[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-240467-105":3,"doc-detail-240467-en":85,"detail-sidebar-cat-1-en-105":102},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","teaching-an-advanced-processes-course-using-an-industry-project","Teaching an Advanced Processes Course - Using an Industry Project","","A semester-long approach to advanced manufacturing processes can only cover emerging technologies at a surface level, so an alternative instructional method is implemented: students learn a single process deeply in an industry setting and then transfer that learning to other processes. Senior students from Miami University collaborate with a local business to develop standardized best practices to support computer-aided process planning (CAPP). The partnership includes a contract funded in three phases—Requirements, Analysis & Development, and Implementation—describing how student work and GEAE process teams build reusable process knowledge.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/teaching-an-advanced-processes-course-using-an-industry-project/240467/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-an-advanced-processes-course-using-an-industry-project/240467.png","ImageObject",442,249,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What instructional challenge does the document address in teaching advanced manufacturing processes?","Question",{"text":63,"@type":64},"Traditional instruction covers many technologies only briefly, lacks hands-on access to advanced lab facilities, and results in high-level paper-based process plans with limited industry linkage beyond selection.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning approach replaces the traditional method?",{"text":68,"@type":64},"Students learn how to learn a process in a real industry environment by mastering specific processes and then applying that knowledge to other processes encountered.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the GE Aircraft Engines partnership support the course improvements?",{"text":72,"@type":64},"The partnership targets consistent, high-quality detailed process planning and operator instructions across manufacturing locations, tied to implementing a computer-aided process planning (CAPP) system.",{"name":74,"@type":61,"acceptedAnswer":75},"What are the three phases of the funded contract and what is their purpose?",{"text":76,"@type":64},"The contract is split into Requirements, Analysis & Development, and Implementation, with requirements definition followed by student-led analysis and template development, culminating in standardized text deployment for the CS/CAPP application.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},240467,1791312807,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":22,"category_id":90,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":91,"file_id":92,"file_url":93,"file_type":94,"file_size":95,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":97,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":98,"faqs":99,"seo_title":100,"seo_description":12,"update_tm":101,"read_time":26},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",11,"Session 3263  \nTEACHING AN ADVANCED PROCESSES COURSE  \nUSING AN INDUSTRY PROJECT  \nKaren E. Schmahl  \nMiami University  \nA semester-long course in advanced manufacturing processes can barely scratch the surface in teaching students the many emerging technologies. An alternative approach to such a course has the students learning a single process very well, thus “learning what is takes to learn” a new process. This knowledge can then be applied to any process encountered. Senior students in Miami University’s Manufacturing Engineering program were given the opportunity to work with a local business while learning specific processes. In preparation for implementation of anew computer aided process planning (CAPP) system, the business required development of standardized practices for several advanced processes.  \nBackground  \nThe Miami University, School of Applied Science has an ABET accredited Bachelor of Science program in Manufacturing Engineering. Approximately one hundred and forty students are enrolled in the program. The students take a three-course progressive sequence in manufacturing processes. Basic processes are introduced in the sophomore year, with following courses expanding upon the basics, introducing advanced processes, and teaching other pertinent engineering topics.  \nIn the Advanced Manufacturing Processes II course, senior-level students are expected to apply process tooling and quality knowledge gained in previous courses to the planning of component manufacture and assembly of a product. A few new processes are introduced to the students through use of standard lectures. The design exercise traditionally employed in the class involves use of teams which develop different aspects of planning which must coordinate with each other to ensure a viable set of plans for the overall product.  \nThere are several drawbacks to this traditional method of instruction. Laboratory facilities are not available to give the students hands-on experience with the advanced processes that they are studying. Selection of the technologies to include in the course was an issue as the actual needs of the department’s students were dependent on the industry in which they obtained a job upon graduation. The students in the course tended to gain only a cursory knowledge of several advanced technologies. The process plans prepared in the course project were at a relatively high level. In addition, all aspects of the process planning for the design project are performed in a paper-based mode and in relative isolation when considering the impact and links of process planning beyond the process selection.  \nAn alternate approach to the course was explored to address these drawbacks. It was decided that future employers would benefit if students “learned how to learn” a process in an actual industry environment. In addition, a computer-aided process planning approach would retain all  \nPage 3.527.1  \ncurrent process planning elements while broadening the scope and use of technology. An innovative partnership was formed with General Electric Aircraft Engines in Evendale, OH to facilitate the course improvements.  \nPartnership with General Electric  \nGeneral Electric Aircraft Engine (GEAE) in Evendale, Ohio was embarking a project to improve the consistency and content of detailed process planning/operator instructions across its multiple manufacturing locations. As a part of this project, best practices relative to critical processes were to be identified and standardized. The opportunity for standardization and development of new process planning corresponded with implementation of a new computer aided process planning (CAPP) system.  \nMiami University proposed to support the implementation of the CAPP system at GEAE with development of standardized/best practices for advanced process areas. A contract was awarded in the amount of $19,000 to fund effort in three phases, Requirements, Analysis & Development, and Implementation. How requir","cbCaiotSjISUyRMh","https://ap.wps.com/l/cbCaiotSjISUyRMh","pdf",17328,5,"English","# Teaching an Advanced Processes Course\n## Using an Industry Project\n## Background\n## Partnership with General Electric\n## Phase I-Requirements\n## Phase II-Analysis & Development","[{\"question\":\"What instructional challenge does the document address in teaching advanced manufacturing processes?\",\"answer\":\"Traditional instruction covers many technologies only briefly, lacks hands-on access to advanced lab facilities, and results in high-level paper-based process plans with limited industry linkage beyond selection.\"},{\"question\":\"What learning approach replaces the traditional method?\",\"answer\":\"Students learn how to learn a process in a real industry environment by mastering specific processes and then applying that knowledge to other processes encountered.\"},{\"question\":\"How does the GE Aircraft Engines partnership support the course improvements?\",\"answer\":\"The partnership targets consistent, high-quality detailed process planning and operator instructions across manufacturing locations, tied to implementing a computer-aided process planning (CAPP) system.\"},{\"question\":\"What are the three phases of the funded contract and what is their purpose?\",\"answer\":\"The contract is split into Requirements, Analysis \\u0026 Development, and Implementation, with requirements definition followed by student-led analysis and template development, culminating in standardized text deployment for the CS/CAPP application.\"}]","Teaching an Advanced Processes Course - Using an Industry Project | PDF",1789161831,{"code":4,"msg":86,"data":103},[104,107,112,117,122,127,132,137,141],{"id":90,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":105,"slug":106},90,"presentations",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},12,"Resumes",80,"resumes",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},14,"Invoices",70,"invoices",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},15,"Posters",60,"posters",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},16,"Social Media",50,"social-media",{"id":128,"doc_module":22,"doc_module_name":25,"category_name":129,"show_sort_weight":130,"slug":131},17,"Forms",40,"forms",{"id":133,"doc_module":22,"doc_module_name":25,"category_name":134,"show_sort_weight":135,"slug":136},18,"Letters",30,"letters",{"id":138,"doc_module":22,"doc_module_name":25,"category_name":139,"show_sort_weight":96,"slug":140},21,"Paper Templates","papers-templates",{"id":142,"doc_module":22,"doc_module_name":25,"category_name":143,"show_sort_weight":4,"slug":144},158,"General","general-158"]