A vertically integrated design sequence

• Autores: Douglas W. Stamps
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. Extra 6, 2013, págs. 1580-1590
• Idioma: inglés
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• Resumen

  • A model of an integrated design curriculum is presented that features the vertical integration of topical themes and fully verticallyintegrated teams composed of freshmen through seniors working on common projects. The five-course integrated design curriculumis a degree requirement that consists of one course each spring for freshmen through juniors and a two-semester senior capstonesequence. Topics that are vertically integrated include learning design through project-based learning, learning a common softwarepackage for the design projects, and learning professional skills that are used to manage the projects and teams. The integrateddesign courses also provide scaffolding to develop a skill set for non-seniors to work on senior-led vertically integrated teams. Theintegrated design model was introduced into the curriculum to provide multiple opportunities for students to develop technical andprofessional skills as compared to the traditional two-semester capstone design course. Student evaluations show that, on average,the integrated design sequence had a greater impact on the development of technical and professional skills than the traditionalsenior capstone design sequence.