case studies, and high-impact practices. The culminating event takes place at the conclusion of a two-semester capstone sequence. In the middle of this two-semester sequence, 12 students from a class of roughly 40-50 participate in the intercollegiate Associated Schools of Construction (ASC) competition. The ASC competition then serves as the model for the culminating event, in which these 12 students leverage their experience to assume a leadership role among their peers. Near the end of the second semester, students transition from their traditional capstone course sequence to a culminating design event. During this transition, the 12 students who participated in the ASC competition form teams of 12-15 students each, which they will lead as they compete academically to "win" a design-build contract for a real project. Teams integrate students' experiences from four sub-disciplines represented in the major: construction, environmental, geotechnical, and structural engineering. Additionally, both faculty members and industry advisors serve as mentors and coaches. The event climax is an intensive one week work period that simulates the construction industry environment they will experience after graduation. During this sprint to the finish, students complete their design and construction plans, assemble their final deliverables, and brief a panel of judges to include real project stakeholders. The paper outlines assessment of both the event and the student deliverables, with linkages to ABET outcomes. This case study should prove useful to educators exploring innovative approaches to their capstone course, those looking to conduct a culminating event in a compressed timeframe, as well as those interested in providing leadership development opportunities for graduating engineers.

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“…Students who actively engage in educationally-purposeful activities outside of the classroom, in addition to in-class activities, are more likely than their disengaged peers to persist toward graduation [9][10][11][12], realize gains in cognitive and intellectual development [13], and improve practical competence and skill transfer [14,15]. Moreover, student involvement in co-curricular activities, such as participation in student organizations [10], living-learning communities [16], service learning experiences [17], voluntary design teams [18], undergraduate research [19], internships [20] and community service [21] has been shown to increase students' satisfaction with their college experience, academic success, life-long learning and the rates by which they might persist. Similar outcomes have also been associated with out-of-class activity participation among engineering students.…”

Section: Introductionmentioning

confidence: 99%

Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities

Simmons¹,

Groen²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is an assistant professor in the Myers-Lawson School of Construction and in the Department of Civil & Environmental Engineering, and an affiliate faculty of the Department of Engineering Education at Virginia Tech. She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education-all from Clemson University. She has over 10 years of experience working for energy companies and as a project management consultant. Her research contributes to the advancement of labor and personnel issues in engineering broadly and specifically in the construction industry through two research areas: untangling the complex relationship between activities people become involved in-operationalized as engagement-and the technical and professional outcomes gained-operationalized as competencies. The broader impact of this work lies in achieving and sustaining productive, diverse and inclusive project organizations composed of engaged, competent people. Dr. Simmons' research is supported by awards from NSF, including a CAREER award. She oversees the Simmons Research Lab (www.denisersimmons.com), which is home to a dynamic, interdisciplinary mix of undergraduate and graduate students and a post-doctoral researcher from various colleges and departments at Virginia Tech who work together to explore engineering and construction human centered issues with an emphasis on understanding difference and disparity.

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Engineering student-design competition teams: Capstone or extracurricular?

Cited by 14 publications

References 1 publication

A Course Based Approach to Recognizing Student Efforts in Engineering Design Competitions

A Course Based Approach to Recognizing Student Efforts in Engineering Design Competitions

A Construction Management Competition as the Basis of a Capstone Culminating Event

Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities

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