Abstract
We propose to develop an instructional interactive
software system that would help teach upper level undergraduate
and graduate students in mechanical engineering fundamental concepts
and guidelines for finite element modeling and analysis required
for evaluation of real-world product designs and manufacturing
processes. This intelligent system will comprise three key, integrated
components: a CAD-like finite element modeling exploratory environment,
a finite element analysis tutor that critiques student finite
element model representations of designs, and a 3-D visualizer
for conveying highly visual concepts, such as geometry simplification
and physical behavioral simplifications due to modeling idealizations.
The system will be developed initially for the domain of structural
analysis of plastic parts but will be extendible to include other
engineering analysis domains, such as vibration and heat transfer.
The process of designing and manufacturing products has traditionally been fractured into three broad groups. One group consist of designers who are knowledgeable in drafting, CAD, design guidelines, off-the-shelf parts and modules, existing product designs, and "back-of-the-envelop" engineering analysis skills. Another group are toolmakers who are knowledgeable about designing the molds or tooling needed to create these parts, as well as the speed and cost of producing such parts using such a mold. In the third group we have specialized engineering analysts who are knowledgeable in sophisticated computer-based analysis concepts and techniques, such as finite element analysis (FEA), that can be used to simulate the behavior of real-world product designs and manufacturing processes.
This compartmentalization of knowledge and practices result in a time consuming, costly iterative process that places U.S. manufacturing at a competitive disadvantage. More often than not, computer-based analysis of designs is simply not carried out early in the design process, despite the fact that simulation techniques such as FEA are mature technologies with well established comprehensive commercial software products on the market today. Designers simply do not have the time to "throw their proposed designs over the wall to the analysis group" and wait for the analysis group to respond with the simulation results. The engineering analyst group often fails to understand time constraints driven by brief market windows of opportunity and consequently will devote an inordinate amount of time and resources developing highly complex, albeit accurate, finite element models and simulations when less accurate, rapid-feedback analysis results would suffice. The net result is that FEA usually takes place after hard tooling has been committed or after the product has failed in service in an effort to understand why the product failed.
In an ideal design environment, design engineers are well versed in design for manufacturing (DFM) principles and knowledge, are proficient in the use of CAD tools, and are competent in engineering analysis modeling and sophisticated computer-based analysis techniques, such as FEA, that are required to predict the behavior of real-world designs. Clearly, the current undergraduate engineering curriculum in the U.S. needs to be revamped in give engineering students the concurrent, real-world, engineering design knowledge and skills they need.
To address this problem an interdisclipinary collaborative research project involving the Departments of Mechanical and Industrial Engineering and Computer Science at the University of Massachusetts is underway to develop an intelligent interactive software system that would tutor engineering freshmen design for manufacturing (DFM) concepts. Sponsored by EASNE, this tutoring system embeds years of educational and communication research by the Center for Knowledge Communication, directed by Co-PI Dr. Beverly Woolf, and over twenty years of research on design for manufacturing led by Co-PI Dr. Corrado Poli. To accommodate the use of the tutor as an educational resource, the first-year curriculum has been restructured with the introduction of a required course that focuses on manufacturing engineering [1]. The manufacturing tutor will contain four tutoring modules: injection molding, stamping, die casting, and sand casting. Currently, the injection molding tutoring module [2] is complete and in the educational evaluation testing phase.
The manufacturing tutor and DFM-curriculum restructuring represents a bottom-up approach to give freshmen engineering students DFM knowledge and communication skills needed in the real-world. Here we are proposing a top-down curriculum restructuring approach to give graduating engineering students the advanced computer-based engineering analysis skills they need to meet the high technology design challenges of the twenty first century. Finite element analysis (FEA) has become the world's most widely used numerical technique for predicting the behavior of complex physical systems. Unfortunately, it is difficult to teach FEA to engineering students in the confines of the existing undergraduate engineering curriculum using conventional teaching methods. The introduction of new material into the curriculum by modifying existing courses or by creating new courses typically requires the removal of other material from the curriculum- material that is deemed essential by the faculty and ABET - unless innovative teaching methods are employed. Consequently, undergraduate engineering curriculum give only minimal attention, if any, to teaching finite element analysis. This has led to a national shortage of engineering graduates with FEA skills, as evidenced every month by the job openings advertised in the back of Mechanical Engineering magazine. Companies are forced to spend considerable time and money training newly hired engineers, beginning with a one to two week workshop off site offered by the software vendor at considerable expense. Engineers attending these workshops are taught primarily the semantics involved in using a specific commercial finite element code, not the more important modeling concepts and guidelines required for effective utilization of FEA as a design evaluation tool.
