Informatics Publishing Limited

G. Jangali Satish ¹, Anand R. Lakkundi ¹, V. N. Gaitonde ¹, S. B. Burli ¹, H. K. Madhusudhana ¹

Affiliations
1 Department of Industrial & Production Engineering, B.V.B. College of Engineering & Technology, Hubli, Karnataka, IN

Abstract

The engineering education has gone through several re-engineering efforts under various names. Some of the popular names in the past have been sustainable engineering and concurrent engineering. While each of these names has a different flavor to it, the underlying principle of effective engineering education has been its ability to provide practical and functional learning opportunities to students. Experiential learning, which encompasses all types of practice-based learning opportunities, is the founding principle of a successful engineering education model. This paper presents an approach to enhance active and collaborative learning in 'Metal Cutting' laboratory by the undergraduate students of V Semester Industrial&Production Engineering using the concept of "Design of Experiments", to study the effects of various parameters on machining performance. The paper also describes the assessment of program outcome '3b' of ABET criteria through laboratory experiment.

Keywords

Design of Experiments, Progra Outcome '3B', Open Ended Experiment.

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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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N. Vijayakumar ¹, V. N. Gaitonde ¹, A. R. Lakkundi ¹, H. K. Madhusudhana ¹, G. Jangali Satish ¹

Affiliations
1 Department of Industrial & Production Engineering, B.V.B. College of Engineering & Technology, Hubli-580 031, Karnataka, IN

Abstract

Technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice, which is often described as the theory practice gap. This work is apart of "Bridging the Gap" in metrology and quality engineering course, designed for the undergraduate students of VI Semester Industrial and Production Engineering of BVBCET, Hubli, an autonomous institute. Two problem statements were given to the students; one was on the process capability analysis of machines and another on the construction of control chart for variables, which they have to solve after conducting the experiments in machine shop in batches. The students had to chalk out the necessary information to conduct the experiment like profile, sample size, subgroup size and finally analyze the experimental data to decide whether machine is capable to meet the specifications of part and detect the presence of assignable or un assignable causes of variation using process capability analysis and control chart respectively. After the completion of this exercise, the students could realize the importance of process capability analysis and control charts in the manufacturing industries. This activity was step forward in bridging the gap between theory and lab through experiential learning. The performance indicators (PIs) of the ABET program outcome '3b' were underlying the motivators while designing the present experiential learning activity.

Keywords

Experiential Learning, Process Capability, Control Chart, Performance Indicator, Assessment Rubrics.

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Vinayak N. Kulkarni ¹, V. N. Gaitonde ¹, B. B. Kotturshettar ¹, G. Jangali Satish ¹

Affiliations
1 School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, IN

Abstract

In today's higher education system, the concept of specialization plays a vital role in the career development of engineering students across the world. Meanwhile, the requirement for automation engineers in manufacturing sector is increasing continuously due to upgradation of the technology in today's industrial scenario. The methodology of theme based curriculum design and its integration to the existing curriculum along with the assessment pattern have been explained throughout the paper. The results and attainment of performance indicators have been analyzed. It is found that the percentage attainment have improved from initial conventional laboratory experiments to final open-ended experiment of laboratory course leading to active learning among students.

Keywords

Postgraduate Program, Curriculum Design, Theme Based Curriculum, Program Outcome, Performance Indicators, Higher Engineering Education.

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N. Vijaya Kumar ¹, Praveen Kumar Petkar ¹, Madhusudhana H. K. ¹, G. Jangali Satish ¹

Affiliations
1 School of Mechanical Engineering, KLE Technological University, Hubballi-580031, Karnataka, IN

Abstract

Academic institutions worldwide focused on providing a platform for students' integrated learning experience to enhance their skills and increase employability. School of Mechanical Engineering is making continuous efforts to provide integrated learning experiences for UG program students by designing Integrated Learning experience by activity based learning approach. This work aims to provide integrated knowledge of courses such a s manufacturing Technology and Metrology, which are part of the curriculum. The course Manufacturing Technology and Metrology and Quality engineering are considered for this work. These courses' knowledge plays a vital role in students' professional lives when employed in manufacturing industries. This initiative's main objectives are to provide an integrated learning experience, i.e., integration of manufacturing and measurement process, which are essential stages of product development. An Activity is given to the students to compare and analyze the process capabilities of traditional and advanced machine tools such as conventional Lathe and Computer Numerical Control (CNC). One batch of students used a conventional lathe machine, and the other batch used the CNC lathe machine. The students manufactured the part and collected the data (dimensions) about the part, analyzed the data through MINI-TAB software, and finally concluded about traditional and advanced machines' capabilities to manufacture parts according to specification. Through this, the students can establish integrated knowledge between the Manufacturing Technology and Metrology and Quality Engineering courses they have learned in isolation. These courses spread across different semesters. The performance indicators (PIs) of the graduate attribute (GA) of ABET program outcome '4' were underlying the motivators while designing the activity.

Keywords

Integrated Learning, Activity Based Learning, Manufacturing Process, Metrology, UG Program.

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