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Requests for Information and Responses

The Committee on Strengthening the Talent for National Defense: Infusing Advanced Manufacturing into Undergraduate Engineering Education prepared industry and academic requests for input (RFI) to gather inputs for this report. The results were not statistically valid because the number of responses was too small, but they did provide interesting perspectives. There were 157 responses, including 99 from academia and 58 from industry (37 percent of the respondents) reporting on 19 large, 10 medium, and 13 small businesses (small businesses <100 employees; midsize 100 to 999 employees, large >1,000 employees).

Suggestive perspectives include the following:

• 65.7 percent of respondents stated that current undergraduate engineering programs do not adequately prepare engineers for advanced manufacturing.
• The responses highlighted a range of gaps and weaknesses, from a lack of exposure to advanced manufacturing technologies to limited hands-on experience in engineering programs, as well as an overall absence of manufacturing acumen in engineering graduates due to a lack of knowledge of the state of the art in manufacturing capabilities.
• Only 14.7 percent of the respondents commented that there exist strong collaborations among colleges, universities, community col

• leges, and public–private partnerships in educating engineers for advanced manufacturing.

ACADEMIA RESPONSES

In response to a request for input issued by the committee, 58 stakeholders from the manufacturing industry (37 percent of the respondents) and 99 from academia (63 percent of the respondents) highlighted the importance of practicums (and other experiential learning activities) in preparing students for careers in advanced manufacturing: 88.9 percent mentioned internships, and 80.6 percent mentioned hands-on laboratories as key elements to prepare undergraduate engineering students for advanced manufacturing implementation. These numbers are slightly higher than the percentage (77.8 percent) who mentioned engineering fundamentals as a key element. This suggests that hands-on experiential learning is at least as important as didactic learning of engineering fundamentals for infusing advanced manufacturing in undergraduate engineering education. Similarly, in answer to a question about which programs produce graduates that are best able to bring advanced manufacturing technologies to industry, the majority of the respondents highlighted programs with internships, hands-on curricula and co-ops. Similar sentiments were shared by a variety of experts who addressed the committee over the study period. For example, Alan Schaffer, a board member of the Global Foundries and Potomac Institute for Policy Studies stated, “We wait too long to let people do hands-on work. Close the gap between what you make and how you make it.” A report on the Future of Manufacturing conducted by the American Society of Mechanical Engineers and Autodesk¹ highlighted a quote from Professor Dandu of Kansas State University, Salina, stating that, “One of the major skills the mechanical engineering student is lacking is that manufacturing aspect, which has to be integrated into the design. How will it be manufactured? How will it be handled by the users?”

Feedback from our RFIs and selected interviews indicates a wide range of university capabilities with respect to manufacturing in undergraduate programs. Some schools have targeted advanced manufacturing with specialty programs such as the Georgia Institute of Technology (Georgia Tech), Auburn University, and California Polytechnic State University, San

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¹ See https://damassets.autodesk.net/content/dam/autodesk/www/pdfs/autodesk-asme-future-of-manufacturing.pdf, accessed January 31, 2023.

Luis Obispo (Cal Poly) among those surveyed or interviewed. Most of these schools focus on basic shop processes and perhaps additive manufacturing, but others have specialized programs in robotics and automation. Some universities have specific manufacturing engineering degrees, and some integrate manufacturing into mechanical engineering or other degree programs. Many universities, however, do not have the resources to provide hands-on manufacturing experience to their students outside of some capstone projects and clubs focused on car and rocket intramural competitions. In addition, a common comment from universities was that their undergraduate engineering curriculums do not have room for additional coursework in manufacturing without dropping some of the basics and cited safety concerns with allowing students unfettered access to manufacturing equipment without sufficient supervision and training. ABET accreditation was also cited during the discussions with universities as hinderances for curriculum changes to undergraduate education. Capstone courses sometimes involve manufacturing, but there was not a focus on manufacturing that we could discern from the RFIs and interviews.