Finite element analysis is taught at the graduate level in most mechanical, civil, and aerospace engineering departments. However, graduate-level finite element analysis courses are designed to teach the underlying mathematical theory (Ritz Variational Method, Method of Weighted Residuals, etc.), numerical techniques, and to a lesser extent computer software implementations. These courses prepare students to use FEA in research projects or to develop FEA algorithms and software codes. However, these courses are not designed to teach the modeling principles and guidelines that design engineers need to effectively use FEA to address real-world design problems.
The Intelligent FEA-CAD Laboratory in the Department of Mechanical and Industrial Engineering explores finite element analysis (FEA) methodologies, algorithms, and software implementations for the purposes of significantly improving the ability of engineers not specialized and trained in FEA to effectively use FEA as a design tool. An example of this research philosophy is the Intelligent Multichip Module Analyzer (IMCMA) [3]-[4]. IMCMA employs a blackboard system architecture, a hierarchical object-oriented data structure, and domain knowledge in finite element modeling of multichip modules to achieve automatic thermal and stress finite element analysis. IMCMA enables engineers to represent multichip module designs at levels of abstraction consistent with design objectives to facilitate rapid design assessment and exploration of the multichip module design space.
To enable engineering design and manufacturing students to readily grasp and absorb the key concepts and guidelines involved in finite element analysis within the existing engineering curriculum, we propose to draw upon the EASNE-sponsored intelligent manufacturing tutor and the IMCMA project by developing an intelligent finite element modeling and analysis tutor. This tutor will not seek to replace existing commercial CAD and finite element tools. Rather, students who use the FEA tutor will be introduced to the basic concepts of finite element modeling and analysis using plastic part designs that can also be examined by the Injection Molding Module (IMM) tutor. The basic finite element modeling and analysis concepts and guidelines conveyed by the FEA tutor can then practiced by students when using any commercial or in-house finite element tool.
Students learn best when they are allowed to explore, when they can visualize what they are exploring, and when they can receive immediate feedback on their explorations. Following this successful learning paradigm implemented in the EASNE manufacturing tutor, the intelligent finite element modeling and analysis tutor will place the user (i.e. student) in a CAD-like exploratory finite element modeling environment. For a given part design selected from the part design library, the user will be presented with a real-world analysis problem. For simplicity, the analysis domain will be restricted to structural analysis for stiffness and strength. A typical problem would require the student to compute the maximum deflection and stress in a plastic L-shape bracket that supports a shelf carrying twenty pounds of books and is fastened to a wall with screws. The exploratory modeling environment will allow students to freely pick or, if necessary, guide, the students in terms of the most appropriate modeling assumptions, selection of element type, discretization of the bracket, and application of loads and boundary conditions. All modeling assumptions will be visually annotated directly on the finite element representation of the part, which will be displayed next to the true part representation. These modeling annotations will be very similar to engineering design notes that are placed on detail part drawings, and they will be hyperlinked to more detailed help information on the modeling idealization. The modeling annotation notes will capture modeling intent and will be directly associated and stored in the part model database, much like feature-based CAD systems now are able to capture design intent. Whenever possible, the modeling idealization annotations and resulting behavioral effect will be represented graphically, since learning is facilitated when concepts can be presented visually.
A simple example is the idealization of the shelf load on a bracket as a point load. This modeling simplification produces a singularity in the stress field in the bracket at the point of application of the load. The tutor will graphically display both the point load and an illustration of singularity-type stress distribution on the finite element model representation of the part before any analysis has taken place. A mouse click on the singularity-type stress distribution will link to text explaining that any representation of a real-world distributed loading condition as a point load results a singularity in the stress field, and that the finite element solution will asymptotically approach this singularity as the mesh is refined. Whether or not this modeling idealization is a good one or not will depend on the analysis objectives and possible failure modes of the bracket. Since all this information will be explicitly represented in the finite element model representation of the part design, the software system will be able to critique the student's finite element model representation and provide the feedback required for effective learning. Note that so-called integrated computer aided design and finite element analysis systems, such as Pro Engineer/Pro Mechanica, do not support the underlying rich representations needed to capture finite element modeling intent and analysis objectives. Lacking such representations, these systems cannot reason about the quality of a finite element model representations of a physical system and therefore cannot be "gerrymandered" to function as an intelligent tutor. This is exactly analogous to the problem of early CAD systems driven entirely by low-level geometry data and therefore unable to effectively reason about design from a manufacturing perspective.
