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Multi Disciplinary Team Project With Software

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

Multidisciplinary and Capstone Experiences in Manufacturing Education

Tagged Division


Page Count


Page Numbers

13.910.1 - 13.910.21



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Paper Authors


Robert Creese West Virginia University

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Robert C. Creese is Professor of Industrial Engineering in the Industrial and Management Systems Engineering Department in the College of Engineering and Mineral Resources at West Virginia University in Morgantown, West Virginia. He obtained his BS, MS, and Ph.D. degrees from The Pennsylvania State University(1963), The University of California-Berkeley(1964), and The Pennsylvania State University(1972). He is a life member of ASEE, AACE-International and AFS as well as a member of ASM, AWS, AIST, ISPA, SCEA and SME.

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Deepak Gupta Southeast Missouri State University

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Deepak Gupta is an Assistant Professor in the Industrial and Engineering Technology Department at Southeast Missouri State University. He obtained his BS degree from the University of Roorkee(now IIT-Roorkee), India and M.S. and Ph.D. degrees from West Virginia University. He is a member of the American Society for Quality (ASQ) and is certified as a Quality Engineer and Master Black Belt in Lean Six Sigma.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Multi-disciplinary Team Project with Software Abstract

Multi-disciplinary team projects are an important element in the ABET accreditation of engineering programs. The basic manufacturing processes course in the Industrial Engineering (IE) Program at West Virginia University is one of only two IE courses which are required by other engineering majors. A software program was developed to assist students in the evaluation of costs when selecting different materials and shapes to meet specific load and deflection requirements. The program has been used for four semesters to develop an appreciation of the effect of material selection and design upon the total cost of a multi-constrained project. Students have indicated several problems which resulted in model changes and the development of an instruction manual. The project has been modified so that several reports are required before the final project. This paper discusses the student responses and the effect of the use of multiple reports.


The basic manufacturing processes course attempts to integrate material properties, mechanical properties, design criteria and economics to prepare students for the highly competitive global market via a team project. The project is started at the beginning of the course and is completed within 10 weeks to avoid conflicts with projects in other courses. The students have had courses on materials, strength of materials and the economic issues are presented during the first week of classes. The students are to consider various materials and shapes to meet the project design requirements. The software had been used for four semesters with various degrees of success and the results have been reported in previous papers1,2,3. The instructor was assigned to another course for one year and the course was taught by an adjunct professor as no other faculty member in the department would teach the course and the program was not used during that year. The regular instructor was reassigned to teach the course again for the 2007-8 academic year and resumed using the software.

There were various problems, such as some students did not have the materials background as that phase was omitted from the course (but that has been corrected), students would delay the project until the week before it was due, teams did not meet and thus some students did not actually participate in the project, and the computer program had some logic and programming errors. The computer software was sent to the students via e-mail and thus each student had access to the program. The project counted for 20 percent of the final grade and will be increased to 25 percent for the spring semester. The fall class is much smaller, only 40-45 students, versus a class of 110-125 students for the spring semester and thus more interaction can occur with the students during the fall semester. However, the spring semester class tends to perform better as they are the “in-phase” students.

Creese, R., & Gupta, D. (2008, June), Multi Disciplinary Team Project With Software Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3298

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