Rhoads, R. B., & Allenstein, J. T., & Kecskemety, K. M., & Whitfield, C. A. (2015, June), Industry Sponsor Valuation of a Multidisciplinary Capstone Program  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24295

\bibitem{asee_peer_24295}
  Rhoads, R. B., \& Allenstein, J. T., \& Kecskemety, K. M., \& Whitfield, C. A. (2015, June), \emph{Industry Sponsor Valuation of a Multidisciplinary Capstone Program}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24295

Robert B. Rhoads, Jacob T Allenstein, Krista M. Kecskemety, and Clifford A Whitfield.  "Industry Sponsor Valuation of a Multidisciplinary Capstone Program".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24295 Internet.  10 Jul, 2024

\bibitem{asee_peer_24295}
  Robert B. Rhoads, Jacob T Allenstein, Krista M. Kecskemety, and Clifford A Whitfield.
  "Industry Sponsor Valuation of a Multidisciplinary Capstone Program".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24295 Internet.  10 Jul, 2024

@INPROCEEDINGS{asee_peer_24295
author = "Robert B. Rhoads, Jacob T Allenstein, Krista M. Kecskemety, and Clifford A Whitfield"
title = "Industry Sponsor Valuation of a Multidisciplinary Capstone Program"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24295}
number = {10.18260/p.24295}
}

TY  - CPAPER
AB  -            Industry Sponsor Valuation of a Multidisciplinary Capstone                                   ProgramPreparing engineers for the future takes an understanding of industry expectations and theacademic challenges to meet these expectations. “A strategy for realigning engineeringeducation must be developed within the contexts of understanding the elements of engineeringand recognizing the importance of constant communication with the public and engineeringcommunity stakeholders on the goals of education reinvention and the value of success.”1A Midwest University offers students, through its Multidisciplinary Capstone Program (MDC), abroad range of opportunities for both engineering and non-engineering students to work directlywith industry personnel on company-sponsored product and process design projects. TheUniversity provides students an opportunity to apply their academics and professional andpractical skills to real-world problems as a member of a multidisciplinary team. The program isa two-semester project design sequence. Based on the project scope, the coordinators formteams and assign a faculty to ensure project success. The sponsor is vested in the program byassigning an industry liaison to participate in weekly student meetings, design reviews andcoordinate student visits to the company. The program began in 2009 and has included over 20disciplines, over 550 students and over 50 companies through the spring of 2014. Non-engineering students are involved through an engineering sciences minor program. Thispromotes discipline diversity in the program while giving students academic credit.The objectives of the research were to gather information from sponsors of the MDC to assessthe educational effectiveness to prepare its students for their professional careers. To do this, theauthors distributed a survey to 20 of its current and past industry sponsors. The survey focusedon the ABET Criteria 3 (a-k)2 program objectives. This paper addresses the quantitative results ofthe survey and compares industry identified needs to the MDC contribution to meet ABET.Preliminary results show that industry sponsors value the ability to analyze and interpret data;design a system, component or process to meet a desired need with realistic constraints; functionin a multidisciplinary team; communicate effectively; and recognize the need for and engage inlife-long learning as very important to an engineer’s early career (1-5 years). In addition, thesponsors placed lower emphasis on the ability to manage an engineering project. The sponsorsindicated that the MDC had strong contributions to students’ preparation in the ability to design asystem, component or process; function in a multidisciplinary team; identify, formulate, andsolve engineering problems and recognize the need for and engage in life-long learning.Conversely, sponsors identified the program contributed less to the preparation in the ability tofunction in a cultural and ethnically diverse environment; use modern techniques, skills, andmodern engineering tools; and use computing technology.References1. The National Academy of Engineering, Educating the Engineer of 2020, The National   Academies Press, Washington D.C., 20052. ABET, 2013-2014 Criteria for Accrediting Engineering Programs. Accessed: October 7,   2014.http://www.abet.org/uploadedFiles/Accreditation/Accreditation_Step_by_Step/Accredit   ation_Documents/Current/2013_-_2014/eac-criteria-2013-2014.pdf
AU  - Robert B. Rhoads
AU  - Jacob T Allenstein
AU  - Krista M. Kecskemety
AU  - Clifford A Whitfield
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Industry Sponsor Valuation of a Multidisciplinary Capstone Program
UR  - https://peer.asee.org/24295
DO  - 10.18260/p.24295
ER  -