Infusing Capstone Design Projects with Real-World Experiences Using Global and Cross-College Teams

Lead Institution: The Pennsylvania State University, University Park, PA

Collaborating Institutions: Industry, U.S. and international academic institutions

Category: Capstone/Curriculum

Date Implemented: 2007

Website: http://www.lf.psu.edu/

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Program Description: The Penn State Learning Factory has two capstone initiatives: (1) teaming with engineers around the globe to mimic the operation of distributed multinational corporate project teams, and (2) teaming with students outside of engineering to mimic the broad, interdisciplinary teaming found in industry. The global project objectives are to: (a) understand the impact of engineering in a global, economic, environmental, and societal context; (b) understand cultural/ ethnic differences and develop the ability to work sensitively with them; (c) function effectively in multinational teams; (d) communicate with people whose first language is not English; and (e) organize and deliver communication around the globe. The cross-college project objectives are to: (a) function effectively in teams with members in multiple disciplines; (b) communicate with people who are not engineers; (c) develop innovative solutions by fusing the creativity from multiple disciplines; (d) incorporate design considerations beyond technical engineering issues; and (e) gain an appreciation for other disciplines’ perspectives on and approaches to design. The initiatives proceeded in coordinated parallel efforts by first engaging faculty partners at foreign universities and non-engineering colleges at Penn State. Course offerings and academic schedules were adjusted and the logistics for staffing, supervision, and operation of the student teams were developed. Industry partners were recruited to provide the projects as well as participate in weekly video/teleconferences, host site visits, evaluate reports and presentations, and provide team feedback. The global projects have been embraced by multinational corporations, with many closely monitoring the activities to improve their own globally distributed teams. Both initiatives leveraged internal and external research to identify best practices and ensure successful engagements.

Anticipated and Actual Outcomes: The anticipated outcomes are that students meet all technical requirements for an engineering capstone design experience, and the global and interdisciplinary teams perform on par with or better than co-located and engineering-only teams. Substantial increases in productivity have been observed from global teams that take advantage of time differences to create a 24-hour work day and from interdisciplinary teams that leverage larger team sizes. Increased awareness of cultural and disciplinary differences and improved communication skills have been observed. Students subsequently entering the workforce noted that the experience helped prepare them to work in a globally distributed, multicultural corporate environment, and many engineering students have shown an increased interest in working for entrepreneurs or local start-up companies. The cross-college partnerships have fueled a five-fold increase in entrepreneurial and start-up firm engagement as industry partners can obtain multiple outcomes from a single capstone project.

Assessment Information: An online intercultural assessment instrument assesses pre/post-program student growth. Penn State and Brigham Young University have partnered to capture, compile, and distribute the best practices for organizing and operating internationally diverse student teams. Technical project and professional outcomes are assessed by supervising faculty; industry feedback is used to assess project outcomes. Intercultural and communications aspects are assessed through team observations, interviews, and a specially prepared assessment instrument. Interdisciplinary interactions on cross-college projects are assessed through surveys and team interviews. An assessment expert in the Leonhard Center for the Enhancement of Engineering Education coordinates both evaluations. Program assessment occurs at department and college levels annually and in detail during each ABET cycle. The Learning Factory director reviews the program three times a year with its Industry Advisory Board; solicits feedback from industry sponsors twice a year; meets with capstone instructors and faculty 2-3 times a year to review the program and individual courses; meets regularly with the associate dean of academic affairs to review program outcomes, space needs, administrative support, finances; and reviews finances with department heads semi-annually.

Funding/Sustainability: For the global projects, $35,000 was used to (1) support faculty time and travel to identify, visit, and engage international university partners and industry sponsors, and (2) purchase improved video-conferencing equipment. For the interdisciplinary projects, 25% academic release time was provided for one year to help establish partnerships. After each initiative was established, faculty and staff time resumed to what was required for the existing capstone design program coordinated through the Learning Factory. The Leonhard Center and College of Engineering provided initial support and NSF supported interdisciplinary design workshops and ongoing research in global team assessment. Departments provide instructional faculty, and the College of Engineering provides two full-time staff positions and a director. Industry sponsorship covers project costs, TA support, student awards, events, maintenance agreements, and equipment upkeep. A recent $1 million endowment will foster new equipment purchases and engagements with entrepreneurs and start-ups. The initiatives have leveraged the equipment, faculty expertise, and resources of the existing capstone design program to expand, and corporate sponsorship of the program has doubled. The educational and organizational co-development between faculty, administrators, and industry partners was critical to ensure sustainability for these projects.



