Development of a Sustainable Design Challenges Workshop for Senior Industrial Engineering Students

(Ruth) Jill Urbanic; Susan S. Sawyer-Beaulieu

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Teams and Teamwork in Design
Tagged Division: Design in Engineering Education
Page Count: 19
Page Numbers: 22.483.1 - 22.483.19
DOI: 10.18260/1-2--17764
Permanent URL: https://peer.asee.org/17764
Download Count: 434

Paper Authors

biography

(Ruth) Jill Urbanic University of Windsor

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(Ruth) Jill Urbanic received her B.A.Sc. in Mechanical Engineering at the University of Waterloo in Canada. After receiving her degree, she pursued opportunities to work in various advanced manufacturing environments. She has worked with several types of manufacturing, material handling, testing, gauging and assembly equipment for a variety of engine components and vehicle styles. She wished to expand her horizons by enhancing her practical background with more theoretical knowledge. To that end, she received her M.A. Sc. in Industrial Engineering and her Ph.D. in Mechanical Engineering at the University of Windsor. Dr. Urbanic is presently an Assistant Professor at the University of Windsor.

Her interests include integrating advanced technologies into manufacturing systems, in conjunction with balancing human characteristics and capabilities within the technical and business environments.

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biography

Susan S. Sawyer-Beaulieu University of Windsor

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Dr. Sawyer-Beaulieu a has more than 30 years professional engineering experience, including 10 years in the mining and mineral processing industry, 7 years in the metals recycling industry, 8 years in consulting, and holds professional engineering licenses in Ontario and Quebec. She is currently working as a Post Doctoral Fellow at the University of Windsor funded under a MITACS Elevate Industrial Fellowship research grant, in partnership with the Ontario Automotive Recyclers Association. Her current research focuses are vehicle recycling, life cycle assessment, and materials recycling and recoverability.

Dr. Sawyer-Beaulieu has a B.A. in Biology and a B.Sc. in Mining Engineering (Mineral Processing specialization) from Queen's University, Kingston, Ontario, as well as an M.A.Sc. and Ph.D. in Environmental Engineering from the University of Windsor, Windsor, Ontario. Her diverse work experience includes (to highlight a few): conducting biological surveys for the mining industry; automation and optimization of industrial dewatering and waste water treatment plant operations; remediation of mine and mill waste disposal sites; the design and patent of a quick lime slaking system; designing zebra mussel control systems for a dozen water treatment plants in southwestern Ontario; performing environmental site assessments and investigations; establishing ISO 14000 environmental management systems for industrial facilities; and design of industrial air quality control systems.

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Abstract

Developing Design and Management Skills for Senior Industrial Engineering StudentsAbstract: The classical senior capstone design course consists of establishing an environmentwhere students are given the experience in solving a substantial problem, while working in ateam environment, using concepts that span several topic areas in their field of study. Real openended projects from a variety of sectors (automotive, food, recycling, hospitals, and so forth) arepresented to the industrial engineering students. The students are expected to apply a designprocess appropriate to the engineering problem at hand, and accomplish a set of stated goals,which are measured with appropriate checkpoints and corresponding reporting deliverables. Theknowledge and skills acquired for problem synthesis and analysis need to be balanced with goodjudgement with respect to managing time, information and people for effective solutiongeneration. To expose the students to key principles in negotiation, project management, teambuilding, problem definition, brain storming, oral and written communications, and externaldesign considerations, a series of workshops and seminars have been developed to engage thestudents in these topics in an ‘activity based’ learning environment. Group membership changesdynamically in order to introduce students to new partners, and to assist them in understandingcommunication challenges associated with large and smaller groups. A discussion of their resultsoccurs after an activity, where the results are examined in detail and in context of the big picture.Workshop assessment surveys are used for student feedback. This paper will focus on the teambuilding and “sustainable design” challenges workshops. The outcomes from the “working inteams” work shop consist of: (i) A discussion of the value of teams; (ii) use effective non-verbalskills when listening; (iii) identification of preferred team roles (using the Belbin survey); (iv)identification of the stages of group development; and (v) feedback formats to assess groupbehaviours. To understand sustainable design issues, a vehicle end-of-life (VEOL) work shopconsisting of disassembling or dismantling selected vehicle sub-components (Table 1) is done.The outcomes related to the VEOL workshop focus on comprehending the issues associated withdisassembly (and reassembly), dismantling, reusing, remanufacturing, and recycling. Practicalsystems, tooling, resource and business issues are discussed in context of human factors,materials, direct and indirect costs, and so forth. Time (min)Introduction/ 4 groups working on Parts 2 groups working on Individual 20Background Assemblies PartsStudents do Assess Part Assembly for Reuse Assess Part for Remanufacture/ 15-20Parts /Remanufacture/ Recycle: Recycle – Disassemble andAssessment  Front Door Assembly reassemble part:  Steering Column  Starter Assembly  Alternator  Radiator Assembly  Heater AssemblyStudent - most recoverable part - challenges of work in progress 15Discussion - least recoverable partStudents Remove most recoverable part Continue Part Disassembly & 15-20continue & one other of students choice Reassembly Assessment:assessment (if time permits):  Estimate disassembly/work  Estimate recovery time  reassembly time  cost cost  Note challenges, due to tool  Note challenges, due to type; fastener type/ quantity/ tool type; fastener type/ condition; part/ fastener quantity/ condition; part/ accessibility. fastener accessibility.Student Part recoverability for Reuse? For Part suitable for Remanufacture? For 15Discussion Remanufacture? For Recycle? Recycle? Why? Why?Students Reassemble parts assemblies; Turn in tools 15finish up Turn in toolsWrap-up - Hand in worksheets - Hand in worksheets 15Discussion - Check all tools are accounted for - Check all tools are accounted for Table 1: Vehicle End of Life Workshop Overview

