Journal of Engineering Education Transformations

Gururaj Fattepur ¹, B. B. Kotturshettar ¹, S. B. Burli ¹, G. Jangali Satish ¹

Affiliations
1 Dept. of Industrial and Production Engineering, B. V. B. College of Engineering and Technology, Hubballi, Karnataka, IN

Abstract

The engineering design process is a methodical series of steps that engineers use in creating functional products and processes. The process is highly iterative process involving a cyclical process of idea generation, evaluation, and design improvement until the design requirement is met. It is a widely used design strategy due to its intuitive nature and effectiveness in facilitating design improvement, hence calls for the need of the hour to enhance students' cognitive levels. Engineering design courses can be best learnt through practical learning (often termed as Project Based Learning) by course projects, thus delivering this course in the early stages of mechanical science engineering students by offering projects as pedagogy is often a challenge on the part of the tutor. This paper collectively presents simple techniques adapted in conducting the projects for third semester undergraduate Industrial Production engineering students. A systematic approach was followed in the formation of the student teams, proposing the problem statements, students preparing for the reviews according to scheduled timelines, modeling the prototypes, conducting the reviews and preparing the PowerPoint presentations and project reports. By following this pedagogical method Program Outcome (c: Ability to design systems, components, or processes to meet customer needs) and (g: Ability to communicate effectively in both oral and written forms and to become proficient in working with diverse teams) were mapped for the assessment. It was also observed that there was an improvement in the PO attainment, a better team dynamics were observed, the quality of the projects was enhanced in terms of better idea generation, report writing and power point presentation also proved a better quality.

Keywords

Engineering Design, Course Projects.

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Praveenkumar M. Petkar ¹, N. Vijay Kumar ², Gururaj Fattepur ²

Affiliations
1 Dept. of Industrial and Production Engineering, B. V. B. College of Engineering and Technology, Hubballi, Karnataka, 580031, IN
2 Dept. of Industrial and Production Engineering, B. V. B. College of Engineering and Technology, Hubballi, Karnataka, IN

Abstract

Experiential/activity based learning is the process of learning through doing an activity and is thought to be useful to increase the retention of theoretical concepts and will help in bridging the gap between theory and practice. The inspiration for this work is the fact that learning can be fruitful only when the class-room theoretical concepts are visualized/experienced through laboratory practice and is the essence of experiential/activity based learning teaching practices. The attempt has been made to bridge the gap between theory and real-time industry practices by means of open ended activity learning for the undergraduate course of V-semester Manufacturing Technology- Metal Forming. In today's era numerical simulation as a component of the virtual manufacturing concept of sheet metal forming has emerged as one of the important processes in manufacturing technology. This has resulted in reduced lead time and increased product quality. To inculcate these concepts to the students for a better understanding, a metal forming simulation software has been incorporated as part of this activity. Here student groups identified the sheet metal components (which included the sheet metal forming operations like shearing, bending, deep-drawing, etc.). They carried the design, modeling, simulation, analysis and interpreted the results. This activity not only helped students to get acquainted with the design process, but also lead to better understanding of class-room theoretical concepts. A close resemblance is experienced by students between the simulation results and theoretical calculation which resulted in cognitive and synergic atmosphere for learning among the students and by this the outcome b-"Ability to design and perform laboratory experiments for manufacturing & allied systems as well as to analyze and interpret data" of ABET 3b has been achieved.

Keywords

Experiential Learning, Open Ended Exercise.

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Gururaj Fattepur ¹, B. B. Kotturshettar ¹, B. S. Kakol ¹

Affiliations
1 Dept. of Industrial and Production Engineering, BVBCET, Hubli, IN

Abstract

Contextual learning is one of the best ways to convey students the concepts that are being taught in a subject area to real industrial problems so that students are exposed to provide a real-world, product-based framework to integrate and expand the learning experiences from different courses and lab exercises and can enhance their engineering knowledge and skills. This innovative teaching learning process of Contextual Learning is being adopted in the Department of Industrial and Production Engineering for the students of third semester to eight semester and context of study is ASME #150 Gate Valve. This paper focuses on adopting this practice for third and fourth semester students in understanding the generalised design procedure and assembly of valve. Activities were carried out through an open ended experiment in Engineering Design Lab of third semester and a Self study component in Design of Machine Elements at fourth semester to convey the modelling and design concepts of gate valve. This paper concludes with the challenges encountered for the continual improvement for adopting this method of learning.g.

Keywords

Integrated Approach, Product-Based Learning.

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