Paper ID #38823Integrating Entrepreneurially Minded and Project-Based Learning into aManufacturing Supply Chain CourseDr. Yalcin Ertekin, Drexel University Yalcin Ertekin, Ph.D., CMfgE, CQE Yalcin Ertekin is a clinical professor in the College of Engineering, Department of Engineering Leadership and Society at Drexel University, Philadelphia, and serves as the Associate Department Head for Undergraduate Studies for the Engineering Technology program. He re- ceived his BS degree from Istanbul Technical University in Turkey, an MSc in Production Management from the University of Istanbul, an MS in Engineering Management, and
Bridge and Internship ProgramsAbstractUndergraduate students need exposure, initiation, motivation, and guidance to develop anorientation toward research that will benefit them not only in their capstone projects but also intheir future careers. Elizabeth City State University (ECSU) made such an opportunity availableto the rising junior and senior students of the Engineering Technology program.Fifteen rising junior students were selected to participate in the summer bridge program, and fourrising junior and senior students were selected to participate in a summer internship program atthe Coast Guard's aircraft facility. The project's scope was to engage students in designing,prototyping, and fabricating Unmanned Aircraft Vehicles (UAVs) and
Engineering, University of Arizona, Arizona, USAAbstractPrograms and resources aimed at fostering innovation and an entrepreneurial mindset are now commonacross many institutions of higher education. However, industrial engineering students often engageminimally with available innovation and entrepreneurship (I&E) opportunities at our institution. Thisproject sought to address this challenge at a large public land-grant institution, aiming to increase studentengagement with these resources. Recognizing that engineering students tend to prioritize activities thatearn course credit, the project focused on bridging the gap between entrepreneurship and engineering. Theprimary objective of the project was to redesign a required third-year industrial
=367) in multiple areas of advanced manufacturing.Leaning into the colloquial phrase “you can’t fake real” CDME has embraced a model of replicating thereal-world work environment as closely as is possible within a university structure. Functioning as aunique consulting company within Ohio State, students are immersed in a wide range of duties rangingfrom project bidding, financial management, and technical task execution. Rather than working underthe watchful eyes of university faculty, students work under industry professionals who understand thework methodologies of their field. Every project comes from industry needs and are worked onexclusively by CDME students supervised by these experienced staff. With project scope varying fromsmall
-consumerplastics. The molds for the project were CNC-milled in the Ingram Hall Makerspace bymanufacturing engineering students out of aluminum blocks. This paper will go through somelessons learned about the mold making process. As a part of the presentation, the evolution of themolds and sample products will be displayed. The paper also discusses some future projects thathave been started to move the overall project forward with the goal to make student-led post-consumer recycling an active part of the Ingram Hall Makerspace experience.BackgroundThis project is part of an ongoing effort to bring local on-campus recycling of post-consumerHDPE #2 plastics to the Ingram Hall Makerspace on the Texas State University campus. Amanufacturing engineering senior
sensors to data analysis and insight enabled by dashboards, [Midwestern]University designed and implemented a graduate course in partnership with local industries. Thiscourse has the dual purpose of training the next generation of manufacturing professionals and inthe process supporting regional companies in addressing problems that could be solved with IoTor AI innovations. The goal of this study is to describe how the course was organized anddelivered following design principles of Experiential Learning Theory, and as outcomes of theapproach, we provide a description of the projects the students implemented within the regionalmanufacturing companies.2. Pedagogical FrameworkKolb's Experiential Learning Theory (ELT) [4], [5] was used as an
the drone body and aprocedure for embedding the electric wiring was developed. This integration required severaldesign modifications, which were implemented and prototyped. We believe that this modulardrone development project design and mentorship guided by the principles of experientiallearning and empowered by AM has increased the efficacy of students and helped them developseveral skills that are valuable to the future engineering work force including team skills,leadership, time-management, life-long and interdisciplinary learning, and entrepreneurshipmindset. Through a survey and focus group approach, the findings of an independent evaluatorconfirm those benefits to the students participating in the project.1. IntroductionAdditive
