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We implemented the following changes to the pre-existing capstone design course:  \nl utilized a website to enhance information transfer,  \nl modularized the course and replaced lecturing with facilitating,  \nl introduced a studio/critique teaching format,  \nl integrated communications professionals into the teaching of the course, and  \nl allowed the students to be involved in establishing the final expectations for their project. The details of the implementation process, the effects of the changes, and the students’ re  \nsponses are discussed. Examples of some of the projects are given.  \nKeywords: capstone, design, multidisciplinary  \nI. INTRODUCTION  \ncapstone experiences are common in many disciplines and provide students with the opportunity to demonstrate that they can integrate their discipline specific knowledge with more general problem solving skills. of course, such experiences are essentially required as part of engineering and technology programs in the united states. Most (about 80%[1]) engineering programs require a team experience, with 40%[1] of those offering the possibility of interdepartmental teams. approximately half the capstone experiences extend beyond one semester or quarter [1] . a Bibliography of multidisciplinary courses and projects is at the end of this paper.  \nuntil 1980 the capstone course in the department of Mechanical engineering (Me) at the university of houston (uh) had little structure or content beyond that needed to complete the largely faculty  \nSPRING 2010 1  \nadvancEs In EngInEErIng EducaTIon  \nMultidisciplinary capstone design at the university of Houston  \nprovided [projects. in](projects. in) 1980 the mechanical engineering capstone course was reorganized. industry began to provide and sponsor projects. student teams were set at four and informally “bid” on the projects. course content began to evolve. design methodology and optimization were the first main [topics. in 1985](topics. in 1985) the industrial engineering (ie) capstone course was combined with the Me capstone course forming the first multi-disciplinary capstone course in the college. the content of the combined course continued to [evolve. in](evolve. in) the late 1980s and early 1990s statistics, project planning, and some instruction in technical communication were added.  \nthe course had always been a one-semester, 3-hour credit course that was offered every fall and every spring on an alternating day-night schedule by a single instructor. about 70% of the projects were provided and sponsored by local industry, and a majority of them, at least since 1991, were related to the petrochemical industry. the remainder of the projects were provided and sometimes sponsored [by faculty. in](by faculty. in) addition to the client-provided “engineer-in-charge,” each team was assigned a faculty advisor. short, weekly progress reports and formal written and oral final reports were required from each team. By the mid-1990s the course also had considerable content, e. g. , the design process, oral and written technical communications, project planning, risk analysis, iso 9000, engineering ethics, statistics, optimization, and present value analysis.  \nin 1998 the department of electrical and computer engineering (ece) began requiring the completion of a common capstone design course as part of its Bsee and Bsce (computer engineering) degrees. through mutual agreement this course met with the existing ie/Me capstone course. hence all the students from the four programs (computer, electrical, industrial a","cbCaivYaHwG7mBEA","https://ap.wps.com/l/cbCaivYaHwG7mBEA","pdf",4215056,33,"English","# Abstract\n# I. Introduction\n# II. Capstone Issues\n## A. Problems Associated with the Transition to the New Environment\n## B. Problems Associated with Team-Oriented Design Courses In General","[{\"question\":\"What course changes were implemented in the new multidisciplinary capstone design offering?\",\"answer\":\"The course added a website for information transfer, modularized instruction while replacing lecturing with facilitation, introduced a studio/critique format, integrated communications professionals, and allowed students to participate in establishing final project expectations.\"},{\"question\":\"What were key transition issues when moving to the new environment?\",\"answer\":\"Issues included enrollment growth, the need for a team-teaching division of labor, new requirements for multidisciplinary teams, and the expectation that project variety would expand beyond the earlier petrochemical-heavy offerings.\"},{\"question\":\"How does the paper address grading and accountability in a team-oriented design course?\",\"answer\":\"Although the course aims to teach students to be team-oriented, it still assigns grades to individuals. The authors wanted to introduce a measure of individual accountability in the grading process rather than relying solely on team results.\"}]","Advances in Engineering Education - Multidisciplinary Capstone Design at the University of Houston | PDF",1792067230,83]