A hands-on multi-disciplinary product development course for micro systems packaging education at Georgia Tech

2002 ◽  
Author(s):  
S.K. Bhattacharya ◽  
J.M. Hobbs ◽  
M. Varadarajan ◽  
O. Sanchez ◽  
R.R. Tummala ◽  
...  
Keyword(s):  
Product Development ◽  
Georgia Tech ◽  
Hands On ◽  
Micro Systems ◽  
Development Course

scholarly journals Transferring an Interdisciplinary Student Product Development Project to Full Online Conduction

2021 ◽  
Vol 15 (3) ◽  
pp. 410-416
Author(s):  
Patrick Herstätter ◽  
Andreas Kohlweiss ◽  
Maria Hulla ◽  
Christian Ramsauer
Keyword(s):  
Product Development ◽  
Product Innovation ◽  
Development Project ◽  
Project Based Learning ◽  
Close Connection ◽  
Industrial Management ◽  
Student Teams ◽  
Product Development Project ◽  
Critical Phase ◽  
Development Course

"Product Innovation" is a 7-month product development course, conducted at the Institute of Innovation and Industrial Management with international and interdisciplinary student teams. A close connection and interaction between industry, students and research has been an important part of this project-based learning course. Due to the COVID19 pandemic and the worldwide occurring lockdowns, students were not able anymore to interact and conduct their projects in the proven manner. Being in a critical phase of the project, the course concept had to be reorganized and transferred to online conduction by using computer supported collaboration work within a few days. Both observations and surveys were used to compare changes in student´s behaviour and results of the project. This paper will describe 1) the original situation and course concept, 2) show how the course was transformed to online conduction, 3) describe the observations made and 4) analyse how the students experienced the transformation.

Development of a Product Development Lab Course: Application of Theoretical, FEA and Experimental Techniques

2008 ◽  
Author(s):  
M. Khandaker ◽  
S. Ekwaro-Osire
Keyword(s):  
Finite Element Analysis ◽  
Finite Element ◽  
Product Development ◽  
Product Design ◽  
Experimental Techniques ◽  
Element Analysis ◽  
Design Problems ◽  
Laboratory Courses ◽  
Senior Design ◽  
Hands On

Finite Element Analysis (FEA) and experimental techniques based laboratory courses are used in the mechanical engineering curriculum to equip students with numerical and experimental abilities to solve design problems. Review of mechanical engineering curricula in US universities found no definite structure for the numerical and experimental based laboratory courses to support the core courses. Also, the authors found that due to lack of knowledge about the application of finite element analysis and lack of collaboration of experimental laboratories in the universities and colleges, students are unable to apply theory, numerical tool and experiment, when it comes to complete product design. To be effective product development engineers, students have to know how to use these engineering tools effectively for various mechanical systems to design a product with perfection. This motivated the authors to develop, teach, and evaluate a laboratory course before the senior design project, where students will have hands on experience with product design. The application of theoretical, numerical and experimental techniques, and their interconnectedness, will also be addressed in this new course. The main three learning objectives of this course were: (1) the ability to apply physical and mathematical models to analyze or design the mechanical systems; (2) the ability to use numerical tools (e.g., FEA) and a fundamental understanding of the limitations of such tools; and (3) the ability to correlate the theoretical knowledge with FEA and experimental findings. Some of the issues observed from the previously taught FEA laboratory related course are: (1) students do not understand how to use FEA tools in practical design problems; (2) students are unable to relate the theory with numerical and experimental result; (3) students do not understand the importance of verification of numerical results; and (4) students with knowledge of a particular analysis background have problems setting up the product design requirements dealing with different analysis systems. To overcome these difficulties, the proposed course will select design problems related to heat, fluid, vibration, and fracture and examine the overall design process including preliminary design, material selection, manufacturing, analysis, and testing. Simulating the complexity of “real world” engineering will prepare students for their senior design projects. The main benefits of this course are: (1) application of theoretical, numerical, and experimental techniques to solve a design problem, and (2) hands on experience with design problems.