INDUSTRY RESPONSES

Advanced manufacturing technologies cited through our RFIs of industry included basic machining, additive, automation and robotics, and advanced metrology. These technologies are used based on cost/benefit analysis which recognizes the typically low volumes for defense industrial base (DIB) production, which does not allow the massive automation used for consumer electronics or automotive production lines to be cost-effective. In addition, defense programs quickly become fixed price, which does not incentivize continued company investments in manufacturing technologies, since profit is negotiated.

Feedback from our industry RFIs and selected interviews indicates a wide range of university capabilities with respect to manufacturing in undergraduate programs. Some schools have targeted advanced manufacturing with specialty programs such as Georgia Tech, Auburn, and Cal Poly among those surveyed or interviewed. Most of these schools focus on basic shop processes and perhaps additive manufacturing, but others have specialized programs in robotics and automation. Some universities have specific manufacturing engineering degrees, and some integrate manufacturing into mechanical engineering or other degree programs. Many universities, however, do not have the resources to provide hands-on manufacturing

experience to their students outside of some capstone projects and clubs focused on car and rocket intramural competitions. In addition, a common comment from universities was that their undergraduate engineering curricula do not have room for additional coursework in manufacturing without dropping some of the basics and cited safety concerns with allowing students unfettered access to manufacturing equipment without sufficient supervision and training. ABET accreditation was also cited during the discussions with universities as hindering curriculum changes to undergraduate education. Capstone courses sometimes involve manufacturing, but there was not a focus on manufacturing that we could discern from the RFIs and interviews. Industry responses tended to favor intramural rocket, aircraft, and car clubs as well as industry internships for undergraduates.

Large DIB Tier 1 companies hire thousands of interns every year to support the supply chain of graduates to fill their requirements and encourage undergraduates to hire on after graduation. In the past, there were also work-study programs with industry, where undergraduates were paid to spend summer/fall/spring semesters working as engineers, which typically added a year or two to their studies but reduced their student debt. Summer intern programs are more common in the past 5 years or so, although the COVID-19 pandemic has impacted these programs, also.

A summary of industry responses (mix of small, medium, and large businesses) follows:

1. Responses as to whether universities prepared engineers for manufacturing were mixed, but mostly negative overall, with the chief reason being the lack of practical, hands-on experience. This was consistent across small, medium, and large companies that responded.
2. Respondents tended to support teaching engineering fundamentals and participation in internships, capstones, and hands-on labs. Other needs included teaching of corrective action, PLM (product life management), MES (manufacturing execution system), computer-aided design (CAD), information technology (IT) tools and processes, and GD&T (geometric distancing and tolerancing). There was also general agreement that manufacturing skills were desirable for most engineering disciplines (perhaps software engineering is an exception).
3. Overall, there was minimal involvement with universities and institutes among the respondents, which was not that surprising, since these involvements tend to be concentrated at large and medium-sized corporations.

4. Respondents identified basically all the advanced manufacturing technologies on the RFI as being of interest, and the reasons for their interest were also consistent—return on investment. These technologies included robotics, automation, advanced metrology, additive manufacturing, augmented reality, etc.
5. Digital technologies were important to almost everyone that responded. Digital technologies included CAD tools as well as modeling and simulation tools.
6. Dependence on suppliers was mentioned by a few but did not appear to be a large issue.
7. Comments on impediments for advanced manufacturing, including investment requirements, lack of clear financial benefit, and management willingness to change.
8. Responses to employer-provided training for new engineers was mixed, with larger companies providing in-house training, as might be expected. Many respondents identified on-the-job training as the primary training approach.
9. Several respondents suggested hiring engineering faculty with industrial experience would help.

QUESTIONS IN THE REQUEST FOR INFORMATION

Questions in the RFI, reprinted below, were intended to probe the education for undergraduate engineers involved now or in the future in the implementation of advanced manufacturing and not necessarily those engineers who support manufacturing operations.

Questions for Academic Respondents

1. Using a broad definition of advanced manufacturing (AM) (i.e., including robotics, metrology, automation, additive manufacturing, augmented reality and virtual reality, etc.), which advanced manufacturing technologies are taught as part of your current undergraduate engineering education (UEE) curriculum?
2. Why and how were these particular advanced manufacturing technologies chosen?

