fear of makingmistakes among students during the lab activities. Our findings suggest that TeleopLab offers ascalable, cost-effective solution to support authentic and interactive hands-on learning for remotelearners.Keywords: Teleoperation, Remote Learning, Remote Lab, Accessibility1 IntroductionIn recent years, remote and hybrid learning has experienced an unprecedented boom acrossvarious levels of education [1–6]. Stimulated by advances in digital communication tools [7, 8]and accelerated by global circumstances necessitating flexible teaching approaches [9–12], thisshift has broadened access and extended learning opportunities worldwide. Yet, engineeringeducators face a critical challenge when attempting to replicate hands-on experiences
iscrucial. Also, this paper primarily focuses on developing design and activities as it is the pilotproject. As the project gains momentum in subsequent semesters, assessment tools to measureeffectiveness in student learning outcomes will be introduced.Drone covers wide and different fields of application primarily due to their easy accessibility todangerous and difficult areas and due to very sophisticated payload sensors providing high-resolution images in almost all frequency ranges [1]. A comprehensive review of research paperson the application of Unmanned Aerial Vehicles (UAV) is presented in [2]. Hence, it isimperative to provide opportunities to undergraduate students to help them learn various aspectsof the design and development of such
things courses. Thismodule will be assessed using a pre-and-post survey of students understanding sustainableproduction processes, and their perceptions of how a digital twin can be used to optimize aproduction operation for sustainability. Moreover, the end term course evaluation also showsimprovements in course ranking.IntroductionAfter years of devastating wars, environmental degradation, and pollution, member states of theUnited Nations (UN) reached a historic agreement in 2015 to create a safe and sustainableenvironment for humanity and other life forms. This agreement resulted in the introduction ofseventeen Sustainable Development Goals (SDGs), with targets set to be achieved by 2030 [1].Among these, sustainable manufacturing stands as
the metal casting and forgingindustries. The Department of Defense (DOD) has prioritized this shortage as a national securitythreat due to the shrinking supply chain for critical weapon system components. It is anticipatedthat by 2028, the defense industrial base will require a minimum of 122,000 additional personnelfor roles such as skilled technicians, engineers, and metallurgists [1].According to industry statistics from the American Foundry Society, the United States had 1,750foundries in 2020, a significant decline from the 3,200 foundries in the United States in 1991.The U.S. metalcasting industry provides approximately 160,000 jobs in the United States whichhas also declined significantly with the decline in the number of foundries [2
, streamlining processes, and enhancing value while simultaneously prioritizingeco-friendly products and processes, positioning lean as a pathway to sustainable benefits; thispaper offers a state-of-the-art review of lean and sustainable manufacturing [1]. The main idea oflean manufacturing is the reducing the waste in manufacturing processes and optimization ofresources that are used in manufacturing processes through concepts such as resource allocationplanning with discrete event simulation in small furniture companies [2, 3].Numerous pieces of evidence indicate that Lean significantly benefits sustainable manufacturing,particularly from environmental and economic perspective [4]. Sustainable manufacturingpractices are based on the Toyota Production
increased due to the introduction of copperpowder. The copper interlayer also resulted in better corrosion resistance at various temperatures.Keywords: Resistance Spot Welding, Copper Interlayer, Tensile Strength, Mechanical PropertiesIntroduction Resistance Spot Welding (RSW) is a process used to join metal plates by applying heatand pressure at localized points. As shown in Figure 1, two copper alloy electrodes press againstthe metal plates with controlled force to ensure proper electrical contact while preventingexcessive deformation. A high electrical current (denoted by “A” in Figure 1) flows through theelectrodes and the plates, generating localized heat at the interface due to the electrical resistanceof the materials [1],[2]. This
increasing autonomy in projects ifincluded in the third year. The methods utilized in this project need adjustment to better fit studentexpectations and engage a broader subset of students. Future research could build on this work to explorethe long-term effects on student outcomes and the broader impact on participation in the I&E ecosystem.1. IntroductionThe integration of entrepreneurial thinking into engineering education has long been employed as a meansof fostering innovation, enhancing career readiness, and equipping students with the interdisciplinaryskills needed to address complex industrial challenges (Yu et al., 2024). The Accreditation Board forEngineering and Technology (ABET) echoes the need for such skills by including teamwork
,signal processing, and fault detection algorithms, and evaluate their effectiveness in detectinggearbox anomalies [1-3].This project demonstrated the integration of FPGA (Field-Programmable Gate Array) technologyand Virtual Reality (VR) [4] to enhance predictive maintenance for wind turbines in renewableenergy systems. Key accomplishments and insights include, The FPGA-based system providedreliable, real-time monitoring and fault detection. Using advanced algorithms for signalpreprocessing and feature extraction, the system successfully identified critical faults such asgearbox misalignment, bearing wear, and imbalance issues [5-7]. This capability enables earlyintervention, reducing downtime and operational costs. The VR environment allowed
