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Industry engagement in a manufacturing simulation course

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Product Development and Manufacturing

Tagged Division

Engineering Technology

Page Count


Page Numbers

23.741.1 - 23.741.12



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Paper Authors


Ali Alavizadeh Indiana University Purdue University, Fort Wayne

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Dr. Ali Alavizadeh is an Assistant Professor in the MCET Department at Indiana University-Purdue University (Fort Wayne, Indiana). He has taught at the George Washington University (Washington, DC), and Morehead State University (Morehead, KY) in the fields of Engineering Management and Systems Engineering and in Industrial and Engineering Technology, respectively. His industrial experiences include enterprise architecture, systems analysis, and software engineering for private, governmental, and nongovernmental organizations. His research interests include system-of-systems modeling and simulation, enterprise architecture, and nonlinear dynamical systems.

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Industry engagement in a manufacturing simulation courseThis article presents the results of student engagement in two projects for a local manufacturingcompany in a manufacturing modeling and simulation course. The information presented servesas a basis to enhance students learning experience, as well as to improve the ways by which suchgroup projects can help local companies in their manufacturing endeavors.The usage of modeling and simulation becomes pivotal as production systems andproduct/service development become increasingly complex. Engineering technology studentsneed be familiar with the simulation techniques in their field of study and more importantly, beable to conduct a simulation experiment and to derive applicable solutions. The latter can beachieved by having students work on a group project, which also addresses ABET’saccreditation criteria on promoting students teamwork and communication skills.Although the emphasis is on the applicability of the group projects in the course, there is noguarantee that students can find such projects by their own and therefore, they may be forced towork on topics with little to no real world application. Consequently, students may not be able tosee how the theory covered in the lectures can be implemented to solve industrial problems (e.g.,using exponential distribution to model new jobs interarrival time, challenges in formulating theproblem, data gathering, to name a few). Defining such projects with local industries would alsopromote the university’s strategic plan for faculty/student and community/industry engagement.The author to define real world projects to achieve the following two goals: 1. To provide students with an opportunity to apply the lessons learned in the real world. 2. To help local industries with their manufacturing challenges by promoting community engagement and mutual collaboration.In this article, the author shares the experience of engaging a local manufacturing company inbringing two projects to the classroom, how the students and the company benefited from theseprojects, and the company’s engagement in evaluating students projects from feasibility andimplementation standpoints, through which students learn how their performance will beassessed and received. The author will also, discuss students’ and the company’s feedback andobservation on the group projects and the lessons learned to enhance teaching and learningexperience.

Alavizadeh, A. (2013, June), Industry engagement in a manufacturing simulation course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19755

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