Promotion of professional skills in engineering education: strategies and challenges

Basic engineering skills are not the only key to professional development, particularly as engineering problems are everyday more and more complex and multifaceted, hence requiring the implementation of larger multidisciplinary teams, in many cases working in an international context and in a continuously evolving environment. Therefore other outcomes, sometimes referred to as professional skills, are also necessary for our students, as most universities are already aware. In this study we try to methodically analyze the main strategies for the promotion of professional skills, mainly linked to actuations which directly affect students or teachers (and teaching methodologies) and which take advantage of the environment and available resources. From an initial list of 51 strategies (in essence aimed at promotion of different drivers of change, linked to students, teachers, environment and resources), we focus on the 11 drivers of change considered more important after an initial evaluation. Subsequently, a systematic analysis of the typical problems linked to these main drivers of change, enables us to find and formulate 12 major and usually repeated and unsolved problems. After selecting these typical problems, we put forward 25 different solutions, for short-term actuation, and discuss their effects, while bearing in mind our team’s experience, together with the information from the studies carried out by numerous teaching staff from other universities

Inspection model and correlation functions to assist in the correction of qualitative defects of injected parts

To perform quality inspection in the injection process is a complex task due to high number of defects that could occur in an injected part and the high number of process parameters that could produce them. Injection defects, in particular qualitative ones, are not a clear reference to determine correct process parameter value setting to produce good quality parts. Research results show that the occurrence of each injection defect could be caused by specific parameters with values above or below an optimal one. Although this information is a guide for the defect correction, the effective correction of qualitative defects with parameter modifications is very complex. This is due to the problems that arise when transforming a qualitative defect into a quantitative inspection. This article shows an inspection model to assist the qualitative defect intensity classification using defect behavior tendency curves. These curves have been deduced from generic analytical relationships established between injection defects and injection process parameters. Conducted tests allow validating the approach and its initial effectiveness

A new approach for integrating teams in multidisciplinary project based learning

This paper describes the experience of collaboration among students and teachers in order to develop multidisciplinary projects, and to reproduce as closely as possible, the team's integration into a company environment. A new methodology based on student interaction and content development in a Wiki environment has been developed. Students and Teachers have participated with enthusiasm, due to the correct well-distributed work and the easiness of use of the selected platform in which only an internet connected computer is needed to create and to discuss the multidisciplinary projects. The quality of the developed projects has been dramatically improved due to the integration of the results obtained from the different teams

Integrating Teams In Multidisciplinary Project Based Learning in Mechanical Engineering

Mechanical/Industrial Engineering students at Higher Technical School of Industrial Engineering (ETSII) of Technical University of Madrid (UPM) receive an in-depth knowledge of mechanical design and manufacturing processes, but the increasing interaction with other engineering branches, induces the need to integrate concepts which allow students to make an integral design of new products, and thereby facilitate their subsequent integration into multidisciplinary engineering teams in industry. Complex engineering projects are usually carried out by the assimilation of different work teams, which could even be located geographically distant. Collaborative Web environments are proven to be ideal knowledge repositories, as it has seen in Academia and in Industry. The work here presented reproduces the organization of actual engineering projects, and brings it into the classroom. This new way of developing Project Work documentation and discussion has helped students become self-directed learners who internalize specific topics from different subjects, programmes and courses with their own interests, and has been considered as an easy alternative to promote active learning, not only in this area but in other courses. Project were launched in the engineering disciplines, each offering possibilities for the application of specific skills in the following courses: TEC -Manufacturing Technology-, CAD -Computer Aided Design-, SIM -Simulation in Mechanical Engineering-, and FAB -Fabrication / Manufacturing. TEC and SIM are applied in the Mechanical Engineering programme at ETSII, while FAB is part of the Industrial Engineering programme; finally CAD is voluntarily employed by students in different semesters and programmes. The new approach is oriented towards inducing collaboration within multidisciplinary teams. This paper describes the experience of collaboration among students and teachers in order to develop multidisciplinary projects, and to reproduce as closely as possib- - le, the team's integration into a company environment. A new methodology based on student interaction and content development in a Wiki environment has been developed. The collaborative server has allowed creating an “out-of-the-classroom” active discussion forum for students of different teams /topics, and to compile an important “project work” portfolio. This experience has been very satisfactory for students and teachers, who have participated with enthusiasm due to the exit of the well-distributed work and the easiness of use of the selected platform (Wiki). The quality of the developed projects has been dramatically improved due to the integration of the results provided by the different teams