The fundamental modeling concepts taught by the tutor and the tutor itself will be directly applicable and extensible to virtually all engineering disciplines that require the solution of partial differential equations, boundary conditions, and initial conditions governing physical systems (e.g. electromagnetism, fluid flow, vibration, heat transfer, structural analysis, etc.). However, since the FEM will be interfaced to the IMM tutor, it is only natural to use structural analysis of plastic parts as the initial application domain for the tutor. This means that the tutor can be used to support junior and senior product design courses. Specifically, at the University of Massachusetts Amherst the tutor will be integrated into the curriculum in the following courses: MIE 313 Design of Mechanical Components, MIE 414 Computer-Aided Mechanical Design, MIE 415 Design of Mechanical System I, CEE 548 Finite Element Method- An Introduction, and MIE/CEE 605 Introduction to Finite Element Modeling and Analysis. Homework and projects will be developed for these courses that will require finite element structural analysis for deflection and stress analysis of individual mechanical components of a consumer product. Students will first use the tutor to learn the appropriate modeling concepts and guidelines before proceeding to standard off-the-shelf commercial finite element software and CAD systems. Implementation into the curriculum will begin in the Spring 1997 with students in MIE 313 serving as a control group. These students will be given identical assignments in future classes but will not have the aide of the tutor to support their finite element modeling and analysis efforts. In the Fall 1997 a pre-alpha version of the tutor will be introduced to juniors in MIE 313, seniors in MIE 414 and graduate engineering students in MIE/CEE 605.
The intelligent finite element modeling tutor will also be introduced into the curriculum at Virginia Tech and the University of Massachusetts Lowell. Specifically, at Virginia Tech the tutor will first be introduced Fall 1997 in ME 3614 Mechanical Design I, the analogous course to our MIE 313. Dr. Charles Knight teaches this course and, as a active researcher and teacher in finite element analysis techniques, Dr. Knight is particularly interested in adopting the tutor as an educational resource and measuring its effectiveness. In fact, Dr. Knight has developed a PC-based two-dimensional finite element code for upper-level undergraduate courses such as ME 3614. Thus, an excellent opportunity exists at Virginia Tech to evaluate the effectiveness of the tutor, since students in ME 3614 are now introduced to FEA through lecture material and are required to develop finite element models of mechanical components as part of graded assignments for this course. Additional courses at Virginia Tech taught by Dr. Knight that the tutor would be available to students as an out-of-class educational resource are ME 4624 Finite Element Practice in Mechanical Design and ME 5634 Finite Elements in Machine Design. The former course is particularly appropriate since the course focuses on modeling techniques and the application of the finite element method to stress analysis problems in mechanical design. The latter course has ME 3614 as a prerequisite, so the tutor would be used primarily for refreshing and reinforcing the concepts and guidelines previously learned in ME 3614.
At the University of Massachusetts- Lowell, Dr. James Sherwood has agreed to incorporate the tutor into three core design courses in the mechanical engineering curriculum: 22.322 Mechanical Design II (jr. year course, tutor slated for Spring 1998), 22.425 Design of Machine Elements (sr. year course, tutor slated for Fall 1997), and 22.421 Integrated Design (sr. year, tutor slated for Spring 1998).
Dr. Ian Grosse has been active researcher in the area of finite element analysis for the past 15 years. During this time Dr. Grosse has published over 30 technical papers that address topics such as the application of FEA, design of experiment methodologies, and AI techniques to robust design, microelectronic packaging design, finite element error analysis and automatic adaptive mesh generation, the development of finite-element based design tools for concurrent design, finite element simulations of manufacturing processes, and fracture mechanics finite element analysis. Most recently, Dr. Grosse was the principal investigator involved in the development of the Intelligent MCM Analyzer (IMCMA), a sophisticated finite element based analysis and design exploration tool for multichip modules based on an object-oriented blackboard system architecture.
