This paper evaluates the impact of industry-sponsored interdisciplinary capstone projects on the development of higher-order engineering competencies in an Engineering Technology (ET) program at Drexel University. The study is based on a year-long, industry-sponsored senior design project conducted in collaboration with SouthCo, Inc., which addressed an ergonomic and safety challenge in manual material handling. A multidisciplinary team of Mechanical, Manufacturing, and Electrical Engineering Technology students designed, analyzed, and fabricated an ergonomic bin-handling cart capable of safely lifting, transporting, and lowering stacked injection-molded component bins.
Following an industry-informed engineering design process, the team performed customer requirement analysis, conceptual design, CAD modeling, finite element analysis, prototyping, and iterative testing. The final design met ANSI B11 and OSHA 1910 standards, with deliverables including two functional hydraulic-lift carts, detailed CAD assemblies, and comprehensive technical documentation.
To assess educational outcomes, student performance was evaluated using Performance Evaluation Indicators (PEIs) aligned with ABET ETAC Student Outcomes. Longitudinal analysis across the three-quarter capstone sequence showed consistent improvement, particularly in higher-order competencies such as design justification, system integration, and professional communication. A comparative analysis of Spring 2023 and Spring 2024 cohorts, including 10 teams with 5 industry-sponsored projects, indicates that industry-sponsored teams achieved stronger performance in these areas compared to faculty-developed projects, while differences in foundational technical knowledge remained minimal.
These findings suggest that industry-sponsored capstone experiences enhance applied engineering competencies by introducing real-world constraints, stakeholder interaction, and accountability. The results support the role of project-based learning, combined with authentic industry collaboration, in strengthening ABET-aligned outcomes and better preparing Engineering Technology graduates for modern manufacturing environments. The paper also discusses instructional structure, assessment methods, and implications for continuous program improvement.
http://orcid.org/0000-0002-3903-529X
University of Texas at El Paso
[biography]
The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026