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The Scaffolded GVSU Co-op to Interdisciplinary Industry-based Capstone Project Program Lead Institution: Grand Valley State University, Allendale, MI Collaborating Institutions: Over 220 partner organizations from 1993 to 2011, including for-profit industry partners, governmental (municipalities, state/federal entities), and educational (primarily other universities) Category: Co-Op Date Implemented: August 1987 Website: www.gvsu.edu/engineering Program Description: The objective of this program from its outcomes c, d, i and j are formally assessed during the capstone inception has been to prepare graduating engineers who are senior project. Students have achieved levels of 75% or higher truly "industry ready" as they move from their undergraduate for all program outcomes identified. Other outcomes realized programs into the industry sector. The major activities of this through this program include high retention and graduation program include: (1) A cooperative education program that is rates of students in the academic majors, regular interaction integrated into the undergraduate experience for all engineering with industry partners that have led to several industry- students. Elements of this include: a cooperative education sponsored projects in other courses at the junior and senior preparation course that provides the students level in the curriculum, and a high rate of with background regarding the expectations of success among the students sitting for the FE employers, real-world ethics case studies, and exam each year. the processes for placement with an employer; Assessment Information: The assessment three semesters of co-op experience which are plan for the co-op experience consists of supervised by both an industry supervisor and assessment of students every semester from a faculty member, including work experience, early in the junior year through the time of reflective journaling, online modules address- graduation by industry supervisors. In addition ing topics such as ethics and engineering to ABET outcomes, each student is assessed economics, and faculty site visits. (2) The industry-sponsored for their work habits, completion of work products, technical interdisciplinary capstone project program, in which interdisci- knowledge and competence, and interaction with others inside plinary teams of engineering students are formed into "contract and outside the organization. In addition, the faculty adviser for design and build" project teams; all projects are sponsored by each student conducts visits to each worksite and meets with industry partners drawn from the co-op employer base who act the student and worksite supervisor to review the student's as customers; engineering faculty guide the student teams and work. Students also complete assessments of their co-op act as additional technical and managerial resources; and the experience. The senior capstone program is assessed yearly for finished products are delivered to the sponsor companies and ABET outcomes. In addition, industry partners on the projects generally go into immediate use in production, testing, or new provide continuous, real-time feedback to the students and product introduction. A project is deemed to be successfully faculty coordinators as the sponsored projects are being completed when it is accepted not only by the faculty, but also completed. This assessment data is reviewed and evaluated at by the industrial sponsor. In addition to academic reporting and least once per year by each academic program and is used for design documentation, typical project deliverables include continuous improvement of each program on an annual basis. user's guides and troubleshooting manuals. The units involved Funding/Sustainability: Creation of the cooperative education in this "scaffolded" approach to preparing graduates for component was supported by over $300,000 in funding from engineering practice include all engineering disciplines engaged our industrial partners to support faculty time. Creation of the in the cooperative education program through supervision of co senior project program is funded by participating companies -op students (computer, electrical, interdisciplinary, mechani- and ranges from approximately $75,000 for the first year of cal, product design & manufacturing) and the Career Services operation to up to $250,000 in recent years. Support has been Office and the Career Counseling Center, which partners with continuous since 1987 for the co-op program and 1998 for the the School of Engineering in the preparation, placement, and capstone project program. Sustainable funding for the coopera- supervision processes for co-op students. All engineering tive education program has been accomplished through creating disciplines engage in the capstone project program through an endowed chair to play a primary role in coordinating the team teaching of the courses and supervision of the projects. engineering co-op program, hiring an Associate Director and Anticipated and Actual Outcomes: Many of the program Director of Engineering Cooperative Education within the outcomes outlined by ABET are formally identified and Career Services Office, and integration of the supervision of co- regularly assessed as outcomes for this program. ABET op students within the teaching assignments of engineering outcomes d, f, g, h, j, and k are formally assessed during the co- faculty, which results in the use of approximately 2 FTE faculty op program, including direct feedback on individual students by each year. This is an element of the ongoing base budget for the industry supervisors from the student's workplace. ABET School of Engineering. 14