Roger Mayne Mechanical and Aerospace Engineering University at Buffalo

1. Application of Continuous Improvement to an Undergraduate Mechanical Engineering Program Roger Mayne Mechanical and Aerospace Engineering University at Buffalo State University of New York

2. Summary • About UB and ME at UB • Current BSME program • Accreditation in the U.S. • Continuous improvement approach • Surveying students and alumni • Program revision • Follow on survey results • Industry problems for design projects

3. Background Information • UB is part of the State University of New York • (4 university campuses, 20 colleges) • An suburban campus of about 24,000 students • Wide range of undergraduate programs, full graduate spectrum - medicine, law, etc. • Engineering school offers BS, MS and PhD programs in Aerospace, Chemical, Civil, Computer, Electrical, Industrial and Mechanical Engineering

4. The Mechanical and Aerospace Engineering Department • 22 - 25 faculty members • Research in materials, mechanics, fluid-thermal sciences, design, system dynamics • Graduating 120 - 150 BS students per year • 35 - 50 MS students and 8 - 12 PhDs • 20 - 25 percent of our students are pursuing Aerospace degrees or dual degrees

5. Basic BSME Program • Relatively typical BSME • Math (4 courses) • Physics, chemistry (4 courses) • Engineering fundamentals (7 courses) • drawing, programming, thermo, statics, dynamics, strength, EE concepts • Mechanical engineering (9 courses) • instrumentation, dynamic systems, fluids, heat transfer, machines, mechanisms, materials, materials II, thermo II

6. Basic Program (cont.) • Design (2 courses) • design process, senior design • Laboratories (5 courses) • instrumentation, 2 materials, fluids/heat, systems • Electives (6 courses) • three technical, two applied math, one free • General education (8 courses) • 2 english, 6 social science

7. A Few Semesters First Year (Freshman) Fall Spring Chemistry 1 4 Calculus 2 4 Calculus 1 4 Physics 1 4 Intro. Engineering 3 Intro. Drawing 2 English 1 3 English 2 3 Gen Ed 1 3 Gen Ed 2 3 17 16 Fourth Year (Senior) Fall Spring Thermo 2 3 Senior Design 4 Machines 2 3 App Math 2 3 Design Proc 2 TE 3 3 TE 1 3 Gen Ed 6 3 TE 2 3 Free Elective 3 Gen Ed 5 3 16 17 Total 134

8. Accreditation Board for Engineering and Technology • Known as “ABET” • Federation of thirty one engineering and technical societies - including ASME, IEEE, ASCE, SME, AIChE, ASEE, etc. • Accredits over 2400 programs in engineering and technology at more than 500 colleges and universities across the U.S.

9. Comments on Accreditation • For students • an accredited degree is the first step toward becoming a registered professional engineer • For engineering programs • validates the quality of the program for university administration and government • an important factor in recruiting new students

10. ABET 2000 • Major change in philosophy in the 1990’s • Accreditation had led to over specification • US engineering programs were becoming very similar • ABET 2000 based on objectives, outcomes and assessment • Our interpretation of the original ABET 2000 is the basis for this talk • ABET is now on a new highly (excessively?) controlled path

11. Basic Strategy • Faculty define goals • Develop knowledge and skill statements • Obtain feedback on appropriateness of knowledge and skill statements • Survey for importance of particular knowledge and skill items • Use focus groups for clarification • Continually improve program

12. Mathematics/sciences Mechanics Materials science Thermodynamics Heat transfer Fluid mechanics System dynamics Machines/mechanisms Design Manufacturing Numerical computations Exposure to practice Professionalism, ethics, society, environment Highlights of the Knowledge Statement

13. Product design and realization Math modeling CAD modeling and tools Sound engineering judgement Choose and evaluate materials Choose and evaluate manufacturing processes Communication skills Ability to work in teams Highlights of the Skills Statement

14. The Initial Survey • Graduating seniors • Classes of 1999 and 2000 (~60% response) • Alumni • Classes of 1994 - 1998 (~20 % overall response) • Comments requested on goals • Knowledge and skills rated by • Importance to career (Scale of 1- 5) • Importance given at UB (Scale of 1- 5)

15. Math Exp to Practice Mechanics Design Mach & Mechs Mechanics Sciences Mach & Mechs Matls Science Math Pro/Eth/So/En Heat Transfer Manufacturing Thermo Sciences Num Comps Matls Science Fluid Mech System Dyn System Dyn Num Comps Design Exp to Practice Heat Transfer Fluid Mech Pro/Eth/So/En Thermo Knowledge Survey Results Graduating Seniors (1999 and 2000) Manufacturing ME Career Importance UB Importance

16. ME Importance - UB Importance 100 X UB Importance To Simplify The term “Shortfall” is used to combine the two importance measures where (for example): Knowledge shortfall (percent) =

