Town Government, Industry, And University Involvement In The Capstone Design Course At The University Of Hartford

Abstract

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2615 Town Government, Industry, and University Involvement in the Capstone Design Course at the University of Hartford David S. Pines, M. Saleh Keshawarz Department of Civil and Environmental Engineering University of Hartford Abstract The capstone design project at the University of Hartford requires students to work on a “real” civil engineering project that is mentored by an engineering practitioner. This format is an excellent way in achieving many of the ABET 2000 outcomes. Finding projects that both enhance the educational experience of the students and meet the sponsor’s project requirements is a very time intensive process. Alumni, town engineers, state agencies, and engineering consultants have been requested to sponsor most of the design projects. Recent experience has shown that the university is also an excellent source of civil engineering projects. Discussions between the chairman of the civil engineering department and university officials identified several design studies that met our criteria for a successful project. This paper describes a project where students embarked upon designing several alternative conduits for connecting the university to a shopping area in the neighboring town of Bloomfield. Students were required to work with university officials, a town planner, a town engineer, and engineers from a local consulting firm. At the conclusion of the project, the students presented the alternatives and recommended design to the Bloomfield Town Planning and Zoning Commission. I. Introduction The civil engineering curriculum at the University of Hartford requires a capstone design project in the senior year. In 1993, the department revised the capstone design course so that students work on industry or town sponsored civil engineering design problems that include an engineering practitioner as part of the design team. This approach both technically challenges the students and also provides them with an opportunity to learn about the professional aspects of being an engineer. In addition, this format for the capstone design course is one of the most effective ways in achieving many of the ABET 2000 outcomes. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education