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A newly-developed online laboratory experiment in immersive virtual reality (VR) is used for process engineering students. A digital twin (DT) of a jet pump was realised using the game engine Unreal Engine 4. The chance was taken for an instructional redesign deviating from the conventional cookbook-experiment to better integrate the changing competence demands of the working world 4.0 (W4.0). A real-world scenario (RWS) is used to address the sometimes-vague problem-solving assignments of W4.0: the students found themselves in an ambiguous situation which must be cleared and resolved constructively and autonomously by them. The RWS was evaluated by triangulating qualitative and quantitative methods. Firstly, its Constructive Alignment was evaluated, i.e. whether the intended learning outcomes to be achieved through the novel teaching and learning activities were reflected in the assessment tasks, too. Secondly, students were surveyed regarding their attitudes towards such new forms of laboratory learning. The results show that even if the students initially seem overwhelmed by the unfamiliar type of assignment, they are nevertheless able to solve the work-related engineering problem – at least with varying degrees of assistance from a fictional immediate superior. The students appreciate the opportunity to think creatively and independently develop solutions to the assignment. [ABSTRACT FROM AUTHOR]

COVID-19 prompted a radical shift in many universities globally, from contact lectures to adoption of online learning and assessment. A university of technology in South Africa has similarly undergone this transition of adopting an online learning and assessment platform. However, there have been many challenges faced in ensuring integrity of online assessments and ensuring that learning outcomes are addressed. This study aims to investigate the factors that inhibit reliability and effectiveness of online assessment during and beyond the COVID-19 pandemic in a department of industrial engineering at a university of technology in South Africa. The study sample consisted of 80 third-year students enrolled in a Production Engineering course. A five-stage Define-Measure-Analyze-Improve-Control (DMAIC) methodology was used to identify the factors that influenced the reliability and effectiveness of online assessment and, thereafter, to improve the online assessment process. The results demonstrate that there was room for improvement in the online learning environment, which in turn led to more authentic assessment and better academic performance by the students. Recommendations are made regarding strategies that could enhance the integrity of online assessments and minimise cheating while ensuring that learning outcomes are addressed. [ABSTRACT FROM AUTHOR]

Manufacturing system design is a complex engineering field that requires cooperated and aggregated multiple-disciplinary theoretical and practical support. Thereby, the concepts and topics in manufacturing system design courses are not easy to grasp by students. Advances in virtual reality (VR) technology present a new opportunity that can provide the implementation of complex engineering theory from industrial real-life practice in a virtual 3D model. The authors developed a unique queuing theory VR teaching module that can be used in a manufacturing system design course. The module uses Oculus Rift headset, Oculus Touch, and unity 3D software package. The efficacy of this VR teaching module is measured through simulation sickness, system usability, and user experience tools. The statistical analysis shows that VR teaching module is a user-friendly and efficient tool for delivering queueing theory. Approximately 91.7% of the participants experienced below moderate level simulation sickness and none of them withdrew from the study; 91.67% had "above average" satisfaction in terms of system usability. The average user experience was found to be 3.625 out 6. The results also show that the system usability has impact on students' knowledge gain but not motivation, while user experience can affect student's knowledge gain and motivation. VR teaching module outperforms the traditional teaching module in terms of knowledge gain and motivation. Overall, the findings of the study confirm the efficacy of VR technology in teaching queuing theory. [ABSTRACT FROM AUTHOR]

This study aims to propose a competency assessment model for students in online discussion forums, using the Rubrics scoring tool and the Bloom's Taxonomy to define evaluation feedback. First, the competencies to be evaluated in on-line discussion forums for theoretical courses in engineering courses were identified, then, the curricular guidelines of the engineering courses and the competencies identified in the literature by the research authors were considered. A questionnaire was developed with experts to evaluate the proposed model, comparing it with other models of skills assessment already used by them. The proposed model was evaluated by the specialists, with the average scale of more than 4 points for all items. All items were better evaluated when compared to models commonly used by the experts. The overall general index of instrument validity is 90%. It used as a pre-test of the model in two classes of a discipline of a postgraduate course in production engineering of a university of the interior of the state of Sao Paulo. Three lecturers evaluated the forums of the referred classes according to the proposed model to verify the reliability of the same. The reliability of each item of the proposed model was greater than 82%. The research contributes to the engineering education literature as it provides a new way of assessing competencies in discussion forums. [ABSTRACT FROM AUTHOR]