Dr. Beverly Woolf is internationally known as a leader in the area of intelligent multimedia tutoring systems. Her research focuses on building systems to effectively educate, train and advise the user. Dr. Woolf has worked for several years with EASNE to develop a series of tutoring systems for a new curriculum thrust in Design for Manufacture. This includes modules in injection molding, stamping and casting. Dr. Woolf is a Fellow of the American Association of Artificial Intelligence.
Dr. Corrado Poli has been heavily involved in NSF-funded research projects dealing with assembly, forging, injection molding, die casting and stamping. His research publications include some 80 papers, three text books, and two handbooks, and during the last few years, has been almost exclusively in the area of design for manufacturing.
Our industrial partner will be General Electric under the leadership of Dr. Gerry Trantina, manager of the Engineering Mechanics Laboratory at GE Corporate Research & Development. GE has agreed to provide results produced by an $11.8 million NIST-ATP program on Thermoplastic Engineering Design. These results form 3 levels of material and engineering analysis information with the second and third levels involving simple and complex FEA guidelines and procedures. This information represents a extensive body of real problem data from which we will draw in developing the tutor. A letter of support from Dr. Trantina is attached, as well as a description of this NIST-ATP program.
We will test the FEA Tutor in three phases at UMass Amherst, Virginia Tech and UMass Lowell The evaluation and assessment model will be similar to that used with our previous tutoring systems for Injection Molding (UMass Amherst) and for Cardiac Resuscitation (UMass Medical School). During Year 1 we will conduct primarily formative evaluations of the initial prototype tutor. These will emphasize qualitative assessment, using questionnaires to gather data about the prototype's utility and ease-of-use.
During this time we will begin developing the primary quantitative evaluation and assessment instruments: a pre-test to be administered after students have been introduced to FEA in class, and a post-test to be given after the students complete an elementary modeling and analysis assignment. Control classes will complete the assignment using textbooks and traditional FEA software. Treatment classes will use the FEA tutor to do the same assignment. Graders will evaluate each assignment without knowing whether it came from the control or treatment group.
During the second year we will evaluate Version 1 of the FEA Tutor using the quantitative tests described above. In each of the three schools we will have at least one control class and one treatment class. These studies will seek to quantify performance improvements by students in the treatment classes -- those using the FEA tutor. We will also use questionnaires, as in Year 1, to gather further data on utility and usability.
In Year 3 we will be preparing the tutor for dissemination, making modifications based on the assessments conducted in Year 2. Once modified, we will test the tutor again in each school to assess the effect of the changes and to conduct a final summative evaluation that will be included in our Final Report. We will also broaden the range of Engineering courses at UMass Amherst that use the tutor in order to assess its potential for wider impact.
Dissemination of the tutor will be achieved by a) developing the
tutor on a Windows 95 PC platform and b) permitting downloads
of the executable version of the code posted on the Web for educational
and nonprofit institutions. The PC platform has been chosen as
the development platform to conform with the overwhelming predominance
of PCs in engineering schools.
[1] Poli, Corrado, "Engineering Communication Skills and Design for Manufacturing- A Freshman Engineering Course," Proceedings of the International Conference on Education in Manufacturing- Preparing World Class Manufacturing Professionals, San Diego, CA, March, 1996.
[2] Haugsjaa, E.P. and Woolf, B.P., 3D Visualization Tools in a Design for Manufacturing Tutor, 1996 Ed Media Conference, Boston, MA, June 1996..
[3] Sheehy, M. and Grosse, I.R. "An Object-oriented Blackboard Based Approach for Automated Finite Element Modeling and Analysis of Multichip Modules," Engineering with Computers, in press, 1996.