3. Please list and label both required and elective UEE courses that include advanced manufacturing technology components, including courses in manufacturing or manufacturing engineering.
4. From your list of courses above, rank the top three courses that you believe provide your students with the most exposure to advanced manufacturing and explain why. If possible, please provide a link to the course descriptions.
5. If applicable, please list any courses in manufacturing or manufacturing engineering (required or elective) that are offered at the graduate level, either as part of a supplemental year (e.g., a 4+1 program) or as part of an advanced degree (e.g., master’s).
6. If your programs and courses in manufacturing are described on your website, please provide a URL link to it.
7. Do you offer an advanced manufacturing concentration, certificate, or MS degree in your curriculum? If so, how many students are participating in the concentration (i.e., what fraction of your graduates)?
8. Does the treatment of AM technologies in your curriculum cover the full range from design, to prototyping, to manufacturing?
9. Please rank order where you place the most emphasis: Design, Manufacturing, Prototyping.
10. Briefly explain how your UEE curriculum goes beyond design and prototyping to manufacturing (i.e., how it teaches students the activities by which raw materials are transformed to finished products) at a large scale.
11. Do your ABET assessment criteria include advanced manufacturing knowledge or skills as objectives or outcomes?
12. Do you think ABET assessment criteria should include advanced manufacturing knowledge or skills as objectives or outcomes?
13. Where does “advanced manufacturing” stand in the priorities for changing or enhancing coverage in your UEE curriculum?
14. How are emerging advanced manufacturing technologies influencing your UEE curriculum? How do you address the fact that we don’t always have examples of new technologies and results readily available for use?
15. Do changes to your curriculum related to AM tend to focus on fundamental engineering concepts or on properties of specific advanced manufacturing technologies? How do you integrate these new topics into a (presumably) already-full curriculum?

16. How is industrial participation or expertise in manufacturing and advanced manufacturing technologies coupled to your UEE program?
17. Are your industrial collaborators or employers of your graduates requesting more advanced manufacturing coverage? If so, what technologies and/or kinds of knowledge and skills are they requesting?
18. Do you partner with other colleges/schools/departments on your campus to provide advanced manufacturing exposure for your students? If so, please explain the nature of the collaboration and the uses of advanced manufacturing (prototyping, small-scale production, major manufacturing) involved.
19. Do you partner with community colleges in your area to provide advanced manufacturing exposure for your students? If so, please explain the nature of the collaboration and the uses of advanced manufacturing (prototyping, small-scale production, major manufacturing) involved.
20. Do you partner with engineering firms, laboratories, etc., to provide advanced manufacturing exposure for your students? If so, please explain the nature of the collaboration and the uses of advanced manufacturing (prototyping, small-scale production, major manufacturing) involved.
21. Do you partner with any other educational institutions? Is there a best practice at another institution that inspires you and you are trying to emulate?
22. Do you interact with the Manufacturing Innovation Institutes or other industrial consortia in any way that influences your UEE curriculum (or in other ways)? If so, please describe these interactions.
23. How do your UEE capstone courses (and similar practicums) address advanced manufacturing technologies? What are the goals of the advanced manufacturing components of these courses?
24. Within your UEE capstone courses (or similar practicums), please rank order where you place the most emphasis: Design, Prototyping, Manufacturing.
25. What are some best practices and methods for collaboration and experiential learning related to manufacturing that you can suggest?
26. Do your undergraduates come into contact with manufacturing experience outside your institution (e.g., industrial training institutions, manufacturing firms/internships)? If so, please explain.

27. How do you attract students to your manufacturing curriculum (e.g., makerspaces, open access shops for students, unique new approaches)? What ideas do you have for improving student uptake?
28. What are the demographics of the students that you are attracting/would like to attract to your manufacturing curriculum?
29. If you could “rebrand” manufacturing to make it more appealing to today’s young people, how would you do it?
30. How do we make the manufacturing innovations found in major firms (e.g., defense industrial base “prime contractors”) available to all undergraduate engineers, and thus support small- and medium-scale businesses?
31. As industrial design and manufacturing move more to digital integration, including concepts such as the digital thread and digital twins (characterized as “Industry 5.0” or the like), what changes do you foresee in undergraduate engineering education? Will all engineers need to be more digitally savvy? Will functional specialization need to increase? What will be the role of education versus industry?

