EXPERIENCE IN THE DEVELOPMENT AND DELIVERY OF A ONE SEMESTER CAPSTONE DESIGN COURSE FOR FINAL YEAR CIVIL ENGINEERS AT THE UNIVERSITY OF MANITOBA
Notice bibliographique
Résumé
This paper describes the experience in the organization and delivery of a one-term Capstone design project for students in their final year of the Civil Engineering program at the University of Manitoba. The Capstone design course was first introduced into the Civil Engineering program at the University of Manitoba in the fall semester of 2002. It has now been delivered three times. It is a project-based course involving teamwork and encompassing knowledge in transportation, water resources, environmental, materials, geotechnical and structural engineering. The main objective of the Capstone project is to facilitate the transition from the academic environment to the “real world” (industry) through the participation in a meaningful design project under the general guidance of an industry mentor. Local consulting engineering companies volunteer to mentor the student teams. Design projects have been provided by the City of Winnipeg who agreed to act as the sponsor/client for the first three years of the Capstone program. Sponsorship involves selecting a suitable design project and preparing a request for a proposal (RFP). Projects provided by the City to date have included: (1) the preliminary design of a pedestrian bridge over the LaSalle River, and (2) the preliminary design of a grade separation at a congested intersection in Winnipeg. Project deliverables include a written response to the RFP, a progress report, and final report. Student teams are also required to give an in-class presentation to the client of their response to the RFP and the progress report. The presentation of the final report is open to the public and is held immediately following the last day of classes. The quality of the work has improved over the three years. This is attributed not only to the overall organization of the course but also because, so far, each of the student teams has wanted to “do better” than their predecessors. Industry mentors have also become more comfortable with their role and now have more realistic expectations of the capabilities of the students. Successful completion of the Capstone project is a challenge and depends on teamwork and effective project management. The time commitment is significant, and can impact other courses that the student is taking. Despite the significant workload students who have taken the course have with few exceptions said that they appreciated the opportunity to apply their skills to a real project involving all aspects of civil engineering. A spin-off benefit has been that the students have a first hand opportunity to meet and evaluate perspective employers and industry can evaluate perspective employees.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».