June 14, 2015
June 14, 2015
June 14, 2015
19.22.1 - 19.22.8
Global Applications for Project Integrated Learning through Engagement in the Partnership for the Advancement of Collaborative Engineering Education (PACE)The purpose of this work is to document the process implemented to develop experientiallearning opportunities for undergraduate students in STEM disciplines through a collaborativeglobal PACE-University partnership. PACE is an innovative educational model that promotesthe integration of learning with real world problems in a global design and manufacturingenvironment through an extensive network of industry and university partners. The goal is togather evidence that project-integrated learning (PIL) is an excellent way to minimize the gapbetween industry expectations and students’ employability attributes such as soft skills(communication, critical thinking, problem solving, team work, etc.) The literature extensivelyrepeats the importance of fostering joint participation between universities and companies ineducational projects to lessen the gap between higher education and labor market requirements.This paper documents the methodology employed to create and implement a pioneering PACE-University partnership that recognizes the pedagogical value of learning experiences beyond aformal curriculum. The goal of this experiential learning approach is to complement thetraditional engineering education approach of producing engineers with hard technical skillsincorporating educational experiences in industry. The methodology exposes students to a hybridcombination of technical challenges of design, prototype, and manufacturing of a portableassisted mobility device (PAMD) within the context of an international competition where globalcollaboration is a key component to advance manufacturing concepts – the quick transfer ofscience and technology into manufactured products and processes – into practice. The over-arching goal of the PAMD design competition was to provide an alternative and convenientmode of limited distance transportation for individuals residing in urban settings with additionalmarket opportunities identified as individuals that walk to school, work, or travel betweenbuildings that are physically spread across a large geographic area. This internationalcollaboration effectively equipped members of a multidisciplinary team with the knowledge andskills required to take a project from initial design concept to full-scale manufacturing includingdesign of the proposed manufacturing facility. Each PACE-team consists of 4 to 6 universitiesfrom several countries and continents. The students are forced to communicate and cooperate ina global environment with different cultures, different languages and different time zones like ina typical global company. This requires a high sophisticated project management,communication platforms and data management. The entire group of students utilized industryaccepted engineering design processes to ensure the final PAMD prototype met the pre-specified weight, size and functional parameters set forth by PACE. Manufacturing aspects takeninto account included ergonomics, comfort of the product for the consumer, the potential marketfor the product, consumer safety, and identification of the PAMD build of materials ensured bothlow-cost and functional attributes. It is expected that the new engineering graduate will be readyto enter into the professional life with a strong technical background and being sensitive to thechallenges posed by diversity and cultural differences.
Sullivan, P. A., & Valles-Rosales, D., & Alves, M. A. L., & Sullivan, B. P. (2015, June), International Applications for Project Integrated Learning through Engagement in the Partnership for the Advancement of Collaborative Engineering Education (PACE) Paper presented at 2015 ASEE International Forum, Seattle, Washington. https://peer.asee.org/17145
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