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Modern manufacturing systems continue to evolve and in so doing can produce many unique products using both traditional as well as novel raw materials. This is especially true in the processing of plastic products. In these environments, there is the need to critically examine material compatibility and to optimize methods of manufacture to realize economic success. Key to these endeavors is the ability to conduct product development efforts in a logical fashion. Experimentation is an important component to this process. Graduates of manufacturing engineering and technology programs should thus have knowledge of formal Design of Experiments (DOE) and statistical procedures. But, most undergraduate students are not exposed to these methodologies-only in graduate level statistics classes do engineering and technology students typically receive this type of training. Moreover, implementing formal, hands-on experiments can be problematic in many undergraduate curricula because they can be extremely time and resource consuming. Computer simulation can be one way to effectively implement and achieve these objectives, though. The goal of this paper is to describe how to use simulation software to conduct formal experiments using dedicated injection molding software. This paper will discuss several key topics, including a brief introduction regarding the teaching of statistics and DOE to engineering and technology students, as well as injection molding, a common manufacturing unit operation. An example simulation exercise will then be presented to illustrate the concepts discussed. Educators in manufacturing programs should find this useful as they consider how best to augment laboratory work, student understanding of statistics, as well as to achieve proficiency with computer simulation, as this approach to laboratory experiences transcends injection molding specifically, and has a wide range of applicability with many manufacturing operations.

Practical laboratory and work experience has been helpful in reinforcing the undergraduate educational experience. With limited resources, individual organizations may struggle to give a student a well rounded opportunity. Most undergraduates work within internships or cooperative educational frameworks with one entity. At South Dakota State University, the Product Development Center (PDC) has initiated a collaborative research project with the USDA Agricultural Research Service (ARS) in Brookings for the benefit of undergraduate students. This collaborative framework with the United States Department of Agriculture ARS grows from three key aspects. First, the students at both the ARS and the PDC exchange concepts and work interactively on projects. This provides a wider scope to how their research efforts connect to the greater scope of both the PDC and ARS. Second, the PDC and ARS pool equipment and laboratory tools which would be prohibitively expensive for each individual organization to operate. Students can observe and utilize these devices to add breadth to their experience. Third, students work together with Manufacturing Engineering Technology faculty and Bioprocess Engineers. This adds another perspective to solving research problems. Further, the ARS is a federally operated lab while the PDC runs with supervision of the state university. The goal of the paper is to provide a functional framework for enhancing the undergraduate research practice. This paper shows the synergistic nature of sharing resources for the improved educational experience of the student. Two examples of the student involvement will be illustrated based on the three aspects of interactive projects, pooled resources, and different perspectives. One student primarily used a background from manufacturing engineering technology with knowledge in CNC machining. The other student used an educational background from physics and fundamental science.

As society demands more energy and material goods, engineers and technologists will be relied upon to design and implement systems to produce and deliver these. There is growing interest in using renewable resources to produce fuels, chemicals, and finished products to meet these increasing needs. Additionally, popularity is gaining, both in research as well as industry, in developing and commercializing biobased products. Within this arena, there are tremendous opportunities for teaching innovations as well. To date, very limited discussions at ASEE regarding these potentials have occurred. The goal of this paper is to discuss possibilities for augmenting engineering and technology curricula by incorporating various concepts from biomass processing and utilization. We will discuss three specific topics that are germane to the fields of engineering and technology, and could easily be infused into existing coursework. These include quality control, engineering economics, and biocomposite manufacturing. Because the role of the instructor is to utilize advances in research to bolster the classroom, and because the interest and actual utilization of biomass is currently burgeoning, incorporating these topics could provide a tremendous boost in student interest in coursework, as well as bolster the workforce who will be working in the emerging bioeconomy.