Ayuda al aprendizaje: La inyectora virtual

Esta comunicación se enmarca dentro de un proyecto para desarrollar una herramienta informática enfocada a mejorar la calidad de la enseñanza mediante técnicas de realidad virtual. Esta herramienta se presenta como complemento para ampliar y reforzar la gama de recursos que el alumno dispone para adquirir conocimientos prácticos en inyección de plásticos, y así poder utilizarlos con éxito en el marco del diseño, selección y parametrizacióndel proceso de inyección en la fabricación de piezas. El presente trabajo describe algunos aspectos sobre la aplicación desarrollada como resultado del proyecto de innovación educativa IE06 0525-049 financiado por la Universidad Politécnica de Madrid. En el diseño y desarrollo de la herramienta se tuvo muy en cuenta el interfaz visual, que se ha encomendado a dos visuales que se comunican con una ventana de introducción de datos. En esta ventana, el alumno puede interactuar con la máquina virtual decidiendo los parámetros más adecuados para el ejercicio elegido, así como detectar y corregir los errores cometidos gracias a la ayuda de la visualización de la pieza defectuosa. Se ha desarrollado el modelo virtual en 3D de una inyectora y de un panel de control similar al de las máquinas de inyección reales, que es operable por los estudiantes, y cuya respuesta varía de acuerdo a un modelo incorporado basado en lógica borrosa y a los parámetros introducidos por el usuario

New Methodology for Integrating Teams into Multidisciplinary Project Based Learning

This paper describes the collaboration among students and professors in four different subjects, to develop multidisciplinary projects. The objective is to simulate the conditions in a company environment. A new methodology based on student interaction and content development in a Wiki environment has been developed. The collaborative server created an ‘out of the classroom’ discussion forum for students of different subjects, and allowed them to compile a ‘project work’ portfolio. Students and professors participated with enthusiasm, due to the correct well-distributed work and the easiness of use of the selected platform in which only an internet connected computer is needed to create and to discuss the multidisciplinary projects. Quality of developed projects has been dramatically improved due to integration of results provided from the different teams

New Virtual Environment for Active Learning on Parameter Adjustment of Plastic Injection Molding

This paper describes some aspects of new software development and its academic application. This program is an alternative to enhance and to improve the available resources for students to acquire practical knowledge in plastic injection molding parameterization. A virtual injection molding environment has been developed, which allows preliminary machine capacity determination, number of cavities analysis, injection cycle parameter definition, and defects analysis and representation. The environment allows the student to carry out an iteration process in order to optimize the injection molding process parameters. All decision making is based on an Expert System which response is similar to a skilled machine operator

Virtual 3D Support Contents Oriented to Interactive Self-Learning

In the educational project described in this paper, new virtual 3D didactical contents have been developed to achieve specific outcomes, within the frame of a new methodology oriented to objectives of the European Higher Education Area directives. The motivation of the project was to serve as a new assessment method, to create a link between new programs of study with the older ones. In this project, new rubrics have been developed to be employed as an objective method of evaluation of specific and transversal outcomes, to accomplish the certification criteria of institutions like ABET (Accreditation Board for Engineering and Technology)

Evolution and implementation of CDIO initiatives at ETSII-UPM

The School of Industrial Engineering at Universidad Politécnica de Madrid (ETSII-UPM) has been promoting student-centred teaching-learning activities, according to the aims of the Bologna Declaration, well before the official establishment of the European Area of Higher Education. Such student-centred teaching-learning experiences led us to the conviction that project based learning is rewarding, both for students and academics, and should be additionally promoted in our new engineering programmes, adapted to the Grade-Master structure. The level of commitment of our teachers with these activities is noteworthy, as the teaching innovation experiences carried out in the last ten years have led to the foundation of 17 Teaching Innovation Groups at ETSII-UPM, hence leading the ranking of teaching innovation among all UPM centres. Among interesting CDIO activities our students have taken part in especially complex projects, including the Formula Student, linked to the complete development of a competition car, and the Cybertech competition, aimed at the design, construction and operation of robots for different purposes. Additional project-based learning teamwork activities have been linked to toy design, to the development of medical devices, to the implementation of virtual laboratories, to the design of complete industrial installations and factories, among other activities detailed in present study. The implementation of Bologna process will culminate at ETSII-UPM with the beginning of the Master’s Degree in Industrial Engineering, in academic year 2014-15. The program has been successfully approved by the Spanish Agency for Accreditation (ANECA), with the inclusion of a set of subjects based upon the CDIO methodology denominated generally “INGENIA”, linked to the Spanish “ingeniar” (to provide ingenious solutions), also related etymologically in Spanish with “ingeniero”, engineer. INGENIA students will live through the complete development process of a complex product or system and there will be different kind of projects covering most of the engineering majors at ETSII-UPM

Innovation im Buero das Beispiel Textverarbeitung

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