In this card, we provide ways for undergraduate engineering students, regardless of their major, to engage in hands-on projects to build models using provided drawings or via reverse engineering. The main objective of this card is to encourage students and instructors to visit their local industry or innovation museum to identify an artifact that resonates with them the most. This real-world exposure will help them in creating either a functional replica or perhaps an improved version of the artifact. The card potentially emphasizes Entrepreneurial Mindset Learning (EML) for students to foster curiosity, connections and create values.

Section 1: Existing Practices

Currently, in our institution for the MANF1000 Manufacturing Processes course, the learning outcomes are:

• Compare the design and production advantages of manufacturing processes.
• Identify and design the casting process.
• Describe sheet metal forming processes and consolidation processes.
• Identify material removal processes, understand different machining operations, and practice g-code.

Students receive formal hands on training from instructors and technicians on traditional manufacturing machines such as lathes, mills, rolling, bending, and welding, working on a semester-long project in groups of three or maximum four students. Over the last few semesters, students have worked successfully on Wobbler Engines. Several versions of the Wobbler Engines are available online, but the drawings for this specific Wobbler Engine, that students have built over the last several semesters, are provided in the following (files) section of the card.

While learning to operate lathes, mills, and other machines in the manufacturing lab, students also learn to read drawings and ultimately manufacture and assemble parts into a functioning Wobbler Engine. This project has been successful for several semesters at our institute. However, we believe that exposing students to real world functioning machines through visits to local museums will enhance an entrepreneurial mindset among students.

Section 2: Potential Opportunities

To identify EML opportunities for manufacturing students, we have shown examples from the Charles River Museum of Industry and Innovation (CRMII) in Waltham, Massachusetts. For more information about CRMII, readers are encouraged to visit Charles River Museum's YouTube Channel as well.

Our opportunity arose when the director of education of museum reached out about a scale wooden model of a working steam engine simulator made by Wentworth students in 1935. This model, currently in need of restoration, was built by students from our institution, giving us a special connection to this project and an opportunity to contribute to the community.

A visit to the CRMII revealed a rich history created by innovators such as Francis Cabot Lowell, Paul Moody, and Aaron Lufkin Dennison. The original equipments, however, meticulously curated, often require maintenance, repair, and calibration. We realized that much of this work is carried out by older individuals with firsthand or secondhand experience with these machines. By involving the younger generation, we can preserve history and give students insight into past technologies, how they can be preserved, or even improved with current knowledge, technology, and resources.

Section 3: How to Promote EML and Community Engagement

Current Engagement: Two students from our institute (particularly in Mechanical Engineering) have shown interest in restoring the 1935 steam model and are currently working with the director of education of the museum to learn about the model technology and how to make it functional again. The steps to be taken by students and instructors are:

1. Visit the Charles River Museum of Industry and Innovation.
2. Obtain model drawings and other relevant documentation from institutional archives (if available).
3. Conduct reverse engineering if needed.
4. Determine if existing technology can replace the analog technology from nearly a century ago.

Proposed Module Scheme: To enhance this engagement and smooth adaptation of the activity, we propose the following modules for a semester-long project.

Module 1: Introduction to Manufacturing Processes and Community Engagement

• Topics Covered: Basics of manufacturing processes, engaging with community and industry resources.
• Student Activities:

1. Study and understand provided drawings of the designs.
2. Visit local museums or industry sites to observe existing models and machinery.
3. Compare observations with provided drawings and complete a CAD model in the software of their choice.

• EML Outcomes: Curiosity, and Connections - integrating community and industry insights, creating value by identifying improvement opportunities.

Module 2: Drawing Analysis and Project Planning

• Topics Covered: Detailed drawing analysis (GD&T), project planning, and resource management, teamwork, engineering roles and tasks.
• Student Activities:

1. Understand the drawings and create a CAD model.
2. Plan the manufacturing of the model, identifying raw materials needed, tools, and timeline, and create a Gantt Chart.
3. Work with community experts or museum staff for additional insights and advice.

• EML Outcomes: Curiosity, connections - leveraging external expertise, creating value by enhancing project plans with community insights.

Module 3: Hands-On Model Manufacturing, Problem-Solving, and Troubleshooting 

• Topics Covered: Application of manufacturing processes, troubleshooting, and iteration.
• Student Activities:

1. Utilize the CAD model and drawings to manufacture.
2. Document the practical issues encountered.
3. Iterate and refine and troubleshoot the design based on feedback from instructors, technicians, peers and community experts.

• EML Outcomes: Curiosity, connections - collaborative problem-solving, creating value through iterative improvements.

Module 4: Testing, Evaluation, and Documentation

• Topics Covered: Testing procedures and standards, evaluation criteria, reliability, factor of safety and best documentation practices.
• Student Activities:

1. Test the functionality and accuracy of the constructed model. Provide documentation about the calibration etc.
2. Evaluate the model against original drawings and real-world examples from museums. Discuss the implication and limitations of newly manufactured design.
3. Document the testing and evaluation process and present findings to the peers, instructors and stakeholders.

• EML Outcomes: Curiosity, connections - linking theory to practice, creating value by ensuring model accuracy and functionality.

Module 5: Innovation, Entrepreneurial Strategy, and Path to Commercialization

• Topics Covered: Innovation, entrepreneurial strategies, and value creation for society.
• Student Activities:

1. Identify improved or innovative applications for the model.
2. Develop a proposal for an enhanced or new model based on observations and testing results. Modify CAD drawings for the upcoming cohort of the class.
3. Pitch entrepreneurial ideas, highlighting the value created for industry and community stakeholders.

• EML Outcomes: Curiosity, connections - proposing innovative solutions, creating value by identifying and leveraging entrepreneurial opportunities.

Learning Objectives for a 15-Week Course:

Module 1 - Drawings and Familiarization with the Local Museums and Industries (3 weeks)

• Understand basic manufacturing processes.
• Identify and engage with community and industry resources.
• Document and compare observations from real-world models and find values.

Module 2 - Detailed Analysis and Project Planning (2 weeks)

• Analyze and interpret detailed drawings and make CAD models.
• Create a Gantt Chart, identify meeting times, develop manufacturing plans, incorporating community insights.
• Procure and manage project resources effectively.

Module 3 - Manufacturing and Iteration (7 weeks)

• Apply manufacturing processes in building the model.
• Troubleshoot and solve practical problems as they arise. 
• Refine/Tweak the model through iterative feedback and collaboration.

Module 4 - Testing, Evaluation, Documentation and Presentation (2 weeks)

• Testing of the model.
• Evaluate the accuracy, functionality and repeatability of the model.
• Document the testing process and present evaluation results to peers, instructors and community partners.

Module 5 - Innovation and Entrepreneurial Strategy (1 week)

• Identify opportunities for model improvement or innovation.
• Develop and propose entrepreneurial solutions.
• Present ways that highlight the created value for industry and community partners.

While these modules seem straightforward, there will be numerous opportunities for students to troubleshoot and reverse engineer the designs, all while understanding and practicing the concepts of geometric dimensioning and tolerances (GD&T).