Integrating Student Projects through the Use of Simulation Tools Across Logistics Engineering Curriculum

Pawel Pawlewski; Zbigniew J. Pasek

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Assessment and Accreditation in Engineering Management
Tagged Divisions: Engineering Management, Systems Engineering, Engineering Economy, and Industrial Engineering
Page Count: 15
Page Numbers: 25.807.1 - 25.807.15
DOI: 10.18260/1-2--21564
Permanent URL: https://peer.asee.org/21564
Download Count: 363

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Paper Authors

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Pawel Pawlewski Poznan University of Technology

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Pawel Pawlewski works as an Assistant Professor at the Department of Engineering Management, Poznan University of Technology. He holds a Ph.D. in mechanical engineering, with a specialization in organization of production systems from the Poznan University of Technology. His research interests include organization of manufacturing systems, monitoring of operations management, reengineering and IT application for logistics, simulation, and modeling of processes.

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Zbigniew J. Pasek University of Windsor

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Zbigniew J. Pasek is an Associate Professor at the Department of Industrial and Manufacturing Systems Engineering at the University of Windsor. He holds a Ph.D. in mechanical engineering from the University of Michigan. His research interests include manufacturing systems automation, risk management, health care engineering, and informal engineering education. He is a member of IEEE, ASME, SME, and ASEE. His email address is zjpasek@uwindsor.ca.

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Abstract

Integrating Student Projects Through the Use of Simulation Tools Across Logistics Engineering CurriculumAbstract  This paper describes an innovative curriculum developed for a new LogisticsEngineering degree programs at the Faculty of Engineering Management of PoznańUniversity of Technology. The core of the program is based on a sequence of four majorcourses, which focus on the Product Development, Process Analysis and Optimization,Logistic Processes and Service Engineering, respectively. Each course is built around a practical team project. With the project effort as thebackground, the courses introduce students to key issues in global engineering competence,such as technical and cross-cultural communication, collaboration and teamwork,organization and management, engineering ethics, critical thinking and problem solving, andintegration strategies for design, manufacturing and marketing. Projects also introduceentrepreneurial components, as the teams have to develop their concepts in the context of astart-up company. One key element of all the courses is an emphasis on the use of varioussimulation tools. These tools may vary from physical mock-ups, through simple Excelspreadsheets to the use of industrial-strength simulation software. The first course in the series, introduces 2nd year students to basic concepts ofconsumer product development. It covers the principles of design and innovation process, andalso explains essential design tools, such as Quality Function Deployment and Pugh Matrices.It also reviews key manufacturing methods and systems. Students work in small teams todevelop their own product ideas from initial concepts to a business plan for a start-up. Thecourse is offered in English. The second course, offered to 3rd year students, introduces fundamental conceptsrelated to industrial process analysis and improvement. Students learn necessary datacollection and analysis techniques (such as, for example, Value Stream Mapping) and alsothe basics of process simulation using a commercial software package. Student teams workwith industrial sponsors and develop competing innovative ideas for process transformationand improvement. Emphasis is placed on the quality of the student work and final results.Top projects are offered to present at technical conferences, publish their results in technicaljournals, and also participate in project competitions. The best projects can also be accepted as undergraduate theses (required for completionof the I stage degree, equivalent to BEng) and can also be continued in the 3rd course of thesequence, focused on application of optimization techniques. This course is offered to 4thyear students in the first year of their master’s program. It focuses on the supply chains andlogistic processes, assessment of their performance, lifecycle analysis and management. Thestudent group project will be carried out in an industrial setting, dealing with real-lifeassignments. The fourth course focused on the service engineering concepts and still in the planningphase, is intended to integrate knowledge acquired by the students in the preceding courses ofthe sequence. It covers such subjects as, for example, organizational design, global issues and designand management of service operations. The final project will encourage students working inteams to develop their ideas into innovative entrepreneurial enterprises.

Citation
Format

Pawlewski, P., & Pasek, Z. J. (2012, June), Integrating Student Projects through the Use of Simulation Tools Across Logistics Engineering Curriculum Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21564

TY - CPAPER
AB - Integrating Student Projects Through the Use of Simulation Tools Across Logistics Engineering CurriculumAbstract  This paper describes an innovative curriculum developed for a new LogisticsEngineering degree programs at the Faculty of Engineering Management of PoznańUniversity of Technology. The core of the program is based on a sequence of four majorcourses, which focus on the Product Development, Process Analysis and Optimization,Logistic Processes and Service Engineering, respectively. Each course is built around a practical team project. With the project effort as thebackground, the courses introduce students to key issues in global engineering competence,such as technical and cross-cultural communication, collaboration and teamwork,organization and management, engineering ethics, critical thinking and problem solving, andintegration strategies for design, manufacturing and marketing. Projects also introduceentrepreneurial components, as the teams have to develop their concepts in the context of astart-up company. One key element of all the courses is an emphasis on the use of varioussimulation tools. These tools may vary from physical mock-ups, through simple Excelspreadsheets to the use of industrial-strength simulation software. The first course in the series, introduces 2nd year students to basic concepts ofconsumer product development. It covers the principles of design and innovation process, andalso explains essential design tools, such as Quality Function Deployment and Pugh Matrices.It also reviews key manufacturing methods and systems. Students work in small teams todevelop their own product ideas from initial concepts to a business plan for a start-up. Thecourse is offered in English. The second course, offered to 3rd year students, introduces fundamental conceptsrelated to industrial process analysis and improvement. Students learn necessary datacollection and analysis techniques (such as, for example, Value Stream Mapping) and alsothe basics of process simulation using a commercial software package. Student teams workwith industrial sponsors and develop competing innovative ideas for process transformationand improvement. Emphasis is placed on the quality of the student work and final results.Top projects are offered to present at technical conferences, publish their results in technicaljournals, and also participate in project competitions. The best projects can also be accepted as undergraduate theses (required for completionof the I stage degree, equivalent to BEng) and can also be continued in the 3rd course of thesequence, focused on application of optimization techniques. This course is offered to 4thyear students in the first year of their master’s program. It focuses on the supply chains andlogistic processes, assessment of their performance, lifecycle analysis and management. Thestudent group project will be carried out in an industrial setting, dealing with real-lifeassignments. The fourth course focused on the service engineering concepts and still in the planningphase, is intended to integrate knowledge acquired by the students in the preceding courses ofthe sequence. It covers such subjects as, for example, organizational design, global issues and designand management of service operations. The final project will encourage students working inteams to develop their ideas into innovative entrepreneurial enterprises.
AU - Pawel Pawlewski
AU - Zbigniew J. Pasek
CY - San Antonio, Texas
DA - 2012/06/10
PB - ASEE Conferences
TI - Integrating Student Projects through the Use of Simulation Tools Across Logistics Engineering Curriculum
UR - https://peer.asee.org/21564
DO - 10.18260/1-2--21564
ER -