scholarly journals Use of Model-Based Definition to Support Learning of GD&T in a Manufacturing Engineering Curriculum

2018 ◽  
Author(s):  
Derek Yip-Hoi ◽  
David Gill
2002 ◽  
Vol 91 (2) ◽  
pp. 255-261 ◽  
Author(s):  
J.C. SWEARENGEN ◽  
SPENCER BARNES ◽  
STEVEN COE ◽  
CARSTEN REINHARDT ◽  
K. SUBRAMANIAN

2021 ◽  
pp. 095042222110642
Author(s):  
MA Valiente Bermejo ◽  
M Eynian ◽  
L Malmsköld ◽  
A Scotti

The advantages and importance of university–industry collaboration, particularly in curriculum design and delivery, are well-known. However, although curriculum development models are available in the literature, very few are sufficiently concrete to be applicable in practice or are generalizable beyond their discipline of origin. In this paper, a co-operative model based on the Plan–Do–Study–Act cycle is presented and described. An example of its application in the curriculum design of two courses in welding within a Manufacturing Engineering Master’s program is detailed. The model was found successful based on the evaluation of the courses by students, teachers, and the industrial representatives involved. Therefore, it proved to be an effective tool for bridging the gap between industrial needs and academia in the field of Manufacturing Engineering education. At the same time, the methodology is generalizable and is applicable to any field of education.


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