) known as Automated System Integration Tutor (ASITutor). ASI Tutor will include interactive web-based instructional modules to help students learnPLC interfacing concepts such as ladder logic and I/O devices, basic wiring, and interfacing withbridge devices; intelligent tutoring system; and virtual/remote labs. These modules will be inter-connected and designed to support one another with a goal of increasing user interaction andengagement. The focus of this paper is on the design, development, and preliminary evaluationof the case study components of ASI Tutor.A study by Hsi and Agogino [2] suggests that the use of case studies for learning engineeringdesign has a positive impact on generating excitement about engineering, conveying industry
, project-based learning, and practicum-based assessment. Dr. Ertekin serves as the faculty advisor for the student chapter of the Society of Manufacturing Engineers (S058). Involved in research, Ertekin has received funding from the National Science Foundation (NSF), private foundations, and industry. His research has focused on the improvement of manufacturing laboratories and curricula and the adoption of process simulation into machining and additive manufacturing practices. His areas of expertise are in CAD/CAM, manufacturing processes, machine and process design with CAE methods, additive and subtractive manufacturing, quality control and lean manufacturing.Dr. Richard Chiou, Drexel University Dr. Richard Chiou is
preparedness10. Workshop(s) on product commerciali- 1 2 - 2 3 4 2zation Table1: Ratings of the overall summer bridge experienceStudent self-efficacy was assessed using the Engineering Skills Self-Efficacy Scale [6]. The scalewas developed to assess the different dimensions of self-efficacy for undergraduate studentsacross various engineering-related disciplines. The measure reports three sub-scales:Experimental Skills, Tinkering Skills, and Design Skills. To assess the effectiveness of theadditive manufacturing project-based experiences, the project evaluator wrote four itemsmodeled on the existing items on the Engineering Skills Self-Efficacy Sub-Scales
Paper ID #37878Using online learning modules to improve students’ use of technicalstandards in additive manufacturing courses and projectsDr. Hannah D Budinoff, The University of Arizona Hannah Budinoff is an Assistant Professor of Systems and Industrial Engineering at the University of Arizona. Her research interests include additive manufacturing, geometric manufacturability analysis, design for manufacturing, and engineering education.Andrew WessmanKargi Chauhan ©American Society for Engineering Education, 2023 Using online learning modules to improve students’ use of technical standards
laboratories, project- based learning, and practicum-based assessment. Dr. Ertekin serves as the faculty advisor for the student chapter of the Society of Manufacturing Engineers (S058) and is a member of the College’s Undergradu- ate Curriculum Committee. Involved in research, Ertekin has received funding from the National Science Foundation (NSF), private foundations, and industry. His research has focused on the improvement of manufacturing laboratories and curricula and the adoption of process simulation into machining and addi- tive manufacturing practices. His areas of expertise are in CAD/CAM, manufacturing processes, machine and process design with CAE methods, additive and subtractive manufacturing, quality control
in their knowledge of motorcontrols, artificial intelligence, programming in both Python and machine code, structuralanalysis, engineering design, 3D CAD software, and 3D printing.With regard to machine learning, students learned about supervised learning, in which labeleddata sets are used. They also learned about the link between machine learning and camera visionby utilizing Roboflo.com cloud-based tools, and became familiar with data collection andpreparation and model deployment.Additionally, and most importantly, the students developed interest in, and self-motivation tolearn, all different aspects of the project. Students learned software programming and CADmodeling voluntarily and on their own. They were further motivated to create
) project-based teaching strategy toenhance students learning experience in M&S education. Here, students first follow the instructorto understand basics of simulation and become familiar with AnyLogic software. Second, thestudents work on a group project under the passive supervision of the instructor to enhance theirproblem-solving capability. In the third step, students work independently on a similar butextensive project to scaffold their knowledge. The project was designed to answer three high-levelkey research questions for a hospital system including systems throughput, resource utilization,and patients’ length of stay reduction. We performed a thorough evaluation using an anonymoussurvey, where thirty-one students participated to