[4] Kulkarni, S.A., and Grosse, I. R., "Finite element based design tools for plated through hole interconnects and MCM packages," Advances in Electronic Packaging 1995: Proceedings of the International Intersociety Electronic Packaging Conference- INTERPack '95, ASME, Maui, March, pp. 289-312, 1995.
| Education |
| Ph.D. Mechanical Engineering, Virginia Tech, Blacksburg, VA, 1987 |
| M.S. Mechanical Engineering, Virginia Tech, Blacksburg, VA, 1983 |
| B.S. Mechanical Engineering, Cornell University, Ithaca, NY, 1979 |
| Experience |
| 1993 - present, Associate Professor, Deparment of Mechanical Engineering, University of Massachusetts, Amherst, MA |
| 1987 - 1993, Assistant Professor, Deparment of Mechanical Engineering, University of Massachusetts, Amherst, MA |
| 1979-1982, Research and Development Engineer, Disk Systems Division, Storage Technology Corporation, Louisville, CO |
Professional Affiliations: ASME, SAE
Honors: Sigma Xi, Tau Beta Pi
Current research projects involve the application of design of experiment methodologies and AI techniques for robust design and automated finite element modeling and analysis, microelectronic packaging design, finite element error analysis and automatic adaptive mesh generation, the development of finite-element based design tools for concurrent design, finite element simulations of manufacturing processes, and fracture mechanics finite element analysis.
ME 213 Introduction to Mechanical Design, Spring 1996
ME 496 Independent Study, SAE Supermileage Vehicle Design Project, Fall 1995 & Spring 1996
ME 605 Introduction to Finite Element Modeling, Analysis, and Applications, Fall 1995
ME 485 Vibrations, Spring 1995
ME 496 Independent Study, SAE Supermileage Vehicle Design Project, Spring 1995
ME 318 Design of Mechanisms, Fall 1994
Courses Scheduled To Be Taught 1996-1997 Academic Year
ME 313 Design of Mechanical Components, Fall 1996
ME 605 Introduction to Finite Element Modeling, Analysis, and Applications, Fall 1996
ME 313 Design of Mechanical Components, Spring 1997
ME 496 Independent Study, SAE Supermileage Vehicle Design Project,
Fall 1996 & Spring 1997
EDUCATION
Ph.D. 1984 University of Massachusetts (Computer Science)
Ed.D. 1990 University of Massachusetts (Education)
M.S. 1980 University of Massachusetts (Computer Science)
1964 University of Pennsylvania (Physics)
B.A. 1963 Smith College, Northampton
(Physics)
PROFESSIONAL EXPERIENCE
1994-present Senior Research Scientist, Computer Science, Univ. of Massachusetts
1990-1994 Research Computer Scientist, Univ. of Massachusetts
1984-1990 Assistant Professor of Computer Science, Univ. of Massachusetts
1990-present Adjunct Assistant Professor,
School of Education, Univ. of Massachusetts
HONORS
ï Fellow, American Association of Artificial Intelligence
ï Councilor, American Association of Artificial Intelligence, 1992-1995.
ï Invited survey talk on Intelligent Tutoring Systems at AAAI, Seattle, WA, July, 1987.
ï Associate Editor,
IEEE Computer, 1994-1997.
RESEARCH ACCOMPLISHMENTS
Dr. Woolf is internationally
known as a leader in the area of intelligent multimedia tutoring
systems. Her research focuses on building systems to effectively
train, explain and advise the user. Extended multimedia capabilities
are integrated with knowledge about the user, domain and dialogue
to produce real-time performance support and on-demand advisory
and tutoring systems. The tutoring systems use intelligent interfaces,
inferencing mechanisms, cognitive models and easily modifiable
and customizable software to improve the computer's communicative
abilities. These systems have been tested with students, trainers
and other client bases, deployed in education and industry, and
demonstrated in more than 50 American industrial, military and
academic sites and 8 foreign countries.
MOST RELEVANT PUBLICATIONS
1. Haugsjaa, E.P. and Woolf, B.P., 3D Visualization Tools in a Design for Manufacturing Tutor, 1996 Ed Media Conference, Boston, MA, June 1996.
2. Eliot, C.R. and Woolf, B.P., A Simulation-Based Tutor that Reasons about Multiple Agents, Proceedings of the 14th National Conference on Artificial Intelligence (AAAI-96), to appear.
Woolf Biosketch (continued)
3. Stern, M., Beck, J. and Woolf, B.P., Adaptation of Problem Presentation and Feedback in an Intelligent Mathematics Tutor, Proceedings of the 3rd International Conference on Intelligent Tutoring Systems (ITS-96), Montreal, Quebec, June 1996, to appear.
