Click for next page ( 13

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement

Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 12
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: 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