The present paper considers two pedagogical approaches that are mixing creativity tools and Additive Manufacturing (AM) knowledge and evaluates them through the originality and feasibility of the ideas generated as well as the satisfaction of the students. This experimentation was conducted in an engineering school with two groups of postgraduate students during a one-day Project-Based Learning module (PBL). This study points out that closely mixing creativity tools and AM knowledge all along the module gives better results in term of originality, feasibility, and student satisfaction than a more traditional approach disconnecting them. We believe this work can improve existing teaching activities enabling students to gain hands-on experience with additive creativity to better face tomorrow's challenges. [ABSTRACT FROM AUTHOR]

Highlights • Industrial site visits enhanced purist and doctrinal elements of degree programme. • Site visits enabled ‘epistemic’ shifting to situational and knower elements. • ‘Epistemic’ shifting bridges theory-practice gap and improves graduate attributes. • Industry perceptions and career decisions are primarily based on knower elements. Abstract Engineering education in the 21st century faces increasing pressure to meet the demands of complex and dynamic work environments. Well-cited literature on graduate inabilities to meet these demands highlight shortcomings in traditional curricula, such as the science-engineering disjuncture and the lack of explicit training in appropriate professional ‘soft skills’. Chemical and process engineering students need to be equipped to adopt innovative approaches to resource processing, energy management and technological application in complex, ill-defined problem-solving professional contexts. This paper argues that a key factor in attracting and retaining students is to enable a shift in their perception of the field in both the curricular and professional spaces. The Legitimation Code Theory (LCT) analytical tool called the ‘epistemic plane’ is used to demonstrate the analysis of the theory-practice divide evident between the chemical engineering curriculum at a South African university and industrial sites. An initiative to enable final year Bachelor’s students to visit a range of mineral processing sites as part of their research projects, demonstrates that exposure to personnel and industrial processes is effective in changing their perception of the field, and thus successfully contributes to potential retention and employment in a field necessary to advance sustainable development goals. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly supportive. The paper describes an empirical case study carried out at Aalborg University Copenhagen involving students from two different semesters of a Bachelor of Science programme. While executing the study, compelling examples of how PBL and the agile project management method Kanban blend could be identified. A final survey reveals that applying Kanban produces noticeable improvements with respect to creating, assigning and coordinating project tasks. Other improvements were found in group communication, knowledge about the work progress with regards to both the individual and the collective and the students’ way of continuously improving their own teamwork. [ABSTRACT FROM PUBLISHER]

This article provides a review of two paradigms of education and the application of each in a manufacturing quality control course for engineering technology (ET) students. The most common paradigm of education used in quality-focused courses is teaching-centered. This traditional method has contributed to students' perception of quality (e.g., quality control, statistical process control, total quality management), as a dry subject to learn compared to other core and/or elective courses in their plans of study. This case study describes the creation and implementation of a manufacturing quality control curriculum that is learningcentered. Based on student feedback, this approach increased ET students' self-reported satisfaction of the course, lab, and instructor, as compared to a teaching-centered course. Additionally, the students' engagement and dynamic involvement in the learning activities increased, due in part to project-based learning. In order to enhance further adoption of studentcentered instructional techniques in qualityfocused courses, the authors have shared all project-based learning resources. [ABSTRACT FROM AUTHOR]

In the 1st year of the career the Chemical Engineering career the University of Camagüey has an in sufficient interdisciplinary treatment between the subjects Process Engineering I and General Chemistry I. The objective of this research is to implement interdisciplinary activities based on the contents integration of the subjects PE I and GCh I, in order to contribute to the student training. The interdisciplinary activities were integrative seminars, presentation and defense of course projects, taking into consideration the links between the subjects content and curriculum strategies. The method used: of analysis-synthesis and the group work techniques, the technique of positive-negative-interesting, the interview technique, after evaluation of the final work in the subject PE I. The interdisciplinary activities increased the motivation of students and contributed to increasing and deepening of knowledge, for both the student and the teachers, highlighting its contribution to greater and better understanding of the processes under study. [ABSTRACT FROM AUTHOR]

