Abstract
The goal of this study was to develop an innovative and creative hands-on project based on Lean Six Sigma experiments for engineering education at the College of Engineering at the University of Hail. The exercises were designed using junction box assembly to meet the following learning outcomes: 1-to provide students with solid experience on waste elimination and variation reduction and 2-to engage students in exercises related to assembly line mass production and motion study. To achieve these objectives, students were introduced to the principles of Lean manufacturing and Six Sigma through various pedagogical activities such as classroom instruction, laboratory experiments, hands-on exercises, and interactive group work. In addition, Minitab 17 statistical package and Quality Companion 3 software were used to facilitate The Lean Six Sigma exercises. The software application and hands-on manufacturing assembly were found to be extremely valuable in giving students the chance to identify which variables to control in order to minimize variation and eliminate waste. This research was funded by a grant from the Deanship of Academic Research at University of Hail for project number E-26-IC, and under the umbrella of Ministry of Education within the framework of the National Initiative on Creativity and Innovation in Saudi Universities at University of Hail.
Highlights
The power that Six Sigma holds to accelerate innovation is through its inherent focus on continuous improvement
Hands-on Approach It is often argued that engineering education must integrate engineering theory and practice in order to become more relevant to the needs of both students and market place
This study demonstrated the key steps in developing innovative and creative hands-on exercises which introduce students to Lean Six Sigma and utilizes the assembly line concept for data collection
Summary
The power that Six Sigma holds to accelerate innovation is through its inherent focus on continuous improvement. Hands-on Approach It is often argued that engineering education must integrate engineering theory and practice in order to become more relevant to the needs of both students and market place Such integration is important because the world has changed tremendously and new challenges have surfaced over the last decade, and because a considerable number of the students who join engineering schools have probably never had their hands on any practical engineering project. The number and complexity of the project-based courses significantly vary among institutions with some having a project-based component to almost every engineering course [1] and others that have only a few of such projects This issue becomes even more challenging when considering how to integrate theoretical concepts with the necessary training required for the production and manufacturing in the real world [2].
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