Open AccessWHAT CONSTITUTES A MULTIDISCIPLINARY CAPSTONE DESIGN COURSE? BEST PRACTICES, SUCCESSES AND CHALLENGES.
Author(s) -
Kamran Behdinan,
Remon PopIliev,
Jason Foster
Publication year - 2015
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.v0i0.5940
Subject(s) - multidisciplinary approach , capstone , remedial education , multidisciplinary team , engineering ethics , engineering management , discipline , capstone course , work (physics) , engineering , medical education , mathematics education , psychology , computer science , sociology , medicine , mechanical engineering , social science , nursing , algorithm
This paper reflects on how to practicallyachieve the necessary organizational and curricularpreconditions that allow for conducting MultiInterandTrans – disciplinary engineering capstone designindustrysponsored projects and thereby serveengineering graduates better. The differences betweenoffering multidisciplinary and the common singledisciplinarycapstone design courses are also highlighted.Simultaneously, this paper focuses on the key challengesthat aggravate the smooth implementation of such acomplex undertaking the fundamental goal of which is tooffer a multidisciplinary team-based design project workexperience to the Students that would be mimicking asclose as possible an analogue typical industrial setting.Possible remedial measures for overcoming thesechallenges are also discussed. A new multidisciplinarycapstone design project course offered at the Faculty ofApplied Science and Engineering (FASE) at theUniversity of Toronto in the 2013/14 academic year(“APS 490Y Multidisciplinary Capstone Design”)coordinated by Prof. Kamran Behdinan served as thebasis for this work.