ENGR 5901.01
Transcript Abbreviation:
Mlt Dis Capstone 1
Course Description:
A multidisciplinary introduction to modern engineering design principles, process, professional skills and project management tools used for design. This first course of a two-course sequence is designed to prepare students with the engineering and professional skills in completing a real-world sponsored project. Teams consist of multiple engineering and non-engineering disciplines.
Course Levels:
Undergraduate (1000-5000 level)
Graduate
Designation:
Elective
General Education Course:
(N/A)
Cross-Listings:
(N/A)
Credit Hours (Minimum if “Range”selected):
3.00
Max Credit Hours:
(N/A)
Select if Repeatable:
Off
Maximum Repeatable Credits:
(N/A)
Total Completions Allowed:
(N/A)
Allow Multiple Enrollments in Term:
No
Course Length:
14 weeks (autumn or spring)
Off Campus:
Never
Campus Location:
Columbus
Instruction Modes:
In Person (75-100% campus; 0-24% online)
Prerequisites and Co-requisites:
Prereq: GenEd 1201 or GenEd 2601 and Sr standing in the College of Engineering and permission of instructor; or Grad standing in the College of Engineering and permission of instructor.
Electronically Enforced:
Yes
Exclusions:
Not open to students with credit for 5901.01 and 5902.01.
Course Goals / Objectives:
Apply elements of the design process.
Demonstrate technical communication skills
Participate in multidisciplinary design teams
Demonstrate professional practices
GE Reflctn Booknd LO: Engaged Citiznshp & Intercultural Competency: Studnts consider public health, safety, welfare, global, cultural, social, environmental, & econ factors in applying eng design to produce solutions meeting specified needs.
GE Reflctn Booknd LO: Personal & Professional Development: Students individually assess and pursue personal professional growth in concert with project requirements and personal career goals.
GE Reflctn Booknd LO: Cultivate Engineering Mindset: Students develop an engineering mindset that demonstrates constant curiosity, makes connections between disparate bodies of information, and seeks opportunities to create value.
Check if concurrence sought:
No
Contact Hours:
| Topic | LEC | REC | LAB | LAB Inst |
|---|---|---|---|---|
| Course Introductions and Overview; Setting Expectations; Intro to Entrepreneurial Minded Learning Technical/Professional Communications & Common Professional Genres | 3 | 0 | 0 | 0 |
| Capstone Project Overviews Team Dynamics and Team Charter Overview | 3 | 0 | 0 | 0 |
| Problem Identification; Understanding User Needs; Status Quo & Research; Capstone Agreement & Intellectual Property Professional/Technical Writing; Writing for Audiences; Overview Agendas, Minutes, and Status Memo Assignments | 3 | 0 | 0 | 0 |
| Problem Statements; Overview Problem Identification Reviews (and peer response requirement); Chapter 1 Overview Problem Statements; Team Work Session | 2.5 | 0 | 0 | 0 |
| Problem Identification Review (PIR) Presentation | 3 | 0 | 0 | 0 |
| Design Requirements and Scoring Creative Concept Design | 3 | 0 | 0 | 0 |
| Project Communication; Spotlight: Executive Summaries; Work Planning, and Effective Graphics: Gantt Charts and Best Practices for MS Word and Excel Team Project Work & Meetings w/ Instructional Team | 2.5 | 0 | 0 | 0 |
| System Design (PDR); Chapter 2 Overview | 1.5 | 0 | 0 | 0 |
| Effective Presentations Team Project Work & Meetings w/ Instructional Team | 2.5 | 0 | 0 | 0 |
| Preliminary Design Review Presentations | 3 | 0 | 0 | 0 |
| Project Management and Risk Mitigation | 3 | 0 | 0 | 0 |
| Detailed Design and Purchasing Overview | 3 | 0 | 0 | 0 |
| Research and Prototype Planning; Risks and Benefits Team Project Work & Meetings w/ Instructional Team | 2.5 | 0 | 0 | 0 |
| Semester Wrap-Up and Planning for SP 25 Critical Design Review (CDR) Presentations | 3 | 0 | 0 | 0 |
| Total | 38.5 | 0 | 0 | 0 |
Grading Plan:
Progress - Letter
Course Components:
Lecture
Grade Roster Component:
Lecture
Credit by Exam (EM):
No
Grades Breakdown:
| Aspect | Percent |
|---|---|
| Written | 40% |
| Oral presentations | 30% |
| Activities | 5% |
| Timesheets | 3% |
| OneDrive/Folder Organization | 2% |
| Peer Evaluations | 10% |
| Instructor & Advisor Evaluations | 10% |
Representative Textbooks and Other Course Materials:
| Title | Author | Year |
|---|---|---|
| MDC design guide | Rhoads, B., Schrock, J., Hall, L., Brandon, J. | Pressbooks 2020 |
ABET-CAC Criterion 3 Outcomes:
(N/A)
ABET-ETAC Criterion 3 Outcomes:
(N/A)
ABET-EAC Criterion 3 Outcomes:
| Outcome | Contribution | Description |
|---|---|---|
| 1 | Significant contribution (7+ hours) | an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
| 2 | Significant contribution (7+ hours) | an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
| 3 | Significant contribution (7+ hours) | an ability to communicate effectively with a range of audiences - pre-2019 EAC SLO (g) |
| 4 | Significant contribution (7+ hours) | an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
| 5 | Significant contribution (7+ hours) | an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
| 6 | Substantial contribution (3-6 hours) | an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
| 7 | Significant contribution (7+ hours) | an ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
Embedded Literacies Info:
1.1 Investigate and integrate knowledge of the subject, context and audience with knowledge
2.1 Use credible and relevant sources of information, evaluate assumptions, and consider alternative viewpoints or hypotheses to express ideas and develop arguments
2.3 Develop scholarly, creative or professional products that are meaningful to them and their audience
2.1 Use credible and relevant sources of information, evaluate assumptions, and consider alternative viewpoints or hypotheses to express ideas and develop arguments
2.3 Develop scholarly, creative or professional products that are meaningful to them and their audience
This course does not have a Data Analysis – Quantitative Embedded Literacy
This course does not have a Data Analysis – Qualitative Embedded Literacy
This course does not have Technology – Qualitative Embedded Literacy
Attachments:
(N/A)
Additional Notes or Comments:
(N/A)
Basic Course Overview:
ENGR_5901.01_basic.pdf
(12.18 KB)