The capstone design experience in mechanical engineering at Howard University

In this paper, the authors describe innovations that have taken place and continuous quality improvements that have been achieved in the capstone design stem of the mechanical engineering curriculum over the last ten years. Prior to 1989, the two-semester design course was offered by individual faculty members in a format similar to an independent study course with minimal quality control. Through a revision in the curriculum, the new capstone design course was offered for the first time in fall 1989 with involvement from a sponsoring industrial affiliate. The industrial partner proposes a real world project that may fall into one of three categories: a design project that has been completed by a team of engineers, or one that is in progress, or a totally new concept of commercial interest to the industrial affiliate. In each case, students work in competitive teams to develop design concepts, conduct research, apply basic mathematics and engineering science principles to complete the design in order to meet specifications imposed on the design. Departmental efforts in providing quality education to students through an integrated educational experience in the terminal portion of the engineering curriculum are described and discussed in the paper. Additionally, the paper expands on the role of the industrial affiliate the state of the art tools that are available to the students, and most importantly the effect of the new capstone design course on the marketability of the graduates of the department.