Educating and Training the Next Generation of Industrial Engineers to Work in Manufacturing

Now more than ever manufacturing in the United States needs a workforce with a blend of both strong hands-on trade skills and the technical problem solving skills typically learned through the completion of a Bachelor of Science in Industrial Engineering program. This paper discusses a holistic approach being taken in an industrial engineering program to increase student interest in manufacturing by providing a hands-on educational experience in a manufacturing processes course while providing ample opportunities for students to gain hands-on manufacturing work experience through undergraduate teaching internships and manufacturing co-ops and internships. The research shown in this paper discusses the active role that senior undergraduate students with manufacturing internship and co-op experience play in helping to deliver the manufacturing processes course. Senior undergraduate industrial engineering students with manufacturing industry internship or co-op work experience have been helping to deliver a manufacturing processes course through hands-on lab instruction, on site plant visits, industry speakers and networking sessions, and a final course case study. The paper displays the results of a questionnaire that included a blend of qualitative and quantitative questions administered to the junior and senior level industrial engineering students completing the manufacturing processes course. In addition to data collected on student satisfaction and motivation with course delivery, the survey also collected data inquiring prior student knowledge of manufacturing processes, perception of manufacturing, and student interest in manufacturing careers before and after taking the manufacturing processes course. The survey also inquired on student internship and co-op trends for the industrial engineering students completing this manufacturing processes course. Background and Motivation The manufacturing industry is still a significant and viable career opportunity for industrial engineers in the United States of America (USA). In 2013, the manufacturing industry accounted for 12% of the Gross Domestic Product (GDP) for within the United States1. Furthermore, for every $1.00 spent in manufacturing, another $1.37 is added to the economy, which is the highest multiplier effect of any industry2. In 2013, there were approximately 17.6 million jobs in the USA that the manufacturing industry directly supported3. Also in 2013, the average manufacturing worker earned $77,506 in salary and benefits, which is an increase of 24% over the average worker in all industries ($62,546)4. By itself, the manufacturing industry sector in the USA would be the 9th largest economy in the world5. Unfortunately, a number of future engineers have learned or developed incorrect assumptions and stereotypes regarding the manufacturing industry. Students are under the impression that manufacturing is a floundering industry in the USA and there are limited jobs and limited job growth potential. However, this is an incorrect, and perhaps devastating, misconception. To further compound the problem, there is a skills gap with the baby boomer generation retiring and P ge 26568.2 a shortage of available workers. For example, in a 2011 survey of 1,123 manufacturing executives 67% of respondents reported a moderate to severe shortage of available and qualified workers, which included 60% stating they were experiencing a moderate to severe shortage of industrial engineers, manufacturing engineers, and/or planners. The survey indicated that within the manufacturing sector there are approximately 600,000 open jobs due to a lack of a qualified and available workforce6. The manufacturing industry is looking for ways to shrink the skills gap by partnering with universities, community colleges, and certification providers. In a report co-authored by Deloitte and the Manufacturing Institute entitled “Boiling Point? The Skills Gap in U.S. Manufacturing,” it was noted that the lacking skills in college graduates to the manufacturing workforce are those that have the most impact on operations and require the most technical training7. The manufacturing industry (which relates to many other industries) is very heavily impacted by students moving away from STEM fields, as the companies and manufacturers are unable to fill technical positions. This manufacturing issue must be fixed within the engineering classrooms across the United States by offering more manufacturing exposure to students in the classroom. Manufacturing engineering education is often associated with Mechanical and Industrial Engineering. Manufacturing is the production and processes, as well as the required personnel, machines, and equipment to produce a certain product. From this definition, it can be see that Industrial Engineers are concerned with the processes of the production line, whereas the Mechanical Engineers are focused on the components of the systems, such as the machines and lines. Courses are often integrated into these two major fields to allow for some exposure to the manufacturing industry. A paper in the Journal of Engineering Education notes that a movement to move to higher course content on manufacturing in both of these disciplines is needed8. Many current engineering programs do not emphasize the marriage of design and manufacturing in a modern industrial technical workforce. Many research studies have assessed the quality of exposure to manufacturing through the senior “Capstone” design project course. McMasters and Lang believe that too few in industry have an understanding of how the current engineering education is set-up. Therefore, if industry partners are brought into the education process through design projects, the education provided to students can be better adapted to reflect the expectations of industry. It is important to define what the industry wants and needs for the current engineering programs9. Many universities are exposing students to manufacturing through senior capstone design courses to offer students with a realistic perspective of industry needs. Another vital area of manufacturing skills needed is within federal government organizations, such as the Department of Defense and the Department of Energy. A report coordinated by the National Academies indicated that remanufacturing of weapons systems and nuclear systems, as well as maintaining facilities for the maintenance and production of systems, is a strategic need for the security of the USA10. Furthermore, the Defense Advanced Research Projects Agency (DARPA) has a program for Open Manufacturing to reduce the cost and increase the speed of delivery of high-quality manufactured goods. This program has the capability of supporting advanced manufacturing applications that range from the aerospace, to chemical, to pharmaceutical, to everyday manufactured goods11. P ge 26568.3 Review of Recent Engineering Education Literature There are a number of articles in the engineering education literature that are supportive of internships, cooperative (co-op) education programs, and manufacturing education. A few recent articles are reviewed herein. The first article included an overview of the University of Cincinnati’s cooperative education program, which has been operating since 1906. This article provides a history of the program and of a course that introduces students to the cooperative education experience. Topics include professional development skills, job search, interview preparation, workforce representation, and preparation. It was found that the course had a positive impact for students as they entered the cooperative education workforce12. There are also findings that discuss the benefits of an internship for both the student and the employer at Texas A&M. The findings of the study indicate that expectations from both parties need to be communicated at the onset of the internship with a firm structure for both the organization and culture of the work13. Finally, a recent paper discusses the use of the four pillars of manufacturing knowledge in the education plan for a mechanical engineering concentration of a general engineering program14. This differs from the current paper, but it is a similar course (i.e., manufacturing processes). The “four pillars of manufacturing knowledge” was developed and is maintained by the Society for Manufacturing Engineers15. The paper presented in 2014 mentions that the four pillars are novel; thus, there has been little use of them to evaluate the existing curricula of university courses. The paper identifies various engineering programs in Michigan with mechanical engineering degrees or concentrations, and then identifies similar course outcomes for a manufacturing processes course. Finally, the paper identifies how these various programs are meeting or not meeting the recommendations of the four pillars, with recommendations to align the university program with the four pillars by recommending different course content for addition and subtraction to the manufacturing processes course (e.g., additional lecture for nanotechnology, subtraction of a lecture for costing and finishing)14. As the current workforce in manufacturing approaches retirement, it is of crucial importance that the current generation of college students becomes enthused and interested in manufacturing as a career path. To do this, a Society of Manufacturing Engineers Strategy recommends promoting the wide availability of “creative, high-tech” jobs that can be found in manufacturing careers7. Students can be motivated to pursue a certain career path if they see the value and need for skilled engineers. Internships are often useful for students to experience a facet of industry and learn the skills needed to be a manufacturing engineer. Background on Industrial & Manufacturing Engineering Program Currently, research and work to increase the number of Industrial Engineers moving toward manufac