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Infusing Capstone Design Projects with Real-World Experiences Using Global and Cross-College Teams Lead Institution: The Pennsylvania State University, University Park, PA Collaborating Institutions: Industry, U.S. and international academic institutions Category: Capstone/Curriculum Date Implemented: 2007 Website: http://www.lf.psu.edu/ Program Description: The Penn State Learning Factory has two capstone initiatives: (1) teaming with engineers around the globe to mimic the operation of distributed multinational corporate project teams, and (2) teaming with students outside Assessment Information: An online intercultural assessment of engineering to mimic the broad, interdisciplinary teaming instrument assesses pre/post-program student growth. Penn found in industry. The global project objectives are to: (a) State and Brigham Young University have partnered to capture, understand the impact of engineering in a global, economic, compile, and distribute the best practices for organizing and environmental, and societal context; (b) understand cultural/ operating internationally diverse student teams. Technical ethnic differences and develop the ability to work sensitively project and professional outcomes are assessed by supervising with them; (c) function effectively in multinational teams; (d) faculty; industry feedback is used to assess project outcomes. communicate with people whose first language is not English; Intercultural and communications aspects are assessed through and (e) organize and deliver communication team observations, interviews, and a specially around the globe. The cross-college project prepared assessment instrument. Interdiscipli- objectives are to: (a) function effectively in nary interactions on cross-college projects are teams with members in multiple disciplines; assessed through surveys and team interviews. (b) communicate with people who are not An assessment expert in the Leonhard Center engineers; (c) develop innovative solutions by for the Enhancement of Engineering Educa- fusing the creativity from multiple disciplines; tion coordinates both evaluations. Program (d) incorporate design considerations beyond assessment occurs at department and college technical engineering issues; and (e) gain an appreciation for levels annually and in detail during each ABET cycle. The other disciplines’ perspectives on and approaches to design. Learning Factory director reviews the program three times a The initiatives proceeded in coordinated parallel efforts by first year with its Industry Advisory Board; solicits feedback from engaging faculty partners at foreign universities and non- industry sponsors twice a year; meets with capstone instructors engineering colleges at Penn State. Course offerings and and faculty 2-3 times a year to review the program and individ- academic schedules were adjusted and the logistics for staffing, ual courses; meets regularly with the associate dean of aca- supervision, and operation of the student teams were developed. demic affairs to review program outcomes, space needs, Industry partners were recruited to provide the projects as well administrative support, finances; and reviews finances with as participate in weekly video/teleconferences, host site visits, department heads semi-annually. evaluate reports and presentations, and provide team feedback. Funding/Sustainability: For the global projects, $35,000 was The global projects have been embraced by multinational used to (1) support faculty time and travel to identify, visit, and corporations, with many closely monitoring the activities to engage international university partners and industry sponsors, improve their own globally distributed teams. Both initiatives and (2) purchase improved video-conferencing equipment. For leveraged internal and external research to identify best the interdisciplinary projects, 25% academic release time was practices and ensure successful engagements. provided for one year to help establish partnerships. After each Anticipated and Actual Outcomes: The anticipated outcomes initiative was established, faculty and staff time resumed to are that students meet all technical requirements for an engi- what was required for the existing capstone design program neering capstone design experience, and the global and interdis- coordinated through the Learning Factory. The Leonhard ciplinary teams perform on par with or better than co-located Center and College of Engineering provided initial support and and engineering-only teams. Substantial increases in productiv- NSF supported interdisciplinary design workshops and ongoing ity have been observed from global teams that take advantage research in global team assessment. Departments provide of time differences to create a 24-hour work day and from instructional faculty, and the College of Engineering provides interdisciplinary teams that leverage larger team sizes. In- two full-time staff positions and a director. Industry sponsor- creased awareness of cultural and disciplinary differences and ship covers project costs, TA support, student awards, events, improved communication skills have been observed. Students maintenance agreements, and equipment upkeep. A recent $1 subsequently entering the workforce noted that the experience million endowment will foster new equipment purchases and helped prepare them to work in a globally distributed, multicul- engagements with entrepreneurs and start-ups. The initiatives tural corporate environment, and many engineering students have leveraged the equipment, faculty expertise, and resources have shown an increased interest in working for entrepreneurs of the existing capstone design program to expand, and corpo- or local start-up companies. The cross-college partnerships rate sponsorship of the program has doubled. The educational have fueled a five-fold increase in entrepreneurial and start-up and organizational co-development between faculty, adminis- firm engagement as industry partners can obtain multiple trators, and industry partners was critical to ensure sustainabil- outcomes from a single capstone project. ity for these projects. 10