universities to one of the world’s largest steel manufacturers,not only bridged a significant skills gap in modern manufacturing but also delivered tangibleorganizational benefits, including a remarkable USD 8.5 million in cost savings annually.1. Introduction The rapid development of Industry 4.0 technologies, including the Internet of Things (IoT), artificial intelligence (AI), big data analytics, and machine learning (ML), has radically reshaped the global manufacturing sector. These developments require a skilled workforce to apply and utilize digital tools to meet sophisticated operational challenges [1,2]. Nonetheless, conventional teaching methods do not equip professionals with the capability to meet these challenges, focusing on
there were similar effortswithin academia, by using ASEE’s Peer paper depository system, employing multiple phrases.The phrase “rapid tooling” yielded 4636 entries, “rapid tool making” yielded 4139 entries,“direct rapid tooling” yielded 2910 entries, and finally “indirect rapid tooling” yielded 251entries. Most of these entries involved one of the keywords within the phrase, yet there were a lotof papers found focusing on rapid prototyping or use of 3D printing in product or system designand development, while some others employed 3D printing as a teaching tool. A very smallnumber of papers actually was centered on rapid tooling like the one by Hoekstra [1], but was notrelevant to workforce development. After these initial attempts, a new
efforts focusing on possible future work.IntroductionUtilization of 3D scanning in engineering education is becoming common [1], [2] with thedigitalization of reverse engineering practices as a part of companies’ digital transformationefforts, and some applications like custom human product development areas such as orthoticsand prosthetics are already employing 3D scanning in full extent [3]. This paper focuses onteaching engineering students non-industrial uses of 3D scanning, especially preservation of artand historical artifacts.Recent decades witnessed development of 2D flat bed scanners allowing us to digitize historicaldocuments, books, and even paintings, making these works available to the masses. But as thesedevices became common in our
designcomponents that are compatible with 3D printing. The evaluation results show that the coursewas well received by the PSTs who have improved their knowledge in 3D printing. In the futurecourse offering, both knowledge gain and efficacy will be evaluated to help us better understandthe impact of the course.Keywords: Preservice teacher education, engineering design process, 3D printing 1. Introduction Engineering Design Process (EDP) is an integral component of what engineers do and howthey approach societal problems. 3D Printing (3DP) has been becoming more and more popularthroughout the education system including high schools. The recent years have seen moreinvestment and availability of 3DP in high schools, especially Career and Technical
developmentfor more than 200 years [1]. The fourth industrial revolution, aka Industry 4.0, has revolutionizedmanufacturing processes by integrating digital and smart technologies, transforming traditionalpractices into what is now known as smart or advanced manufacturing [2]. The adoption ofadvanced technologies such as the Industrial Internet of Things (IIoT), artificial intelligence (AI),cloud computing, and extended reality (XR) have significantly improved manufacturingprocesses by reducing costs, minimizing production time, and enhancing operator efficiency [3].Thus, it has become essential to maintain competitiveness in the face of rapid technologicaladvancements and global competition [4]. This digital transformation in the manufacturing
, single-solution problems[1], [2], [3]. These problems are distinct from the ill-defined, open-ended problems common in engineering jobs[2]. To solve “real-world” engineering problems, students must develop the practices of engineers: the ability to interpret data, identify and conceptualize complex engineering problems, apply engineering judgment, and communicate with the broader engineering community[2], [4], [5], [6], [7], [8]. These practices align with current ABET accreditation requirements[4], but are generally not developed through traditional assessment [7], [9], [10], [11], [12]. Authentic assessment is one solution to this misalignment[13], [14]. It is an
layer of experiential opportunities. However, work scheduling requirements oftenconflict with class attendance.The Engineering Technology program at Kansas State University Salina Campus balances thesecompeting objectives through partial HyFlex course delivery and lab scheduling options.Challenges to the instructor include (1) developing and managing both in-person and onlinelearning opportunities within the same class section with quality and sustainability and (2)scheduling and integrating appropriate experiential learning and equipment access. We reviewstandards in HyFlex instruction and recent examples in the engineering education literature.Instructors of manufacturing and automation courses offer case examples of hybrid/HyFlexapproaches