4. Eliot, C. and Woolf, B., An Adaptive Student Centered Curriculum for an Intelligent Training System, User Modeling and User-Adapted Interaction, Vol. 5, 1995, pp. 67-86.
5. Woolf, B., and Hall, W., Multimedia Pedagogues: Interactive Multimedia Systems for Teaching and Learning, IEEE Computer, Vol. 28(5), 1995, pp 74-80.
OTHER SIGNIFICANT PUBLICATIONS
6. Murray, T. and Woolf, B., Results of Encoding Knowledge with Tutor Construction Tools, Proceedings of the Tenth National Conference on Artificial Intelligence, 1992, pp. 17-23.
7. Suthers, D., Woolf, B., and Cornell, M., Steps from Explanation Planning to Model Construction Dialogues, Proceedings of the Tenth National Conference on Artificial Intelligence (AAAI-92), 1992, pp. 24-30.
8. Woolf, B. P. and Murray, T., Using Machine Learning to Advise a Student Model, Jl. of Artificial Intelligence in Education , Vol. 3(4), 1992, 401-416.
9. Woolf, B., Representing, Acquiring, and Reasoning about Tutoring Knowledge, in H. Burns, J.W. Parlett and C.L. Redfield (Eds.), Intelligent Tutoring Systems: Evolutions in Design, Lawrence Erlbaum Associates, N.J., 1991, pp. 127-149
COURSES TAUGHT
Cmpsci/Educ 691W Instructional & Learning Theory in Intelligent Computer Tutors, with T. Murray, Spring 1996.
Cmpsci/Educ 691O Recent Advances in Explanatory and Tutoring Systems, with C. Eliot and T. Murray, Fall 1995.
Cmpsci 691C Interactive Multimedia Production, every semester.
Cmpsci 591D 3D Animation and Digital Editing, every semester.
STUDENTS
Thesis advisor to the following graduate students:
Computer Science -- Christopher Eliot, Daniel Suthers, Matthew Cornell, Penni Sibun, David Shaffer, David Forester, Marie Meteer, Miguel de Campos, Steve Krasofski, Lauren Blau, Deborah Servi, Seth Rosenberg, Mary-Ann Wolf;
Education -- Thomas Murray, Sara Betz, Ted Norton, Frank Linton, Dona La Londe, Paul Duquette; Art -- Michael Cox; English -- Paul LeBlanc.
Total number of graduates advised: 21 Total number of undergraduates advised: 12
COLLABORATORS
Prof. Corrado Poli, Mechanical Engineering (University of Massachusetts)
Prof. David Stemple, Computer Science (University of Massachusetts)
Prof. Carole Beal, Psychology (University of Massachusetts)
Prof Paul Cohen, Computer Science (University of Massachusetts)
Dr. JamesSpohrer, Advanced Technology Group (Apple Computer, Inc.)
Prof. Edwina Rissland, Computer Science (University of Massachusetts)
Prof. Elliot Soloway,
Electrical Engr & Computer Science (University of Michigan)
DEGREES
B.A.E., Aeronautical Engineering, Rensselaer Polytechnic Institute, 1957
M.A.E., Aeronautical Engineering, Rensselaer Polytechnic Institute, 1958
Ph.D., Engineering Mechanics, The Ohio State University, 1965
EXPERIENCE
1958-1965 Research Engineer, Research and
Development Command, Wright-Patterson AFB, Ohio.
1965-1967 Associate Professor, Aeronautical
Engineering Department, Air Force Institute of Technology, Wright-Patterson
AFB, Ohio.
1967-1972 Associate Professor, Mechanical
Engineering Department, University of Massachusetts Amherst, Amherst,
MA.
1972-1993 Professor, Mechanical Engineering Department, University of Massachusetts Amherst, Amherst, MA.
