Teaching Manufacturing Processes Using a Flipped Classroom Model

Abstract

Manufacturing processes is a key subject in undergraduate engineering curricula, and ideally blends theory with hands-on activities and exposure to manufacturing practice. Therewith, the emergence of scalable, versatile digital learning tools and techniques suggests that manufacturing courses should explore how to maximize the use and value of in-person teaching time. This paper describes the application of a flipped classroom model to undergraduate manufacturing processes courses at the Massachusetts Institute of Technology and the University of Michigan. In the flipped classroom approach, pre-recorded lecture videos are provided to students, and in-class time is used for hands-on activities and/or labs, thereby promoting discussion and interaction among students and staff. Together, the combination of online preparation and in-person learning is designed to: (1) study manufactured products, and relate observations to fundamental principles; (2) encourage formulation of questions based on open-ended topics; (3) practice written, verbal, and graphical communication skills; and (4) build a layered understanding of manufacturing as a complex system that connects process physics to overarching principles of rate, quality, cost, and flexibility. We also share our experiences teaching during the COVID-19 pandemic, which necessitated a balance of remote and in-person learning, and comment on emerging curriculum elements including use of augmented reality.