strength steel and aluminium alloy with 4047 AlSi12 interlayer.Materials & Design, 57, 186–194. doi:10.1016/j.matdes.2013.12.045[4] Tebyani, S. F., & Dehghani, K. (2016). Effects of SiC nanopowders on the mechanical properties andmicrostructure of interstitial free steel joined via friction stir spot welding. Materials & Design, 90, 660–668. doi:10.1016/j.matdes.2015.11.016[5] Zhang, Y., & Sun, D. (2017). Microstructures and Mechanical Properties of Steel/Aluminum AlloyJoints Welded by Resistance Spot Welding. Journal of Materials Engineering and Performance, 26(6),2649–2662. doi:10.1007/s11665-017-2731-6[6] Bahrami, M., Helmi, N., Dehghani, K., & Givi, M. K. B. (2014). Exploring the effects of SiCreinforcement incorporation on
Manufacturing CourseAbstractHands-on learning is the core of Engineering Technology programs, and a high number of thecourses is taught with the laboratory sections. This paper presents the service learning basedenhancements made in one of the Engineering Technology courses. Course students learnmanufacturing the complex machined workpieces using the G-code simulators. Teaching theapplied milling and turning practices is the main deliverable of the course with a required termproject which is focused to service learning concept. Student teams formed in the middle of thesemester design, simulate, and machine a functional service learning product using thedepartmental computers, simulators, and CNC machines for their project. The feedback providedby the
with robotics. The interactive project-based learning givesstudents an incentive to seek creative solutions to accomplishing project goals.1. IntroductionThis paper presents the project learning result of a laboratory course on robotics and automationintegrated with virtual reality (VR) in the Department of Engineering, Leadership, and Society atDrexel University. This course provides a requisite understanding of Internet-basedrobotics/automation/machine vision for students to progress to the advanced level in thecurriculum. The course also serves as a means for students to gain exposure to advanced industrialautomation concepts before partaking in their required senior design project. The course has anapplied learning focus, offering
Paper ID #38176Skilling for and Acculturation to Integrated Photonics Industry Using VRSimulations, Game-Based Learning, and Augmented Reality GamesDr. Sajan Saini, Massachusetts Institute of Technology Dr. Sajan Saini received his doctoral degree in materials science at MIT in 2004, during which he investi- gated materials and device designs for optically pumped waveguide amplifiers in silicon microphotonics. Sajan has worked with the MIT Microphotonics Center as a postdoctoral associate; he has also been a professor with the physics department at Queens College of CUNY (City University of New York), and lectured with
the drone design. In Section 2, wedescribe the project setup and mentoring approach. Section 3 describes the different stages of theAM-driven development process of the PDB, while Section 4 presents the results of a qualitativeassessment based on surveys and focus groups, which were conducted by an independentexternal evaluator. Finally, we conclude and present future directions in Section 5.2. Learning and Mentoring FrameworkAs mentioned in the Introduction, a main objective of this project is the better preparation andalignment of the engineering workforce training with the needs of the US aerospacemanufacturing industry (and the manufacturing industry at large). Besides the core technicalskills targeted under the project, AM and drone
entertainment applications like video games or 3Dmovies, it also finds use in psychology, medicine, and as a workspace for testing and developingnew technologies [1-4].Incorporating wind energy technology learning into the education system can benefit from VR asa practical tool for understanding the design and development of wind energy technology. Thepaper presents the project's framework, reports, and student survey findings, along withconclusions and expectations for future success. The project report delves into the team structure,component selection, system design, and simulation results. The student survey indicates that theproject enhances students' understanding of renewable energy prospects, providing them with theopportunity to play a
natural interaction andincorporating additive information to address VR-specific drawbacks. Additionally, we continuedto refine the developed magic interactions. A subsequent test showed significant performanceimprovements, but its narrow scope precludes drawing definitive conclusions.It is essential to conduct further research on the impact of these interactions on collaboration andperformance to continue advancing VR-based learning environments. Our research indicates thecritical role of interaction design in creating effective and efficient VR-based learning experiencesfor learners. Additionally, to fully understand the potential benefits of these interactions, futurework should focus on their impact on higher-level collaborative processes
