Benefits of industry involvement in multidisciplinary capstone design courses
Jay R. Goldberg, Vikram Cariapa, George Corliss, Kate Kaiser
págs. 6-13
págs. 14-19
Adopting best corporate practices for capstone courses: a case study at ohio northern university
págs. 20-30
págs. 31-38
Student reflections on capstone design: experiences with industry-sponsored projects
Judith Shaul Norback, Page F. Rhoad, Susannah Howe, Linda A. Riley
págs. 39-47
Alumni perspective on professional skills gained through integrated assessment and learning
Jennifer Lebeau, Michael Trevisan, Jay McCormack, Steven Beyerlein, Denny Davis, Paul Leiffer, Phillip Thompson, Howard Davis, Susannah Howe, Patricia Brackin, Robert Gerlick, M. Javed Khan
págs. 48-59
Undergraduate involvement in intellectual property protection at universities: views from technology transfer professionals
Nathalie Duval-Couetil, Jessamine Pilcher, Phil Weilerstein, Chad Gotch
págs. 60-71
págs. 72-78
págs. 79-90
págs. 91-100
Using Graduate Assistants as Project Advisers for Externally-Sponsored Capstone Design Projects
Imran Hyder, Drew Arnold, Javier Calvo Amodio, John P. Parmigiani
págs. 101-111
págs. 112-127
págs. 128-135
Mily roles in engineering undergraduates’ academic and career choices: does parental educational attainment matter?
págs. 136-149
págs. 150-165
págs. 166-178
págs. 179-188
págs. 189-198
págs. 199-209
págs. 210-217
Time series analysis method for assessing engineering design processes using a CAD tool
Charles Xie, Zhihui Zhang, Saeid Nourian, Amy Pallant, Edmund Hazzard
págs. 218-230
Electronic pet robots for mechatronics engineering education: a project-based learning approach
págs. 231-239
Integration of a project-based learning strategy with laboratory activity: a case study of a nanotechnology exploration project
págs. 240-253
Membrane ultrafiltration for oil-from-water separation: multidisciplinary lab experiment
Carlos V. Miguel, Luis C. Matos, Fernão de Magalhães, Adélio Mendes
págs. 254-262
págs. 263-271
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