17. Knowledge Survey Results Graduating Seniors (1999 and 2000) Knowledge Shortfall - Percent (Imp - UB Imp)/UB Imp

18. Knowledge Survey Results Alumni (1994 – 1998) Knowledge Shortfall - Percent (Imp - UB Imp)/UB Imp

19. Skill Survey Results Graduating Seniors (1999 and 2000) Skill Shortfall - Percent (Imp - UB Imp)/UB Imp

20. Distributions • Well behaved • No signs of bimodal distributions • Examples from the Alumni survey follow

21. Skill Survey Typical Shortfall Histograms Alumni (1994 - 1998)

22. Survey Conclusions • Graduating seniors and alumni generally agree • Traditional knowledge areas reasonably covered • Weaknesses in • exposure to practice, manufacturing • design, prof/ethics/env/society • More focus on skills, especially • communications skills • CAD, manufacturing processes

23. Changes to the Program (2001) • Introductory Drawing & CAD(Year 1) • Now offered directly by MAE and no longer shared • Introduction to ME Practice(Year 2) • New course: design projects, reverse engineering, communication • Manufacturing Processes(Year 3) • Traditional course in manufacturing • Design using CAD (Year 3) • Mechanical design projects using AutoCad and ProE • Design Processes(Year 4) • Original course is expanded • Senior Design(Year 4) • Course revised and reorganized

24. Changes to the Program (cont.) • Formerly required, now electives • Thermodynamics II • Machines and Mechanisms II • Materials II • Materials II Lab

25. Survey History To Date Surveys before program revision • Graduating seniors (Classes of 1999 and 2000) • Alumni of 1994 - 1998(conducted in 2000) Continuing surveys since revision • Graduating seniors (Classes of 2001 thru 2007) • Alumni of 2000 – 2004 (conducted in 2006)

26. Career Importance Plots Knowledge Career Importance Skill Career Importance

27. UB Program Importance Knowledge UB Importance Skill UB Importance

28. Knowledge Shortfall Seniors 1999 vs Seniors 2007 Skill Shortfall Seniors 1999 vs Seniors 2007

29. Knowledge Shortfall Alumni 94-98 vs Alumni 00-04 Skill Shortfall Alumni 94-98 vs Alumni 00-04

30. Overall Survey Conclusions • Career Importance surveys show consistency from year to year • UB Importance surveys reflect the targeted program changes • Short Fall results since revision show improved • Design, manufacturing, CAD • Practice, professionalism, judgement • Short Fall results since revision show little effect on traditional technical and science topics

31. Senior Design Course • One semester course • Students work in groups of two or three • Projects mostly from industry • Wide range of topics • Many projects are assigned to more than one group to provide competition

32. Course Deliverables • Initial project description including task assignments and schedule • Weekly oral progress reports • Midterm oral presentation to tutorial section • Midterm written report • Final oral presentation to tutorial section • Presentation to the sponsor (with competing group) • Final written report

33. Course Structure • Lecture and tutorials • Lectures meet only occasionally • Tutorials meet weekly for about one hour • Four to six groups are in each tutorial • Student groups describe their weekly progress in the tutorial sections • Students meet with sponsors periodically and make Email contacts as necessary

34. Typical Projects • Babcock and Wilcox (boiler design and manufacture) • Design of a “flue” to handle boiler exhaust gases • Design of a support system for a boiler “header” pipe • Mechanical load, high temperature and thermal expansion are major concerns

36. Roller Stresses

37. Typical Projects • Moog Inc. (design and manufacture of hydraulic actuators and controls) • Design of a wire retaining system for the end cap of a hydraulic cylinder • Primary issue is stress in the cylinder groove supporting the wire retainer • Light weight is a primary consideration

38. Geometry

39. Example FEM Results

40. Typical Projects • Calspan Corp. (contract research and development company) • Redesign of a tire testing machine for use at higher speeds • Concerns include steel belt during testing • Protection of components from water bearing discharge • Natural frequencies of excitation • Specification of strain gage locations for force sensing

41. Tire Tester

42. Force Sensing

43. Right Web – FEM Analysis Full Balance – FEM Analysis

44. Typical Projects • Nuttall Gear (design and manufacture of drives and gears for process applications) • Redesign of a gear drive system • Gear wear and noise are issues • Identified shaft deflection and natural frequencies as major concerns • Use of existing parts highly desired

45. Gear Box Installation

47. Typical Projects • Rich Products (major manufacturer of non-dairy “cream” products) • Design/selection of production facility for packing millions of containers of “whip topping” • Production speed, possible package redesign are major considerations • Payback period of replacement system important

48. Whip Topping Product

49. Need Two machines Output: 50-60 bags per minute Machine cost: $400,000- $450,000 Size: 4.1m X 2.3m X 1.9m Lead time 5 months Included in Solution

50. Conclusions… • ABET 2000 has provided motivation to reconsider our program • We tried to use it in updating our curriculum on a customer oriented basis • Quantitative surveys effective in understanding student needs and overcoming faculty inertia • Industrial design projects are important for providing experience and developing skills