Purpose – The search for a more sustainable society depends on more sustainable organisations and, as such, Production (Industrial) Engineering may contribute to this process through the training of professionals with a greater social and environmental consciousness. The purpose of this paper is to present arguments in favour of the integration of Production Engineering and the Millennium Development Goals and evaluate the potential of Production Engineering subareas in contributing to the Millennium Development Goals. Design/methodology/approach – This work is conceptual and integrative in order to provide an original framework. A Brazilian perspective on Production Engineering has been adopted. Findings – A framework is proposed to guide this integration process by providing suggestions for an agenda of opportunities for academics and practitioners in favour of a more sustainable society. Originality/value – This work presents a new framework integrating Production Engineering and the Millennium Development Goals in order to promote a more sustainable training in Production (Industrial) Engineering field of research. [ABSTRACT FROM AUTHOR]

Engineering Education directed at topics like sustainable production or life cycle engineering needs adequate teaching approaches. Methods like research-oriented teaching, project-based learning or game-based learning are suitable techniques to promote a deeper understanding and develop competencies in respect to complex dynamic systems. However, providing appropriate teaching environments which allow for self dependent learning and practical experiences while making state of the art research insights available is quite challenging. Die Lernfabrik has been developed to suit these exact issues by providing a didactic framework for sustainable production engineering education in a real factory environment. This paper introduces a new didactic concept to combine the benefits of research-based learning approaches in engineering curriculum with the physical infrastructure of Die Lernfabrik. While gaining theoretical background in a related lecture, students utilize machinery and installations of the learning factory independently for experiments to solve their self-chosen research questions. Application and validation of the concept are exemplified by the TU Braunschweig course Energy Efficiency in Production Engineering, focusing on energy efficiency solutions for production systems. It could be proved that the individual learning motivation and success of the students as well as their competency to solve real engineering problems was significantly improved by the new approach. [ABSTRACT FROM AUTHOR]

This article discusses pupils' readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and manufacturing. Finally, in the self-regulation phase, the goals are tested with new products in their usage targets. The theoretical framework of self-regulated learning and empirical categorization of the data are based on Zimmerman's model (Self-regulated learning from teaching to self-reflective practice. The Guilford Press, New York, pp 1-19, , Handbook of self-regulation of learning and performance. Routledge, London, pp 49-64, ). The focus of this article is on the forethought phase. The empirical analysis in this article is based on national evaluation data of Finnish compulsory education. The first national evaluation of learning outcomes in Technology Education (taught within the subject Craft) was implemented by the Finnish National Board of Education in spring 2010. The evaluation was carried out as two questionnaires for ninth graders with general (n = 4,792) and advanced (n = 1,548) questions, and a production exercise (n = 661). In this article, the data is analyzed further based on learners' comprehensions, leisure-time activities and classroom techniques. The article is part of a larger research project that aims to improve the national evaluation data. The results on pupils' readiness for self-regulation in the forethought phase of Exploratory Production are encouraging. Pupils' have positive comprehensions of the Craft & Technology (C & T) subject and they find learning useful for their current life and for the future. Learning tasks and producing tasks in the C & T subject could be even more related to pupils' own technological and functional experiences. More effort should be given to support pupils' readiness to regulate goals for their own technological production activities. [ABSTRACT FROM AUTHOR]

A course focused on the acquisition of integration competencies in ship production engineering, organized in collaboration with selected industry partners, is presented in this paper. The first part of the course is dedicated to Project Management: the students acquire skills in defining, using MS-PROJECT, the work breakdown structure (WBS), and the organization breakdown structure (OBS) in Engineering projects, through a series of examples of increasing complexity with the final one being the construction planning of a vessel. The second part of the course is dedicated to the use of a database manager, MS-ACCESS, in managing production related information. A series of increasing complexity examples is treated, the final one being the management of the piping database of a real vessel. This database consists of several thousand pipes, for which a production timing frame is defined connecting this part of the course with the first one. Finally, the third part of the course is devoted to working with FORAN, an Engineering Production application developed by SENER and widely used in the shipbuilding industry. With this application, the structural elements where all the outfittings will be located are defined through cooperative work by the students, working simultaneously in the same 3D model. In this paper, specific details about the learning process are given. Surveys have been posed to the students in order to get feedback from their experience as well as to assess their satisfaction with the learning process, compared to more traditional ones. Results from these surveys are discussed in the paper. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this work is twofold. First, it aims to analyze the teaching and learning processes applied to degrees that enable regulated professional activities for both Technical Industrial Engineering and Industrial Engineering. More precisely, it examines the competences related to Manufacturing Engineering, either at the Bachelor's or Master's Level. Second, it intends to establish a simple and easy process to evaluate the competences acquired in a certain Bachelor's or Master's degree. As a result, it will be possible to identify current weaknesses in the study plans. This could be the universities’ starting point in the definition of procedures and areas for improvement that allow for a better match among study plans, the acquisition of competences, and the learning results finally achieved. [Copyright &y& Elsevier]