Content Access, Virtual On line. 10.18260/1-2—35493[6] Cuiffi, J. D., & Wang, H., & Heim, J., & Anthony, B. W., & Kim, S., & Kim, D. D. (2021, July), Factory 4.0 Toolkit for Smart Manufacturing Training Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37176[7] Ekong, J., & Chauhan, V., & Osedeme, J., & Niknam, S., & nguyen, R. (2022, August), A framework for Industry 4.0 workforce training through project-based and experiential learning approaches Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40637[8] Kibira, D., Brundage, M. P., Feng, S., & Morris, K. C. (2017). Procedure for
]. The advent of Industry4.0 has brought about a significant shift in the manufacturing landscape, with advancedtechnologies such as automation and AI being integrated into manufacturing processes toimprove efficiency, lower costs, and enhance product quality. To keep up with thesedevelopments, education in automation processing is essential to develop the necessary skills andknowledge required to design, implement, and maintain automation systems, optimizeproduction processes, and troubleshoot and integrate automation systems with othertechnologies.The IMS project is aimed at providing education in automation technology for college students.Given the importance of automation in production and in industry, it is essential for students tohave
semester-termprojects collaborating with local manufacturers. Beyond academic advancement, the course offersa unique opportunity for regional firms to harness the transformative potential of IoT and Al,helping them navigate through their operational challenges. This study designed the course basedon the experiential learning theory (ELT), and seamlessly integrated classroom learning withpractical, real-world applications by collaboration between academia and industry.Virginia State University (VSU) implemented a senior project to design a monitoring system formanufacturing processes. This senior project serves two purposes: 1) to enable a measurementplatform to acquire machining data for advanced manufacturing research such as digital twin
results.Question #4 (Core Drive 4 - Ownership and Possession): The hands-on portions of this trainingprogram have allowed me to customize and personalize my projects and gave me a sense ofownership over assigned tasks and projects.Remark for Question #4: Here, a good example of freedom to customize and personalize is theapproach taken towards projects / hands-on activities. Let us consider a case in which thestudents learn about milling and drilling operations and are then subsequently expected toperform those operations on an actual machine. If they are allowed to design their own part ormodify the part design given to them on a technical drawing, the sense ofownership/customizability is successfully evoked. If the students are given a technical
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
to enable the sequentialtranslation of the concepts learned in the class toward solving a real-time problem. Thiscompetition allowed the team to experience an aerospace system life cycle design. To ensurestudent accountability and student contribution to the identified project, both to their team andtoward meeting the required class deliverables, a team infrastructure and meeting minutesdocument was provided. Students were tasked each week to submit these documents and reporttheir project progress. This helped in the early identification of dynamic team issues to be resolvedby the instructor. The project's deliverable for the class was limited to the student teams developinga preliminary design review document based on the mission Can Sat
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
they allow the user to move a virtual robot end effector and generate a tool path are described.A comparison between the conventional approach of robot programming using the teach pedantand the VR-based approach is then presented. The project provides students with opportunities towork with industrial robots. Students complete structured laboratory activities that introduce themto different aspects of applied robotics, including the design of end-effector tooling and fixturesfor different tasks. The goal is to apply these VR simulators to train undergraduate engineering,engineering technology students, and professionals in robotics and automation education; and tooffer experiential learning opportunities in 3D modeling, simulation, and
to AM Middle Level MFGE 4533 Industrial MFGE5333 AM Studio (Lab) Robotics and Automation Advanced Level MFGE5339G MFGE5331G: Advanced MFGE5334G AM of Manufacturing Standards (Project) Robotics for Manufacturing Lightweight Structure and StandardizationTo enhance students’ experiential learning, the mid-level and advanced level course modules arelab and project based, respectively. To
