SHORT COURSES
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A series of short courses (aka workshops) will be held during the 2010 Capstone Design Conference. These short courses will occur Monday June 7th from 9am-12pm, 7-10pm and Tuesday June 8th 7-10pm. Conference attendees who are interested in participating in a short course can enroll when registering for the conference. Space is limited and will be allocated on a first come basis.
A description of the available workshops are provided below.
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Monday morning (June 7th) 9am-12pm
1.1 Establishing a Product-Oriented Entrepreneurial Capstone Experience
Joseph Morgan and Jay Porter, Texas A&M University
contact: porter@entc.tamu.edu
This short course will provide participants with ideas, methodologies, and resources that can be used to create a capstone design learning experience resulting in a prototype that is ready for commercialization. This process has been in place at Texas A&M for three years and has resulted in numerous successes, including three commercialized products. Another goal of the session is to explore educational methods that prepare students to incorporate entrepreneurship in to their lifelong learning and career goals.
1.2 Identifying and Managing Heath/Safety Issues Associated with International Projects
Natalie Mello and Fred Looft, Worcester Polytechnic Institute
contact: fjlooft@wpi.edu
Drawing on their many years of experience with off-campus projects, the facilitators will help participants: (a) understand the difference between risk management and crisis management,
(b) appreciate reasons for implementing a risk management program for off-campus projects,
(c) identify strategies for managing risk associated with off-campus project advising, and
(d) become familiar with resources to advance risk management efforts.
1.3 Integrating Professional Skills Assessment Curricula and Assessment in Capstone Courses
Patsy Brackin, Rose-Hulman Institute of Technology
Jay McCormack, University of Idaho
Javed Khan, Tuskegee University
Phil Thompson, Seattle University
contact: brackin@rose-hulman.edu
This short course introduces curricula and assessments by the Transferable Integrated Design Engineering Education (TIDEE) consortium for cultivating design-related technical, interpersonal, and professional skills in the context of a capstone course. Facilitators will present an overview of the capstone design curricula and assessments. Then, they will engage participants by allowing them to examine and score student work that probes professional development planning and growth appraisal related to personal and team needs. Participants will also review and customize lesson plans for using one or more of TIDEE’s supporting curriculum modules in conjunction with TIDEE assessments in individual courses.
1.4 LabVIEW Embedded for ARM and the Control of Dynamic "Minisystems"
Jeff Jensen and Shekhar Sharad, National Instruments
contact: shekhar.shard@ni.com
Capstone design teams often require programming an embedded hardware device based on an ARM, FPGA or similar technology to make their system functional. While Electrical engineering students have the knowledge and skills to program these devices, other majors may not have had the formal training on these skills. Graphical system design opens up embedded programming to all majors because of its intuitive, dataflow approach thus making it possible for students from to design, prototype and deploy their capstone designs in under a semester with no previous embedded design experience. In this session, attendees will experience programming a Stellaris CORTEX-M3 ARM board with LabVIEW graphical programming in a hand-on manner. Attendees will then perform a series of tasks LabVIEW, the Stellaris ARM platform, and an iRobot create® to understand how LabVIEW makes it easier to program embedded systems while still providing the powerful functionality offered by traditional embedded system approaches.
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Monday evening (June 7th) 7-10pm
2.1 Creating a Practitioner-Centric CE Capstone with Real CE Projects
Deb O'Bannon, University of Missouri-Kansas City
Thomas Kimes, HDR
Erich Schmitz, TranSystems
contact: obannond@umkc.edu
Short course participants will gain insight how to implement a practitioner-centric CE capstone design course which partners with clients to design right-sized projects with real-world deliverables on a schedule appropriate for college seniors. They will identify appropriate project partners, learn how to recruit other faculty, and capitalize on project benefits in preparing students for professional practice as well as in advancing local engineering programs.
2.2 Organizing Project Teams with a Personality Questionnaire
Doug Wilde, Stanford University
contact: wilde@stanford.edu
This short course will familiarize participants with the principles and practices described in the author’s book which employs a 20-item personality questionnaire to guide the assignment of members to roles on a project team. After hearing a short outline of psychiatrist C. G. Jung’s theory of eight “cognitive modes” for solving problems, participants will complete the questionnaire, compute scores for their eight modes to find which they prefer, and then quickly form “casual” quartets based on previous acquaintanceships as well as mode information. Once formed, each team will assign each of its members to four out of the possible sixteen team roles defined for distribution of effort. Finally, the team will plan and build a model practice structure to experience the interactions between the members. This experience is intended to prepare faculty to decide to what degree teamology methods might be used in their project courses to improve student team performance and to better prepare students to work effectively on professional project teams.
2.3 Effective Management of Student Teams Using the CATME/Team Maker System
Richard Layton, Rose-Hulman Institute of Technology
Misty Loughry, Georgia Southern University
Matt Ohland, Purdue University
Hal Pomeranz, Deer Run Associates
contact: layton@rose-hulman.edu
The goal of this workshop is to introduce participants to two tools that can help them manage teams in their classes effectively and efficiently. We review some of the factors that instructors may wish to consider when assigning students to teams and when administering peer evaluations. We review the literature and engage the participants in discussions about their own experiences and practices. We conduct interactive, hands-on, practical activities using the CATME and Team-Maker systems. However, this is not just a software demonstration—we help faculty understand how the systems support cooperative learning. Attendees with wireless-network-capable laptop computers will interact with both systems in real-time.
2.4 myDAQ: Student-affordable Data Acquisition and Instrumentation platforms for Capstone Design
Mark Walters and Shekhar Sharad, National Instruments
contact: shekhar.sharad@ni.com
Capstone design project teams have a budget constraint while having several needs to fulfill including instrumentation and data acquisition (DAQ) for the system they are designing. Keeping this need in mind, National Instruments has designed a new student-affordable DAQ and Virtual Instrumentation platform that caters to the needs of students in Capstone design. In this course, attendees will have the opportunity to experience the new DAQ device and LabVIEW in a hands-on manner while conducting capstone design relevant exercises that include common measurements taken in a typical capstone design course. At the conclusion of the course, all attendees will receive an evaluation copy of LabVIEW to take with them.
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Tuesday evening (June 8th) 7-10pm
3.1 Designing and Delivering a Real Projects for Real Clients Capstone (RPRCC)
David Klappholz, Stevens Institute of Technology
contact: davidk6@gmail.com
The short course facilitator and a number of CS colleagues have developed a taxonomy of issues that must be dealt with in designing and delivering a CS RPRCC, capstone or otherwise. Virtually all of these issues are relevant to RPRCC capstones, and many of these issues are relevant to non-RPRCC courses in most engineering disciplines. The goal of the session is to broaden understanding of different ways that have been used to address the relevant issues, within their own disciplines and in others, so as to aid beginning instructors in choosing ways to address these issues and to suggest ways in which seasoned capstone instructors might improve various aspects of their courses.
3.2 Coaching Your Design Teams to Victory
Rudy Eggert, Boise State University
contact: reggert@boisestate.edu
This short course will provide participants with tools for coaching design project teams. Short presentations will introduce topics for roundtable discussions including how to: plan the course, form project teams, build teamwork skills and coach dysfunctional teams. Attendees are encouraged to send an email to reggert@boisesate.edu to have a particular problem considered for discussion.
3.3 Effective Management of Student Teams Using the CATME/Team Maker System
Richard Layton, Rose-Hulman Institute of Technology
Misty Loughry, Georgia Southern University
Matt Ohland, Purdue University
Hal Pomeranz, Deer Run Associates
contact: layton@rose-hulman.edu
See short course 2.3 for a description.
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