Collaborative product development (CPD) has recently become one of the important business strategies for the companies to remain competent in the Greater China region. Geographically separate companies such as design studios and manufacturers are required to participate in the product development process in a dispersed manner. Traditional product design courses may not be able to equip students with working knowledge in this regard. To overcome this deficiency, we have developed a novel course paradigm that combines two modular courses: manufacturing engineering (ME) and new product development (NPD). The students from the two courses are grouped into individual teams, and each team is required to complete a product development project within one semester. In each team, the ME students act as the engineering staff while the NPD students take the roles of marketing people and project managers. However, the ME and NPD students are required to collaborate remotely over the Internet. Face-to-face communication is deemed as being unavailable so as to mimic the real CPD scenarios. The tasks and materials involved in this new course include team building, project management, budget control, outsourcing, product design, prototyping, and ICT tools, e.g. teleconferencing, CAD, and PDM. The feedbacks from the graduated students working in industry validate the education goals in the course design. [ABSTRACT FROM AUTHOR]

The development of tele-operated experimentation and its provision to distance learners opens new dimensions for experience-based scientific and engineering education, particularly where experiments are the core elements of teaching and learning. The finalized EU-funded project PeTEX-Platform for e-Learning and Telemetric Experimentation has developed a prototype of an e-learning platform based on the learning and content management system Moodle for the design and implementation of educational and training applications in the field of production engineering. The principle goal of this project was to establish individual and group oriented learning for different target groups like students and professional workers within a platform-system capable to serve a multi-lingual learning community. Hence, an educational model was designed which integrates the tele-operated experimentation platform with teaching content and learning activities in order to support a successful learning walkthrough for different target groups. [ABSTRACT FROM AUTHOR]

The subject Engineering of Processes III distributes to the students of 5 year of Chemical Engineering of Course for Workers, making the integration of knowledge to diverse productive processes. As new features are the qualitative and quantitative determination of the environmental impact and the guarantee of the individual work of each student to make their variant and within the group for the decision making and the preparation of the closing report. This assures that the level of application of knowledge and individually reached development is similar, which was not obtained previously in the made works. The analyses are included in addition to: Power economy, Efficiency in boilers, furnaces, chemical heat exchangers, reactors, pasteurizers, heating engineers, etc.The environmental Education is included in these projects, by means of calculate of the contamination produced by burns of fuels and/or the diminution produced by: - The increase of the power efficiency. - Oil fuel substitution by less polluting fuels (natural gas). - Analysis of the remainders and their degree of danger. After two courses of application of these works of course one affirms that the student acquires a greater conscience towards these environmental problems, because they learns to detect them and to evaluate them as much quantitative as qualitatively, proposing solutions to diminish them. [ABSTRACT FROM AUTHOR]

The object of this paper is to outline the interactive teaching model developed by tile education innovation group 'New Teaching Methodologies in Mechanical and Manufacturing Engineering Technology' of the Polytechnic University of Madrid. The aim of the model is to teach the subject of Manufacturing Engineering Technology for the Mechanical Technical Engineering degree course. It is based on a new face-to-face methodology that we have called DE-learning (driven electronic learning) in which theoretical teaching and laboratory teaching are combined in a collaborative environment, managed through the developed software that combines: theoretical lessons, solved practical examples, exercises, bibliographical references, Webpage links and self-assessment tests. [Here the term 'collaborative' is used to describe the teaching methodology whereby student-to-student and student-to-teacher relationships take place in the learning process and not exclusively through a one way teacher-to-student relationship. ] The teaching of this new model is 'driven" under the guidance and supervision of a professor, in an educational environment with no formally taught classes. Students themselves can decide on the pace at which the), learn, the resources used, the definition and carrying out of practical exercises and whether the), wish to form collaborations among themselves during study time. The fundamental advantage of this model is its efficiency in optimising learning time, given that." (a) all the necessary resources are accessible to the student through electronic teaching support, (b) the laboratory, practical classes take place in the same environment, as the), are combined and connected to the theoretical concepts without any break in continuity, and (c) students' problems can be resolved in a personal and immediate way by the professor. In addition to this, other advantages have emerged that are equally relevant in the engineering training of the students: the development of better communication skills as well as their skills and abilities, motivation, creativity and increase in confidence and confidence in their decisions. The efficacy of this new teaching model has been confirmed through the academic results attained by the students during the 2006107 academic year, which are presented in this paper. [ABSTRACT FROM AUTHOR]