[4,5]. The main process that was developed in the senior design project consists ofstudent-designed molds that they machined in the makerspace from aluminum blocks. Eachmold took several iterations to overcome design challenges. Regardless of the product beingcreated, the students followed the engineering design process in developing their molds, with theprototyping, testing, and redesign cycle providing them hands-on learning about mold design formanufacturing processes. Specifically, the students discovered that just because they couldmodel something in SolidWorks did not mean that they were able to physically machine it.Designing an effective alignment mechanism for their two-part molds also became quicklyapparent as, due to the heat of the
-on, collaborative learning through solving real-world problems. He directs the operations of the Institute-wide Georgia Tech Capstone Design Expo, which highlights projects created by over 2000 Georgia Tech seniors graduating students on an annual basis. He serves as the faculty advisor for the student organization of over 100 student volunteers who all train, staff, and manage the operations of Georgia Tech’s Flowers Invention Studio – one of the nation’s premier volunteer student-run makerspace, open to all of the Georgia Tech community. Dr. Jariwala’s research interests are in the field of makerspaces, evidence-based design education, and advanced additive manufacturing process. During his Ph.D. studies, he was
currently the Thorpe Endowed Professor and Dean for the School of Science, Aviation, Health, and Technology at Elizabeth City State University (ECSU). He has earned an M.S. in Computer Science, 2001, an M.S. in Computer Engineering, 2003; and, a Ph.D. in Computer Engineering, 2005, from the Center for Advanced Computer Studies (CACS) at University of Louisiana-Lafayette. He also serves as the Chief Research Officer for the campus. His areas of interests include embedded systems design, broadening participation, remote computing applications, UAS applications research, applied machine learning, mobile robotics, and innovative uses of educational technologies and simulation methods. Dr. Rawat may be reached at ksrawat
industry demands and enhancing their careers. This approach is alsobeneficial for multidisciplinary project-based learning courses throughout the engineeringprogram. Although a formal assessment of the approach's effectiveness is yet to be conducted,anecdotal evidence suggests positive outcomes. Overall, this paper demonstrates the value ofusing free software and low-cost hardware in teaching PLC concepts, paving the way for moreaccessible and cost-effective education in this crucial area of engineering.IntroductionIndustrial control systems are heavily reliant on Programmable Logic Controllers (PLCs). Thesecontrollers are specialized computer systems with inputs and outputs designed for high voltagesand currents. Moreover, they utilize
dissection/assemble simulation Digtial assemble Slicing parameters Sensors Quality prediction Fused filament Realtime control extrusionFigure 1: Four project modules in the semester-long projectModule 1: Mechanical digital twin of an extrusion-based 3D printer and printed parts Students need to understand the mechanical design of a 3D printer. Hence, we will provide athree-week-long lab for students to develop the digital twin of the mechanical system of a 3Dprinter. We group
make them easy to integrate into technical content such as those weintroduced in the technical part of the project or within already existing technical courses at theschools. The target is to provide the teachers with well-designed and documented sets ofactivities for each of the soft skill that they can pick from and use in their classrooms. This aimsto help teach the students the soft skills and reinforces this learning through repeated use of theactivities in different courses and contexts. These soft skills were considered to cover threedistinct exemplar themes and were to be integrated into the proposed technical curriculum forgreater effectiveness. These themes were labeled as defining/knowing one’s self, being aprofessional, and
integrate sustainabilityinto education, particularly in manufacturing engineering and technology. It advocates for mentoringindependent studies as another approach beside developed curriculum with sustainability to foster a cultureof sustainability excellence in manufacturing engineering and technology, supporting the development ofsustainability education in both teaching and research. From sustainability principles integration, andenvironmentally friendly designs to optimizing production processes to leveraging Industry 4.0technologies, this array is seen as key to reshaping the future of manufacturing. The approach of this workfocuses on an independent research-based study to experimentally test the impact of main operationalconditions on Carbon