, Manufacturing and Systems Engineering (IMSE) Department at The University of Texas at El Paso. He holds a Ph.D. degree in Computational Science Program. He has years of research experience in different projects in the field of image data mining, machine learning, deep learning, and computer simulation for industrial and healthcare applications. In addition, Dr. Rahman has taught various engineering courses in industrial and manufacturing engineering. His research area covers advanced quality technology, AI application in smart manufacturing, health care applications, computational intelligence/data analytics, and decision support systems.Nijanthan Vasudevan, Drexel University ©American Society for
filaments. These modules have been shared with Science,Technology, Engineering, and Math (STEM) educators via a training workshop and an open-access YouTube channel, providing educators and students with the tools to advance sustainablepractices in engineering. This paper outlines the development and implementation of thesemodules, highlighting their potential to redefine STEM education and inspire the next generationof engineers.1. BackgroundProject R2, titled "Redesigning and Remanufacturing the Entrepreneurial Future," established atransformative framework for advancing education in design and manufacturing [1]. With astrong emphasis on innovation and sustainability, the project developed three entrepreneurial,concise, and impactful Open
, outsidethe courses including ENGR 4801 Rapid Prototyping and Reverse Engineering as an extra-curricular activity, over a large span of years.Bust Case StudyThe subject of the first case is a U.S. Revolutionary War Hero – Robert Morris, the financier ofthe U.S. Revolutionary War. A plaster pattern used in making his statues was found in a storageroom and given to Carnegie Museum of Art for restoration. The museum decided to document itsstate, by working with the lead author. The author was given the task of 3D scanning the most ofimportant part (the top part – Figure 3) of the pattern which was later converted to a bust. Therestored pattern, however, was not scanned. The following parts of this section presents the workinvolved in the project
from the University of Pittsburgh. She is working on research in software engineering, middleware, distributed systems, and smart system with focus on Industry 4.0, Healthcare 4.0, and smart cities. In addition, she works on education/pedagogy research and outreach projects within the STEM areas.Dr. Anthony Moretti, Robert Morris University Dr. Anthony Moretti is department head and associate professor in the Department of Communication and Organizational Leadership at Robert Morris University. His teaching and research primarily focuses on the internal and external influences on journalists and news organizations. ©American Society for Engineering Education, 2024 Integrating
includes [6] report on teaching shipbuilding courses usingMS-Project, MS-Access, and FORAN, and. The MarineTech project which taught high schoolstudents with Project Based Learning [7]. Others, reported on the use of distance learning duringthe COVID-19 pandemic with games for an undergraduate marine engineering curriculum [8].In an ASEE Peer paper, Verma and Hughes [9] discuss the teaching of Lean Manufacturing atthe Apprentice School at Northrop Grumman, Newport News. Other publications involve theNational Shipbuilding Research Program such as the September 1992 report on the“Shipbuilder’s Classroom of the Future” in which outputs of PC graphics and text, videodisc,audio tape and linear programs are used to meet the needs of the trainee from an
ownership towards the game environment. Secondly, providing the user with a degree of control over a project, process or the organization is a good example of accomplishing this Core Drive.5) Social Influence and Relatedness: this aspect of the Octalysis framework concerns the social elements that motivate the users, such as social acceptance, feedback, companionship, mentorship, envy, and competition. An example situation evoking this Core Drive is when an individual observes a co-worker or a teacher that possesses great proficiency at a particular task, making the observer motivated to attain the same skill level.6) Scarcity and Impatience: associated with rarity or exclusivity, this Core Drive embodies a sense of desiring
Systems Engineering (IMSE) Department at The University of Texas at El Paso. He holds a Ph.D. degree in Computational Science Program. He has years of research experience in different projects in the field of image data mining, machine learning, deep learning, and computer simulation for industrial and healthcare applications. In addition, Dr. Rahman has taught various engineering courses in industrial and manufacturing engineering. His research area covers advanced quality technology, AI application in smart manufacturing, health care applications, computational intelligence/data analytics, and decision support systems. ©American Society for Engineering Education, 2024 Virtual Reality