The purpose of the study was to compare and analyze the effects of two instructional methods instructor-led and simulation-based instructions--on engineering students achievements and course interests in a manufacturing engineering class. Twenty-nine undergraduate students participated in the study, and repeated measures were employed to collect multiple sets of data. The study showed no significant differences in the means of achievement and interests. The results are discussed in conjunction with the data tables. [ABSTRACT FROM AUTHOR]

Purpose--The purpose of this paper is to exploit student preference and propose, discuss and experimentally validate a strategy that aims to reduce time necessary to introduce tutoring of mind mapping to engineering students. Design/methodology/approach--A survey instrument was designed and used to collect student preferences about mind mapping. Preferences were linked to alternative scenarios of mind mapping deployment. Survey responses from a 100 second-year students from the Department of Production Engineering and Management were analyzed using conjoint analysis. Findings--Results indicate that an effective strategy to present mind mapping to engineering students is to explain in detail all the possible applications of mind mapping; present mind maps with different colours using both words and drawings and encourage students to use mind maps in team assignments. Originality/value--The findings of this paper provide a well documented framework in addressing mind mapping technique to engineering students. The proposed framework tries to make the best use of the available time for creativity development programs, in engineering departments. This framework may also be applied to other creativity enhancing techniques, providing solutions for incorporating creativity in engineering curricula. [ABSTRACT FROM AUTHOR]

The article discusses interdisciplinary learning activities involving algebra and technology. The author notes that manufacturing and pre-engineering programs expose students to the skills required by industrial and manufacturing engineers. It is suggested that students in manufacturing programs are learning how to optimize productivity while controlling costs, using skills such as work flow planning fixture design and taking work measurements. It is also suggested that the skills needed to analyze the data from these measurements is taught in high school algebra classes. The author presents an interdisciplinary learning program linking skills taught in high school manufacturing and algebra curricula.

Through this report it is made a study of the working and researching link between Processes Engineering I and II, such subjects are taught in Chemical Engineering first and second years, and their goal is to analyze the development of the Working Period corresponding to the subjects previously mentioned by getting the students involved, and having into account their points of view and appreciations. Two methods at the empirical level were applied for developing the present study, and they were the observation and the surveys. By means of their results it could be verified that most of the students admit that the Working Period allows them to know about their future behavior as professionals (97,2 % in first year and 90 % in second year). Concerning the level of satisfaction it was found that 58,3 % of the students in first year are completely satisfied with such a task, whereas in second year we found 65 %. 86,1 % of the students in first year and 95 % in second year consider that the objectives are fulfilled. Taking into consideration the result of the survey, the opinions and suggestions made by the students, the staff took different steps for training the professionals stronger and accomplish the objectives proposed in the professional's model. [ABSTRACT FROM AUTHOR]

The use of spreadsheets in an undergraduate course in process engineering is analyzed mainly as a tool to solve optimization problems with iteration cycles in the calculation of the variables involved and as an introductory approach for the basic aspects of process simulators. The significance of using routines such as Solver in Excel to solve problems is clear. The advantages of using spreadsheets are analyzed in relation to other systems available for simulation and optimization problems. The way to add new functions to the spreadsheets used in the course are also considered, as well as the convenience of adopting certain norms when posing the problems. © 2000 John Wiley & Sons, Inc. Comput Appl Eng Educ 7: 227–234, 1999 [ABSTRACT FROM AUTHOR]

This paper chronicles the first four years of offering courses in a manufacturing engineering bachelor's degree program and the first group of students graduating from this program. The program was designed to meet the specific needs of manufacturers in the western Michigan area where it is offered. The program--a joint effort of Western Michigan University, Muskegon Community College, and local industry--was offered exclusively at one of the university's regional centers located on a community college campus. Some lessons learned are presented. [ABSTRACT FROM AUTHOR]