Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper reports on current progress of the redesign of the undergraduate Industrial Engineering (IE) curriculum at one of the nation’s top ranked IE programs around a set of complex products that bundle goods and services together and facilitate an integrated product-based learning approach. The use of real-life product-based problems provides student learning with context and a common thread throughout core courses. This approach enables students to learn technical content in an integrated manner with a foundation of professional, real-world problems, unlike the relatively disjointed silo-style approach to learning individual topics that has been the cornerstone of engineering programs nationwide. Overall, the strategy aids students in integrating and synthesizing industrial engineering concepts, methods and tools that leverage problem and project-based learning. Ultimately, the goal is to have students understand, discover and practice the connectedness and mutual dependencies of core subjects in the successful realization and delivery of goods and services. This approach is predicated upon the development of a set of products which reflect the global dimension of product design, ergonomics, and manufacturing, as well as the symbiotic relationship between manufactured goods and the consumer services built around the goods. The project launched FALL 2017 with 80 junior level students in a required undergraduate course in design and manufacturing dissecting and creating CAD models of consumer products. Two classes of goods, hand power tool sets and power washers, were selected driven by two broad considerations: (1) their realization reflects current industrial practices of the global economy, including the range of design, manufacturing and services required to support successful realization and commercialization of a product, and (2) manufacturing processes involved in the production of a range of components in these products map well with the manufacturing capabilities of our laboratories; students will therefore be able to prototype some components in future manufacturing processes courses. Students working in groups disassemble each product and create solid models for all parts. These models will allow students to create some of the outputs generated by the design function such as component drawings, assembly models, exploded assemblies, bill of materials and assembly charts. They will be stored in an electronic repository for concurrent and subsequent access supporting activities performed in other classes. In Human Factors, students focus on grip design. As students acquire Engineering Economics, Manufacturing Systems and Mathematical Modeling expertise, they then concentrate on decisions regarding the optimal make/buy mix of product components, inventory management, and the design and implementation of manufacturing processes needed for the realization of in house components. Similarly, Supply Chain and Service Engineering knowledge is then applied to the global sourcing of “buy” components and the design and management of services attached to the product. Throughout these activities, students will maintain and upgrade a portfolio documenting all the work and deliverables produced in various classes around these products. This portfolio will help them realize the connectedness and complementary nature of core IE concepts, methods and tools for the successful realization of a consumer product.
Terpenny, J. P., & Harmonosky, C. M., & Lehtihet, A., & Prabhu, V., & Freivalds, A., & Joshi, E. M., & Ventura, J. A. (2018, June), Product-based Learning: Bundling Goods and Services for an Integrated Context-rich Industrial Engineering Curriculum Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30895
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015