Infusing Advanced Manufacturing into Undergraduate Engineering Education (2023) / Chapter Skim
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, and their members should pursue amendments to ABET requirements to explicitly include manufac turing and advanced manufacturing in accreditation student out come requirements. For example, current ABET criteria for student outcomes include this statement on engineering design: "an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors." This ABET criterion should be amended to include manufacturing as follows: "an ability to apply engineering design and realization to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors." ADVANCED MANUFACTURING CURRICULA A robust advanced manufacturing curriculum would help spread expertise.
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Advanced manufacturing will evolve, perhaps rapidly, and increase in breadth. Additive manufacturing already allows new materials to be fabricated easily, for example using blown powder directed energy deposition.
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• Frustrated that required engineering courses preclude other offer ings at a university, take an extra year and some engineering electives • Continue after bachelor's degree for master's 7 See also NASEM, 2021, "Preferred Approaches to Curriculum and Program Design" and "Preferred Approaches for Program Content," in DoD Engagement with Its Manufacturing Innovation Institutes: Phase 2 Study Final Report, Washington, DC: The National Academies Press, https://doi.org/10.17226/26329. 8 For example, see "Iron Range Engineering Program" in Appendix B
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For example, • Expand 3+2 and 4+1 programs for MS degrees in advanced manufacturing.
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INDUSTRY EXPERIENCE IN ACADEMIA Few engineering faculty members have extensive industrial experience, even fewer manufacturing experience, and fewer yet advanced manufacturing experience. But manufacturing experience is extremely valuable for teaching advanced manufacturing courses, supervising or critiquing hands-on labs and projects, mentoring or supervising independent study, leading a research project in collaboration with an industrial partner, setting up and running advanced manufacturing equipment such as industrial-quality 3D printers, developing or codeveloping teaching materials and curricula, and simply being available to students as role models and authorities on manufacturing.
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The role of academia in undergraduate engineering education is further explored in the next chapter, which covers practical experiences–experiential education. And the support and collaboration required from industry and government are treated in Chapter 4.
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Engineering programs already include experiential elements, but most do not yield experience with manufacturing or advanced manufacturing. Since these elements are already widespread, they represent a mechanism to increase exposure to manufacturing.
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highlighted the importance of practicums and other experiential learning activities in preparing students for careers in advanced manufacturing; 88.9 percent mentioned internships and 80.6 percent mentioned hands-on laboratories. More observations from this request for input are presented in Appendix B
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Discussions with various experts from academia, however, revealed that capstone courses and projects do not typically involve manufacturing or advanced manufacturing. Most focus on the problem-solving, analysis, 2 S
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"As they work through those projects," Fleischer said, "they are building not only the prototypes but also looking at costing and how they would transition to scale manufacturing."3 Similarly, according to Chris Saldaña, Ring Family Associate Professor at the Georgia Institute of Technology (Georgia Tech) , mechanical engineering students at Georgia Tech factor manufacturing considerations into their projects through assessing the cost of scaling up and outsourcing production of a single unit.4 Some schools, like Virginia Tech and Pennsylvania State University, have so-called learning factories that allow students, as part of their capstone projects, to work closely with manufacturing companies to implement advanced manufacturing solutions.
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Hands-on laboratories and projects on advanced manufacturing need not only be associated with manufacturing courses. They could be integrated
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Recommendation 3.2: Engineering program leaders should incor porate and expand experiential activities wherever possible in the engineering program, with emphasis on advanced manufacturing technologies. These activities should include hands-on laboratories, independent study, capstone courses, and cocurricular activities.
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Benefits to undergraduates engaging in applied research are enthusiastically reported.7 Another way of expanding the portfolio and access to advanced manufacturing research projects for students is to engage them in projects led by industry or by one of the innovation institutes. These opportunities can be amplified by increasing the support for applied research in advanced manufacturing and adding incentives for undergraduate participation (such as NSF's research experiences for undergraduates, REU8)
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