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The Accreditation Board for Engineering and Technology (ABET) EC2000 criteria require that programs demonstrate the ability to work successfully on interdisciplinary teams. This can be accomplished, at least for electrical engineering programs, using teams of students where each individual is responsible for a design aspect that calls for different...
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... the use of a bandwidth meter, the DU meter by Hageltech [9]. Compressed video is sent from one computer system to another computer system by way of a network. Since the networks use protocols, which are sets of formal rules describing how data is to be transmitted, the students had to learn about the Transmission Control Protocol/Internet Protocol (TCP/IP) suite [7]. This suite includes telnet, File Transfers Protocol (FTP), and User Datagram Protocol (UDP). In addition, the students investigated RTP [8], which, at the time the project was conducted, was a proposal for a new protocol for transmitting real-time video. To achieve real-time transmission of video, it is necessary to transmit between 25 to 30 frames/ second. This would require transmitting 207.36 Mbits/sec to 248.832 Mbits/sec through the network, in the case of ITU-R 601 images, or 15.2 Mbits/sec to 18.25 Mbits/sec, for QCIF images, respectively. Most networks cannot carry multiple streams with such bandwidths, hence the need for compression. Compression was accomplished by utilizing a software implementation of the H.263 standard [2]. In general, a video sequence is compressed by first dividing each frame in the sequence into blocks and monitoring the motion of each block. Rather than sending the information about each block all the time, the information is sent only once and information about the direction of motion of the block is sent from then on. Furthermore, rather than sending each block the first time, each block is transformed and the transform coefficients are then quantized. It is these quantized coefficients that are actually transmitted after being entropy coded (see Fig. 1). Video compression can be implemented in software, hardware or a hybrid of software and hardware. Although each approach has similarities to the others, each has numerous advantages and disadvantages. Table 3 gives the specific advantages and disadvantages for each implementation. The software application is ideal for this project because of its portability and low cost. Figure 2 illustrates the components utilized in the project. First, the 3Com HomeConnect PC digital camera [9] was used to obtain video data. The interface between the digital camera and the computer system was accomplished with a detachable USB cable. Video can also be gathered using a parallel port connected to a digital camera. The computer system in turn was utilized to compress the video which was subsequently transmitted across a data network to a receiving computer system. ...
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Citations
... There have been other multidisciplinary capstone design projects [9,14] where Computer Science students have collaborated with students from other Engineering majors like Mechanical Engineering and Electrical Engineering. Others have also proposed projects that combine CS and Arts. ...
... Project Electrical drive control system [9] Video compression and error concealing over the Internet [14] Educational digital game design [4] Video game design [ ...
The jobs pursued by Computer Science graduates often require an ability to work effectively in multidisciplinary teams (e.g., game development teams). While this skill can be strengthened throughout the CS curricula, the Capstone Course offered in many programs provides an invaluable opportunity to expose students to a multidisciplinary team. In this paper, we present an experience report in multidisciplinary capstone design, where the goal was to design an interactive film whose outcome can be changed by the viewer by using a second screen mobile app (a concept known as transmedia). We report on our implementation of this idea, including details on the composition of the team, the development methodology and end results. We highlight our lessons-learned and discuss possible improvements to the project. Our experience and methodology can help faculty at other institutions implement similar multidisciplinary capstone projects.
... although schedule compatibility problems are a common complaint among students, there is little research on this criterion. additional engineering literature on team assignment describes research (ogot and okudan 2006;hunkeler 1997;Mccaulley 1983Mccaulley , 1985tonso 2006) and practice (Jack 2007;salama, Rizkalla, and yokomoto 2004;Brewer and Mendelson 2003;drnevich 2007) on other criteria that could be considered when forming teams such as practical experience, personality type, and learning style. Literature from management and psychology shows that team composition criteria that may affect learning and team performance are varied and have complex direct and indirect effects (stewart 2006; gibson 2003; hamilton 2003). ...
A significant body of research identifies a large number of team composition characteristics that affect the success of individuals and teams in cooperative learning and project-based team environments. Controlling these factors when assigning students to teams should result in improved learning experiences. However, it is very difficult for instructors to consider more than a few criteria when assigning teams, particularly in large classes. As a result, most instructors allow students to self-select teams, randomly assign teams, or, at best, balance teams on a very limited number of criteria. This paper describes the design of Team-Maker, a web-based software tool that surveys students about criteria that instructors want to use when creating teams and uses a max-min heuristic to determine team assignments based on distribution criteria specified by the instructor. The Team-Maker system was validated by comparing the team assignments generated by the Team-Maker software to assignments made by experienced faculty members using the same criteria. This validation experiment showed that Team-Maker consistently met the specified criteria more closely than the faculty members. We suggest that Team-Maker can be used in combination with the Comprehensive Assessment of Team-Member Effectiveness (CATME) peer evaluation instrument to form a powerful faculty support system for team-based and cooperative learning and for a variety of research purposes. Internet access to both the Team-Maker and CATME systems is freely available to college faculty in all disciplines by selecting the "request faculty account" button at https://www.catme.org.
... Additional engineering literature on team assignment describes research (Ogot and Okudan 2006;Hunkeler 1997;McCaulley 1983McCaulley , 1985Tonso 2006) and practice (Jack 2007;Salama, Rizkalla, and Yokomoto 2004;Brewer and Mendelson 2003;Drnevich 2007) on other criteria that could be considered when forming teams such as practical experience, personality type, and learning style. Literature from management and psychology shows that team composition criteria that may affect learning and team performance are varied and have complex direct and indirect effects (Stewart 2006;Gibson 2003;Hamilton 2003). ...
This paper presents findings from a literature review on classroom assessment in capstone engineering design courses. Nine engineering education and design journals and conference proceedings were queried, going back 10 years. Based on specific criteria, thirty-two articles were identified for review. Findings show a focus on description of classroom assessment techniques and their general use. Three articles specifically focus on the use of formative classroom assessment to enhance student design competence and professional skills. The literature, while emerging, is fragmented and diffuse. Implications for classroom assessment practice and scholarship in engineering education are addressed.
This paper presents findings from a literature review on classroom assessment in capstone engineering design courses. Nine engineering education and design journals and conference proceedings were queried, going back 10 years. Based on specific criteria, thirty-two articles were identified for review. Findings show a focus on description of classroom assessment techniques and their general use. Three articles specifically focus on the use of formative classroom assessment to enhance student design competence and professional skills. The literature, while emerging, is fragmented and diffuse. Implications for classroom assessment practice and scholarship in engineering education are addressed. Background A critical component of the education and training of engineering professionals is the capstone design course. The purpose of this course is to provide a culminating experience for senior engineering students that foreshadows the type of project work practicing engineers encounter on the job. In these courses students must work under real-world constraints on ill-defined problems, typically in teams, and often receive industry feedback during various phases of a design project 1 . A recent national survey of capstone engineering design course instructors across programs and disciplines found that respondents reported using the capstone design course to document student achievement for accountability and accreditation purposes 2 . However, respondents also reported uncertainty with using classroom assessments to enhance student achievement or ways to use assessment to achieve capstone design course outcomes.
A team of undergraduate students from mechanical engineering and poultry science was assembled and worked cooperatively on a food safety project. The particular problem addressed was the development of a non-chemical-based clean-in-place system for cleaning the piping used to transport giblets in a poultry processing plant. The design and testing of the system required engineers to work with poultry plant processors and microbiologists. In addition to the technical challenges, there were challenges associated with implementing a multidisciplinary project into existing academic programs. In this paper, the approaches used to overcome these challenges and their effectiveness are discussed.