such as Germanyhave advanced the concept of the Fourth Industrial Revolution, often referred to as Industry 4.0[1]. The intent is to integrate design, manufacturing, and consumer activities seamlessly toincrease productivity, reliability and customer satisfaction. An Industry 4.0 manufacturingsystem—also called a cyber physical production system (CPPS)—integrates Internet of Things(IoT), Internet of Services (IoS, or also called Cloud Computing) and cyber-physical system(CPS) technologies [2]. These changes will profoundly impact manufacturing work and workers.Industry 4.0 is projected to add $2.2 trillion to domestic GDP by 2025. The estimated maximumvalue of the operational transformation brought by Industry 4.0 to the global
Management • Problem Analysis and Solving • Knowledge Management (Capture and reuse)Table 9: Manufacturing Management (block 12) Topic Changed to Strategic Planning Strategic Planning Including: Social, Environmental, Governance, and DEI Social Responsibility Strategic Planning Including: Social, Environmental, Governance, and DEI Project Management Leadership and Project Management Labor Relations Workforce Development – Personnel Management/Labor Relations Personnel Management
]. However, in a2022 industry survey by the American Foundry Society, labor shortages and lack of skilledworkers were noted as challenges faced by the industry. Data from the forging industry showssimilar trends where the workforce population is decreasing, and the average age of theworkforce is increasing.In terms of economic impact, the metal casting industry accounted for $41 billion in total outputin 2006 which dropped to $23.3 billion in 2022. Similarly, metal forging saw a decline from$32.7 billion in 2006 to $25.8 billion in 2022. Although the growth outlook in these industries isfavorable with projections indicating moderate output increases over the next decade, theincrease is lower than the projected national growth in output [3]. Due to
intricate designsfound in nature, we hypothesize that 3D printed materials can exhibit enhanced mechanicalproperties, structural efficiency, and multifunctionality, opening new avenues for advancedadditive manufacturing. The objective of this project is to explore the mechanical properties ofbio-inspired composite materials. The possible applications of these types of materials run therange of aerospace, automotive, architecture, and biomedical engineering just to list a few. Bystudying nature's designs we are looking to create composites based on PLA-TPU that exhibitimproved mechanical properties, lighter weight properties, and superior resilience.2.0 Methodology:2.1 Design and 3D Printing: In this present study, bio-inspired TPMS structures as
, and Wayne Hung Texas A&M University, College Station, Texas Paper ID: 37593AbstractTraditional manufacturing classes cover engineering materials and manufacturing processes.Upon familiar with basic hand tools like calipers, micrometers, or indicators in laboratoryexercises, students would understand metrology as dimension with tolerance and miss otherimportant aspects of metrology such as shape, surface finish, and how the part shape wouldaffect dimensional tolerances. The limited metrology knowledge would later show in capstoneprojects for undergraduate students and research projects for graduate students when designingand fabricating their engineering components. The issues
% Tri, CF, 50% HC, CF, 50%Lin, CF, 70% Tri, CF, 70% HC, CF, 70% Testing surface roughness is nondestructive, so this was tested first. A spectrometer isused to measure the differences in the surface. A light is projected over the surface of thespecimen and the spectrometer measures how many photons are captured on the other side.Multiple data points are captured and compiled into an average Ra value in millimeters (mm).Each specimen was used and recorded in this manner. Testing hardness only uses a small portion of the specimen, and therefore the specimencan be used again for future testing. This recycling minimizes waste to be cost effective. Using adigital Shore D durometer, the larger, end section of the
] and Microsoft HoloLens [32], whichenables holographic MR experiences by projecting virtual content directly into the user’s field ofview. This technology is valuable for teaching complex manufacturing tasks such as assemblyprocedures, design validation, and collaborative production planning. It allows educators toprovide their learners with advanced training environments that mirror the complexities ofmodern manufacturing, preparing them for future industry-specific roles.Therefore, the features of both VR and MR offer significant advantages over AR, particularly formanufacturing training. Both technologies provide a higher level of immersion compared to AR,which has been proven to enhance information retention and skill acquisition [33