Implementing Entrepreneurial-minded Learning (EML) in a Manufacturing Processes Course

At Ohio Northern University, ME-3421 Manufacturing Processes is a technical elective course for juniors in the Mechanical Engineering discipline. Project-based learning techniques (PBL) have been known to underscore skill-based learning outcomes. For this course, PBL was enriched by including Entrepreneurial Minded Learning (EML) activities. EML activities are designed to inspire students’ curiosity about the world around them, teaches them to integrate information from many sources to gain insight, and encourages them to creating value by identifying opportunities and working in partnerships with fellow students. It also teaches them to explore a contrarian view of accepted solutions. In the Manufacturing Processes class, two EML modules were developed and deployed in stages. These were (i) a manufacturing process selection activity and (ii) an activity related to environmental and economic impact of manufacturing processes. Both activities included a stakeholder or a customer as well as unexpected design alternatives. In addition, unlike conventional PBL, the project information was kept ambiguous by design, and the customer’s requirements were not all clearly spelled out at the project start, and even changed as the project progressed. As an example, during the implementation of manufacturing process selection activity, students interacted with the customer and selected the best manufacturing process for a product based on quantity produced and properties (strength, finish, tolerances, etc.) needed. Students then presented their work to the customer. A few assessments were implemented including written reports, presentations, peer evaluation on teamwork, and a survey. By implementing entrepreneurial minded learning experiences in coursework, students will not only learn the technical theory, but they will be trained to identify problems and solve them in innovative ways. Introduction For this work, project-based learning activities (PBL) were modified to include entrepreneurial components. Two modules were developed and implemented in Manufacturing Processes class, an elective at Ohio Northern University. There were 7 students in the class. This course introduces different manufacturing techniques such as casting, rolling, forging, extrusion, drawing, sheet metal forming, machining, and welding. Theoretical as well as practical considerations are covered, including quality control and statistical methods. Subject-based learning (SBL), and Active Collaborative Learning (e.g. PBLs) have been widely used in the engineering curriculum [1]. Project/problem based activities have been implemented to help students learn new concepts faster. In this methodology, a question or problem is used to drive the students’ learning activities to produce a product that can be used in real world. PBL is used to prepare students with skills such as leadership, team building, ethical behavior, creativity, critical thinking, and problem solving [2]. PBL has been implemented as part of the curriculum or as a replacement of the traditional classroom. EMLs are either designed independently or used by modifying existing pedagogy techniques such as SBL or ACL. EMLs can be implemented either as single homework assignment or as a single week or multiple week-long activities [3]. With experience, an instructor can teach an entire course using such active learning techniques. It is important to understand that entrepreneurship, in this context, is not necessarily about teaching students how to start a new business, but rather to develop the mindset of innovation necessary to recognize opportunities and make the most of them [1,3]. An enterprise does not need to be created at the end of an EML activity. Entrepreneurial Minded Learning is designed to ● Stimulate curiosity. Students are encouraged to demonstrate constant curiosity about our changing world, and explore a contrarian view of accepted solutions. ● Make connections. Students integrate information from many sources to gain insight, and assess and manage risk. ● Creating value. They do this by identifying unexpected opportunities to create extraordinary value, and persisting through and learning from failure. [4-8]. The tenets above are called the three Cs of the entrepreneurial framework. The EML mindset is being promoted by Kern Entrepreneurship Education Network (KEEN) and implemented at 33 partner institutions [9]. Its goal is to encourage entrepreneurial mindset-based pedagogy within the undergraduate engineering curriculum. Fresh engineers with entrepreneurial mindset skills are prepared for today’s job market. In addition to above-mentioned skills, complementary skills such as (i) identifying an opportunity, (ii) developing partnerships and building teams, (iii) finding an engineering solution in terms of societal benefits etc. will also be developed. These skills will reinforce the development of an entrepreneurial mindset. In this work, first two modules will be presented and then the student assessment will be given. Entrepreneurially Minded (EM) Course Enhancements: Two EML modules were created by first looking at the course learning objectives and then modifying project-based learning activities by incorporating entrepreneurial mindset skills. Module 1: Souvenir Supply Contract Bid First activity was a classic materials/ manufacturing process selection activity for the students. It was introduced in the 7 week of the semester. This 5-week module required students to prepare a bid for a souvenir supply contract with the university. Just like with most project-based learning modules (PBLs), following was the hook statement – “Your university is planning to celebrate its 150 years of existence in few years. They are planning to sell souvenirs to market the brand and cover the cost of celebrations. Your startup company is bidding for the supply contract.” Student groups were required to select materials and manufacturing process for those articles. In addition, they were to compare the selected manufacturing process with other manufacturing process. Student teams were required to meet with the customer to find out type and number of souvenirs required. The customer in this case was instructor. Deliverables included written reports and a class presentation. The written report would be in the form of a bid document. Students were asked to prepare bid documents as if they were to be used by the university marketing and media department in evaluating potential future giveaway items. The module was designed with following course learning objectives in mind. • Identify and summarize the types of the materials used in the manufacturing of a product. • Apply mechanics of materials and engineering materials science to qualify or quantify the properties of different manufactured products. • Select the best manufacturing process for a product based on quantity produced and properties (strength, finish, tolerances, etc.) needed. • Understand the economic, environmental, and societal impact of manufacturing. For this activity, students formed themselves into teams of 2-3 students. Part of the lecture time was devoted in the beginning to explain students about the module, rubrics, assessments and deliverables. A feedback on student progress was given in week 3 during in class lecture time. Module activities were performed out of class majority of the time. The project stages were as follows: (i) Week 1-2Types of Souvenirs-Manufacturing process decided and e-mailed. (ii) Week 3-4the economic and environmental, impact of manufacturing –paper submission. (iii) Week 5Report and Presentation. Guidelines about how to write a bid were also given [9]. These are given in Appendix 1. To jump start student discussion, ice-breaking questions/suggestions were given to teams. These were: ● What type of and how many souvenirs will be required? ● Four different materials have to be used in the manufacturing. ● What is the expected cost of each souvenir? ● Is it going to be locally produced or sourced from outside (different state/country etc.)? ● What is the current state of the art for bulk manufacturing of each type of souvenir? ● The souvenirs should be lightweight and with no sharp corners. ● The materials should be non-toxic, water proof, self-supporting, and souvenirs should accurately represent beliefs of university. ● The manufacturing process selected for the souvenirs should waste minimal material and require least number of process steps. ● Two souvenirs should be new designs. ● The selected souvenirs should be able to bulk manufactured. ● One piece can be manufactured using 3-D printing. ● Your “how its manufactured” explanation will not be graded on accuracy, but rather on your thought process and thoroughness. Module 2: Sustainable Cafeteria Design This module was staged in two class periods spread over two weeks. It included a summary report with references and a gallery walk. Students were divided into groups of two. In the first class of the first week of the module, students were introduced to the “triple bottom line” concept and were told to summarize three articles related to triple bottom line in a 2-3-page report. The triple bottom line refers to a one method of articulating a sustainable business model: to focus not only on “profit,” but equally on “people” and the “planet.” Necessary resources such as regional Environmental Protection Agency (EPA) website address were provided. More details are given in Appendix 2. At the end of second week, once they submitted the summary report, following situation was presented to them, “An eccentric oil magnate is donating $2 million to your university to build a state-of-the-art cafeteria. The only caveat is that it has to be built and operated sustainably. The university is looking for ideas for the cafeteria design. Your company is going to participate in this process. Please select 3 products and/or manufacturing processes that are susta