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Implementing Entrepreneurial-minded Learning (EML) in a Manufacturing Processes Course

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Manufacturing Curriculum and Course Innovations

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Vishal R Mehta Ohio Northern University Orcid 16x16

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B.E. Metallurgical Engineering, Maharaja Sayajirao University of Baroda, India, 1995, M.S. Materials Science and Engineering, New Jersey Institute of Technology USA, 2002, PhD. Materials Science and Engineering, New Jersey Institute of Technology,USA, 2010

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David R Mikesell P.E. Ohio Northern University

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David R. Mikesell is chair and associate professor of mechanical engineering at Ohio Northern University. His research interests are in land vehicle dynamics, autonomous vehicles, and robotics. He joined the faculty in 2007 after work in automotive engineering at Ohio State (PhD), six years designing automated assembly machines and metal-cutting tools for Grob Systems, and four years’ service as an officer in the U.S. Navy. He holds bachelor degrees in German (Duke) and Mechanical Engineering (ONU).

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At the author’s institution, Manufacturing processes is a technical elective course for juniors in Mechanical Engineering discipline. Project based learning techniques (PBL) have been known to underscore skill based learning outcomes. For this course, PBL was enriched by including Entrepreneurial Minded Learning (EML) activities. EML’s are designed to make students more curious about new information, teaches them about making connections with the given information and encourages them about creating value by identifying opportunities and working in partnerships with fellow students. It also teaches them to explore a contrarian view of accepted solutions. In manufacturing processes class, two EML modules were developed and deployed in stages. These were (i) manufacturing process selection activity and (ii) activity related to environmental and economic impact of manufacturing processes. Both activities included a stakeholder or a customer and unexpected design alternatives. In addition, unlike conventional PBL, the project information was kept ambiguous by design and their customer was acting problematic to encourage students to demonstrate constant curiosity about the changing world. As an example, during the implementation of manufacturing process selection activity, students interacted with the customer and selected the best manufacturing process for a product based on quantity produced and properties (strength, finish, tolerances, etc.) needed. Students then presented their work to the customer. A few assessments were implemented including written reports, presentations, peer evaluation on teamwork, and a survey. By implementing entrepreneurial minded learning experience, in coursework, students will not only learn the theory, but prepare students to identify problems and solve them in innovative ways.

Mehta, V. R., & Mikesell, D. R. (2018, June), Implementing Entrepreneurial-minded Learning (EML) in a Manufacturing Processes Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30621

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