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Session 3225

Early Design: Lessons and Strategies from SUCCEED

Mark Gordon and Dan Schrage School of Aerospace Engineering Georgia Institute of Technology

Joel Greenstein Department of Industrial Engineering Clemson University

Jack Hebrank Department of Mechanical Engineering North Carolina State University

Doug Hirt Department of Chemical Engineering Clemson University

Bill Mason Aerospace and Ocean Engineering Virginia Polytechnic Institute and State University

Tom Miller Department of Electrical Engineering North Carolina State University

Jim Nau Department of Civil Engineering North Carolina State University

Abstract

How can we involve our students in realistic engineering experience before the senior capstone design? The Early Design Megaproject component of the NSF-sponsored SUCCEED Coalition has tried various approaches over the last three years, and we learned many lessons. We share our experience in this paper. Schools include North Carolina State University, Georgia Tech, Virginia Tech, Clemson, Florida and North Carolina A&T University. Departments include Aerospace, Mechanical, Industrial, Civil and Chemical Engineering. This paper describes what we’ve done and what we’ve learned.

Introduction

Traditionally, engineering design is reserved for the senior year in the curriculum, and very often it is reserved for the last semester of the senior year. The purpose is to bring together many aspects of science and engineering in a capstone design experience in which students analyze and synthesize information, make decisions, work in teams, propose and optimize a design, and perhaps even build a prototype. This approach

1996 ASEE Annual Conference Proceedings

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Gordon, M., & Greenstein, J., & Hebrank, J., & Hirt, D. E., & Schrage, D. P., & Mason, B., & Miller, T., & Nau, J. (1996, June), Early Design: Lessons And Strategies From Succeed Paper presented at 1996 Annual Conference, Washington, District of Columbia. 10.18260/1-2--5999