Effective NEMS Education and Training in an Undergraduate Course

2012 ◽  
Author(s):  
Nael Barakat ◽  
Heidi Jiao
Keyword(s):  
Undergraduate Students ◽  
Systems Engineering ◽  
Engineering Students ◽  
Educational Process ◽  
Undergraduate Engineering ◽  
Engineering Level ◽  
Hands On ◽  
Manufacturing Techniques ◽  
Increasing Demand ◽  
Micro Systems

Increasing demand on workforce for nanotechnology implementation has resulted in an exponential increase of demand on educational material and methods to qualify this workforce. However, nanotechnology is a field that integrates many areas of science and engineering requiring a significant amount of background knowledge in both theory and application to build upon. This challenge is significantly magnified when trying to teach nanotechnology concepts and applications at the undergraduate engineering level. A considerable amount of time is needed for an undergraduate engineering student to be able to design and build a useful device applying nanotechnology concepts, within one course time. This paper presents an actual experience in teaching hands-on applications in nanotechnology to undergraduate engineering students through an optimized model, within a normal course time. The model significantly reduces the time needed by undergraduate students to learn the necessary manufacturing techniques and apply them to produce useful products at the micro and nano levels, by ensuring that infrastructure and legwork related to the educational process are partially completed and verified, before the course starts. The model also provides improved outcomes as all its pre-course work is also tested with students working under different arrangements of professors’ supervision. The result is an optimized infrastructure setup for micro and nanotechnology design and manufacturing education, built with students in mind, to be completed within the frame of one semester course. The model was implemented at GVSU-SOE as the core hands-on part of a senior undergraduate course titled (EGR 457 nano/micro systems engineering). Students in the course were able to go through the design and build steps of different MEMS and NEMS products, while learning and utilizing cleanroom equipment and procedures. This was based on infrastructural arrangements by students preceding this class by a semester and working closely with the professors. Assessment was conducted on both sides of the model and results were collected for evaluation and improvement of the model.

Hands-on Current Electricity: A professional development course

2003 ◽  
Vol 15 (2) ◽  
pp. 1-11 ◽  
Author(s):  
Patrick C. Gibbons ◽  
Ann P. McMahon ◽  
John F. Wiegers
Keyword(s):  
Professional Development ◽  
Hands On ◽  
Development Course

scholarly journals d-Vision: Seeking Excellence Through A Hands On Engineering Multi Discipline Global Internship Program

2010 ◽  
Vol 3 (4) ◽  
pp. 99-104
Author(s):  
Gavin Suss
Keyword(s):  
Product Development ◽  
Learning Organization ◽  
Engineering Technology ◽  
Competitive Edge ◽  
Hands On ◽  
Development Engineering ◽  
Technology And Design

The question is, "What can vision do?" (Fritz, 1989) rather than "What is vision?" Keter's Chairman, Mr.  Sami Sagol's vision is to establish an internship program that will strengthen the competitive edge of the Israeli industry, within the international arena. The program will set new standards of excellence for product development, engineering, technology and design. Mr. Sagol's vision of excellence, in the internship program, has commenced in a process of changing Keter from a conservative industry to a learning organization, which promotes innovation, excellence, and knowledge. His vision has changed Keter.

scholarly journals Case study: Employing Agile Tools in Teaching Product Development to Mechatronics Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Sondre Sanden Tørdal ◽  
Andreas Klausen ◽  
Mette Mo Jakobsen
Keyword(s):  
Product Development ◽  
Management System ◽  
Learning Management System ◽  
Student Feedback ◽  
Source Control ◽  
Course Content ◽  
Software Documentation ◽  
Development Course ◽  
Standard Learning

Agile tools such as Git are widely used in the industry for source control, collaboration and documentation. Such tools have been implemented in a mechatronic product development course to allow for easier collaboration between students. The course content is mainly provided using a GitLab Pages webpage which hosts software documentation and scripts. This course was first changed in 2019 to include the development of an autonomous strawberry picker. However, the use of standard learning management system and lecture slides provided a cumbersome experience for the students. Therefore, these agile tools were presented in 2020 version to improve the course. In this paper, the course content is detailed, and student feedback from both years are discussed to reveal the outcome of the changes.

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