- Conference Session
- Design Education I
- Collection
- 2010 Annual Conference & Exposition
- Authors
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Jahangir Ansari, Virginia State University
- Tagged Divisions
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Manufacturing
, andreliability. At the end of the course, student groups are required to demonstrate their designthrough a final formal presentation to the faculty, fellow students, peers and a jury of industryguests and faculty from other departments. Students also write a detailed design report as part ofthe course requirements.Students are assigned to select a project in the area of (a) Manufacturing Process System Designor (b) Product Design.The scope of the work in format (a) may be summarized as follows: 1. Design a simple product using available resources of our CIM facility. 2. Design and develop an automated manufacturing process using CIM facility. 3. Implement, debug, test the system, and run production with minimal human intervention. 4
- Conference Session
- Program Development and Pipelines for Recruitment
- Collection
- 2010 Annual Conference & Exposition
- Authors
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Sandy Feola, Sinclair Community College
- Tagged Divisions
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Manufacturing
featureis modeled after popular social networking sites so that students, educators, and industryprofessionals already familiar with social media applications can quickly learn how to usethis application. The goal of the my.careerme space is to provide a separate web area soteachers and manufacturing organizations can be comfortable about networking withstudents. The students and teachers control who, what, where, when, etc. communicationbetween their classmates, peers at other schools, or other professionally sponsored groupsfor example. Just like manufacturing companies need to stay up to date with the latesttechnologies that impact their products and processes, this new media networking areaprovides an opportunity for company mentors to get
- Conference Session
- Educational Methods and Technologies
- Collection
- 2010 Annual Conference & Exposition
- Authors
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John Marshall, University of Southern Maine; William Marshall, Alief Independent School District
- Tagged Divisions
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Manufacturing
feedback. Students need to know how well they are doingand are typically open to suggestions for improvement. Generally, the clearer and morespecific an instructor can be with feedback, the better the results for students. Students alsobenefit from peer reactions and should be encouraged to take responsibility for their ownlearning (i.e., taught to self-evaluate). Providing accurate feedback and helping students totake charge of learning can stimulate healthy minds. Page 15.695.3Improving Pedagogy with Differentiated InstructionA key concept in differentiated instruction is applying a proactive approach to the learningand teaching model. As such
- Conference Session
- Design Education I
- Collection
- 2010 Annual Conference & Exposition
- Authors
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Priya Manohar, Robert Morris University
- Tagged Divisions
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Manufacturing
position of Chief Materials Scientist at Modern Industries, Pittsburgh (2003 – 2004) and Assistant Manager (Metallurgy Group), Engineering Research Center, Telco, India (1985 – 1993). He has published 45 papers in peer-reviewed journals and conferences including a 2007 Best Paper Award by the Manufacturing Division of American Society for Engineering Education (ASEE), three review papers and three book chapters. He has participated in numerous national and international conferences. He is a member of ASM International, TMS, ACerS, ISNT, ASEE and a registered Chartered Professional Engineer. Dr. Manohar’s research interests include mathematical and computer modeling of materials behavior
- Conference Session
- Design Education II
- Collection
- 2010 Annual Conference & Exposition
- Authors
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Martin McCarthy, University of Auckland
- Tagged Divisions
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Manufacturing
engineeringmanagement or manufacturing systems. An ill-defined domain is categorised by Lynch,Aleven, et al. 8 as one in which there is a lack of a systematic way in which to determine if aproposed solution is optimal, and by King and Kitchener 9 as one in which problems cannotbe described with a high degree of certainty or completeness.Commenting on university courses in manufacturing, Sanderson 10 says that, “the type ofanalysis, modeling and decision-making required to integrate manufacturing into real-worldapplications are beyond the scope of traditional lecture and textbook materials”, whilstDessouky 11 writes that, “traditional pedagogy in manufacturing [courses] is ill-equipped forthe task”. Woolf et al. 12 maintain that, “New tools that go beyond