Questions for All Respondents

1. In your view, what are the principal impediments to greater adoption of advanced manufacturing technologies?
2. Can you suggest potential ways to overcome such impediments?
3. We welcome your thoughts about improving the contribution of undergraduate engineering graduates to advanced manufacturing in the industrial base and its ecosystem. If the questions above have missed important points, please comment here.
4. Can you recommend people, businesses, or academic institutions working to improve the adoption of advanced manufacturing (for the defense industrial base or other industries) that we should investigate as part of our study? Can you highlight any “best practices” we should study?
5. If we wish to contact you for more information, are you willing to provide your name and email address? We will keep all of your

1. answers confidential. If you provide an email address, we will recognize that you have responded to our questionnaire and will not pester you with further reminders.
   Name:
   Title:
   Affiliation:
   Email:

Questions for Industry Respondents

For the purposes of its research, Gartner company defines small, medium, and large businesses by the number of employees and annual revenue they have. The attribute used most often is number of employees; small businesses are usually defined as organizations with fewer than 100 employees; midsize enterprises are those organizations with 100 to 999 employees.

1. Are you a small, medium, or large business by the definition above? (Small, Medium, Large, High volume, Low volume)
2. Roughly how many Engineers do you hire annually?
3. What types of Engineers do you typically hire to support your Manufacturing Operations?
   (Mechanical, Electrical, Electronics, Chemical, Computer, Manufacturing, Industrial Engineering, Advanced Manufacturing, Engineering or Industrial Technology, Other)
4. What advanced manufacturing capabilities are important to your business and would you like to have Engineering graduates exposed to? (Industry Automation, Robotics/Mechatronics, Additive Manufacturing, Advanced Metrology, Automated Inspection, Automated Material Handling Systems, Advanced Materials Processing, Advanced Composites, Machining, etc., IoT Equipment Sensors, AR/VR applications, Integrated IT systems (ERP, MES, PLM, etc, Advanced PLM/CAM/MES systems, Artificial Intelligence, Data Analysis, Digital Twins, Modeling and Simulation, Other)
5. Do current undergraduate engineering programs adequately prepare Engineers for advanced manufacturing?
   Why? or Why not?
6. What are the business considerations for adopting advanced manufacturing technologies in your firm? (ROI, Customer Expectations,

6. Quality, Capacity, Capital Expenditure reduction, Capability, AM Talent availability, Other)
   Comments?
7. To what extent do you collaborate with colleges, universities, community colleges, and public–private partnerships in educating engineers for advanced manufacturing? (To a minimal or no extent, To a medium extent, To a great extent)
   Comments/Examples?
8. What kinds of UEE elements are important for advanced manufacturing implementation (Engineering Fundamentals, Hands on lab experience, Customized programs for AM, Facilities for AM, Extracurricular activities/clubs, Design Capstone projects, Internships, Scalability/Cost effectiveness, Quality Standards, Certification, and Processes, Other)?
   Comments?
9. What specific advanced manufacturing training do you provide to your new hire engineers in-house?
10. Can you provide examples of best practices for advanced manufacturing in UEE that you have observed?
11. If you have identified schools that produce UEE graduates best able to bring new advanced manufacturing technologies to your operations what features distinguished them? (Customized advanced manufacturing programs, Faculty Specialization, Overall reputation, in Engineering, Hands-on curriculum, Facilities and Resources for AM, Location to your operations, Diversity Programs, Cooperative Industry Programs, Internship programs, Industry engagement with curriculum)
    Comments?
12. Please suggest any DIB firms whose approach to AM and related workforce you think our study should examine. Are there “best practices” you can recommend?
13. Do you have any specific suggestions for universities to better prepare Engineering graduates to support manufacturing?
14. To what extent do you depend on your suppliers to develop and implement advanced manufacturing for your operations?
15. What is the importance of digital modeling and simulation to your operations? Do UEE graduates come prepared with these skills?
16. Are there any government programs such as the manufacturing institutes you use to develop advanced manufacturing?