. Standardized tensile testing is performed to evaluate the mechanicalproperties of the printed components. The results highlight the effect of processing conditions onthe mechanical properties of the TPMS composites as well as its potential advantages andsuitability for applications in various industries.1.0 Introduction Nature's design solutions, honed over billions of years of evolution, have given rise to amyriad of remarkable features such as hierarchical structures, lightweight composites, self-healing mechanisms, and optimal geometries [1-3]. These features not only ensure exceptionalmechanical properties to living organisms but also ensure energy efficiency and resilience in theface of environmental challenges [4-8]. The integration of
1 Oak Ridge National Laboratory 2 University of Texas El-PasoAbstractConvergent manufacturing platforms integrate heterogeneous systems (such as additive,subtractive, cold-working, and inspection processes) more seamlessly throughout themanufacturing workflow. However, this leaves operators reliable for several processes onplatforms that are still emerging with limited knowledge transfer readily available. The lack ofprocess guidance, especially for directed energy deposition (DED) additive manufacturing, hinderscomputer-aided manufacturing (CAM) users from taking full advantage of their design space.CAM users require an
employer involvement in both the operational and educational aspects of PWDprograms. Our goal is to help build a larger, more skilled workforce to meet the growingdemands of the manufacturing industry.Keywords: Employer Engagement, Professional Workforce Development, Qualitative Study,Quantitative Measurements1. IntroductionThe manufacturing sector is undergoing a profound transformation fueled by advances intechnology, automation, and global competition [1-2]. These rapid changes necessitate aworkforce that is both technically proficient and adaptable to evolving tools, processes, andmarket demands. Workforce recruitment and retention remain the top challenge formanufacturers nationwide [3]. Professional workforce development (PWD) programs have
safety [1]. These requirements,combined with the complexities of designing and redesigning human-human teamwork andhuman-machine interaction, make the process increasingly error-prone [2]. Time-basedsimulations provide a safe virtual environment for testing and validation, simplifying thesecomplexities. Additionally, simulation-based learning bridges the gap between differentdisciplines by offering practical insights into how decisions in such disciplines impact each otherthroughout product development, manufacturing, and market [3]. However, traditionalsimulations lack the immersive experience needed for end-users to fully engage with the system.Virtual reality (VR) bridges this gap by enabling highly immersive, interactive experiences,allowing
version in terms of difficulty, engagement, and learning effectiveness.Implementation of curriculum improvements, anticipated steps for collecting and analyzing newfeedback, and possibilities for future research are also discussed.Keywords: Curriculum, Immersive Learning, Robotics Education, Virtual RealityIntroductionThe potential of VR as a cost-effective tool for applied robotics education has been increasinglyrecognized [1], [2]. While the cost of robotics technology has significantly decreased in recentyears [3], the expenses associated with industrial robots, including maintenance, supplementarycontrol systems, and considerable space requirements continue to present challenges foreducational institutions, particularly those with limited
are required to complete a year long three series of capstonecourse that is MET 4XX Senior Design Project. This three-quarter sequence aims to train the students inidentifying projects of relevance to society, in planning and scheduling a solution, and in entrepreneurialactivities that may result from the project. This course is worth three credits per quarter every offering. Thecourse is also intended to cover an industrial project starting from the proposal writing and conceptual designto final prototype building and concept realization steps. The senior design course sequence goals aim to (1)integrate experience that develops and illustrates student competencies in applying both -technical and non-technical skills in successfully solving
for part detection and quality assurance, a 6-degree-of-freedom cobot,and a 3D printer, which is replaceable to facilitate easy transitions between different technologies.Additionally, the project is designed to be adaptable, accommodating ongoing technologicaladvancements and thus expanding the range of topics and experiences available to students. Thissetup serves as a versatile educational tool, enhancing the learning experience by bridgingtheoretical knowledge with hands-on practice in manufacturing processes.1. IntroductionThis project is designed to serve as a valuable resource for STEM students, providing them with apractical, hands-on understanding of manufacturing workcells and automation processes. Theability to learn through direct
, it also explains diverseperspectives and roles engineers play in collaborative product development and appreciation forknowledge gained in prior courses like Machining, CAD/CAM, GD&T, and Computing.BackgroundBuilding blocks for utilizing Product Manufacturing Information (PMI) and tolerancerepresentations for Smart Manufacturing (SM) are showing up more and more in researchprojects/literature and industry/product/process specific applications. For example, rapidprototyping, composite structures, robotic assembly, augmented reality, and architecture forincorporating business functions that depend on information from applications and productengineering activities were found [1]. Developers of standards like International Organizationfor