Citation
Format

Urbanic, R. J., & Sawyer-Beaulieu, S. S. (2011, June), Development of a Sustainable Design Challenges Workshop for Senior Industrial Engineering Students Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17764

TY  - CPAPER
AB  -        Developing Design and Management Skills for Senior Industrial                           Engineering StudentsAbstract: The classical senior capstone design course consists of establishing an environmentwhere students are given the experience in solving a substantial problem, while working in ateam environment, using concepts that span several topic areas in their field of study. Real openended projects from a variety of sectors (automotive, food, recycling, hospitals, and so forth) arepresented to the industrial engineering students. The students are expected to apply a designprocess appropriate to the engineering problem at hand, and accomplish a set of stated goals,which are measured with appropriate checkpoints and corresponding reporting deliverables. Theknowledge and skills acquired for problem synthesis and analysis need to be balanced with goodjudgement with respect to managing time, information and people for effective solutiongeneration. To expose the students to key principles in negotiation, project management, teambuilding, problem definition, brain storming, oral and written communications, and externaldesign considerations, a series of workshops and seminars have been developed to engage thestudents in these topics in an ‘activity based’ learning environment. Group membership changesdynamically in order to introduce students to new partners, and to assist them in understandingcommunication challenges associated with large and smaller groups. A discussion of their resultsoccurs after an activity, where the results are examined in detail and in context of the big picture.Workshop assessment surveys are used for student feedback. This paper will focus on the teambuilding and “sustainable design” challenges workshops. The outcomes from the “working inteams” work shop consist of: (i) A discussion of the value of teams; (ii) use effective non-verbalskills when listening; (iii) identification of preferred team roles (using the Belbin survey); (iv)identification of the stages of group development; and (v) feedback formats to assess groupbehaviours. To understand sustainable design issues, a vehicle end-of-life (VEOL) work shopconsisting of disassembling or dismantling selected vehicle sub-components (Table 1) is done.The outcomes related to the VEOL workshop focus on comprehending the issues associated withdisassembly (and reassembly), dismantling, reusing, remanufacturing, and recycling. Practicalsystems, tooling, resource and business issues are discussed in context of human factors,materials, direct and indirect costs, and so forth.                                                                                               Time                                                                                               (min)Introduction/   4 groups working on Parts             2 groups working on Individual            20Background      Assemblies                            PartsStudents do     Assess Part Assembly for Reuse Assess Part for Remanufacture/                  15-20Parts           /Remanufacture/ Recycle:              Recycle – Disassemble andAssessment            Front Door Assembly            reassemble part:                      Steering Column                     Starter                         Assembly                          Alternator                      Radiator Assembly                      Heater AssemblyStudent         - most recoverable part               - challenges of work in progress          15Discussion      - least recoverable partStudents        Remove most recoverable part          Continue Part Disassembly &amp;              15-20continue        &amp; one other of students choice        Reassembly Assessment:assessment      (if time permits):                         Estimate disassembly/work                  Estimate recovery time                reassembly time  cost                         cost                              Note challenges, due to tool                      Note challenges, due to                type; fastener type/ quantity/                         tool type; fastener type/            condition; part/ fastener                         quantity/ condition; part/           accessibility.                         fastener accessibility.Student         Part recoverability for Reuse? For Part suitable for Remanufacture? For         15Discussion      Remanufacture? For Recycle?           Recycle? Why?                Why?Students        Reassemble parts assemblies;          Turn in tools                             15finish up       Turn in toolsWrap-up         - Hand in worksheets                  - Hand in worksheets                      15Discussion      - Check all tools are accounted for - Check all tools are accounted for                            Table 1: Vehicle End of Life Workshop Overview
AU  - (Ruth) Jill Urbanic
AU  - Susan S. Sawyer-Beaulieu
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Development of a Sustainable Design Challenges Workshop for Senior Industrial Engineering Students
UR  - https://peer.asee.org/17764
DO  - 10.18260/1-2--17764
ER  -