1993- present Head, Mechanical and Industrial Engineering Department, University of Massachusetts Amherst, Amherst, MA
PROFESSIONAL AFFILIATIONS: ASME,
American Society of Engineering Education
HONORS:
Tau Beta Pi, Sigma Xi
Dr. Poli came to the University of Massachusetts/Amherst in 1967 from the Air Force Institute of Technology. Originally an aerospace engineer who worked for the Systems Engineering Group at Wright-Patterson AFB from 1958-1965, Poli joined the Mechanical Engineering Department`s manufacturing group in 1969. Initially Dr. Poli divided his efforts between his aerospace and manufacturing interests, acting as a principal investigator on an aerospace research project funded by the US Army Research Office, Durham, and co-investigator on an NSF-funded research project dealing with machine tool chatter. Since then, however, he has become more and more involved in the teaching of and research in manufacturing engineering. He has been heavily involved in NSF-funded research projects dealing with assembly, forging, injection molding, die casting and stamping. His research publications include some 80 papers, three text books, and two handbooks, and during the last few years, has been almost exclusively in the area of design for manufacturing.
MOST RECENT BOOKS
Applied Engineering Mechanics, (with G. Boothroyd),
Marcel Dekker, Inc., New York, 1980
Automatic Assembly, (with G. Boothroyd and
L. Murch), Marcel Dekker, Inc., New York, 1981
Design for Forging Handbook, (with W. A. Knight),
Mechanical Engineering Department, University of Massachusetts
Amherst, Amherst, MA 01003, 1984
Engineering Design and Design for Manufacturing - A Structured
Approach, (with John R. Dixon), Fieldstone Publishing,, MA, 1995
MOST RECENT PUBLICATIONS
Design for Injection Molding and Die Casting
- A Knowledge Based Approach," (with S. Rajagopalan), Proceeding
of ASME International Computers in Engineering Conference, Santa
Clara, CA, August 1991, pp. 53-59
"Design for Stamping - Analysis of Part
Attributes that Impact Die Construction Costs for Metal Stampings,"
(with P. Dastidar and P. Mahajan), Proceedings of the ASME Design
Automation Conference, Miami, September 1991
"Design for Die Casting - An Integrated
Approach," (with S. Shanmugasundaram), Proceedings of the
ASME Design Theory and Methodology Conference, Miami, September
1991
"Design Knowledge Acquisition for DFM
Methodologies," (with P. Dastidar and R. Graves), Research
in Engineering Design, 1992
"Features and Algorithms for Tooling Cost
Evaluation in Injection Molding and Die Casting," (with D.
Rosen, J. Dixon, and X. Dong), Proceeding of ASME International
Computers in Engineering Conference, San Francisco, August 1992
(received Best Paper Award)
"Design for Injection Molding: a Group-technology-based
Approach," (with S. M. Kuo and R. Graves), Journal of
Engineering Design, Vol. 3, No., 1992
"Design for Stamping, Part II - Quantifications
of Part Attributes and Tooling Cost," Proceedings of the
ASME Design Theory and Methodology Conference, Phoenix, September
1992
"Design for Stamping: A Feature Based
Approach," (with P. Mahajan, D. Rosen and M. Wozny), Proceedings
of the ASME Design for Manufacturing Conference, Chicago, March
1993
"Design for Stamping - Analysis of Part
Attributes that Impact Die Construction Costs for Metal Stampings,"
(with P. Dastidar, P. Mahajan, and R. J. Graves), Journal of
Mechanical Design, Vol. 4, pp. 131-145,
Vol. 115, pp. 735-743, 1993
"Design for Stamping: A Group Technology-based
Approach," ," (with P. Dastidar, P. Mahajan, and R.
J. Graves), Concurrent Engineering: Research and Applications,
Vol. 1, pp. 203-212, 1993
"Features and Algorithms for Tooling Cost
Evaluation for Stamping," (with P. Mahajan, D. W. Rosen and
M. Wozny), Proceeding of Towards World Class Manufacturing, Phoenix,
1993
"Topics in Feature-based Design and Manufacturing,"
(with M. Wozney and M. J. Pratt), (chapter in) Advances in
Feature Based Manufacturing, Elsevier Science, Holland, 30 pages,
1994
"Engineering Communications Skills and
Design for Manufacturing - A Freshman Engineering Course,"
Proceedings of the SME International Conference on Education in
Manufacturing, "Preparing World Class Manufacturing Professionals,"
San Diego, March 1996
MOST RECENT COURSES TAUGHT WHICH ADOPT THE KNOWLEDGE AND METHODOLOGIES DESCRIBED IN THE ABOVE RESEARCH PAPERS:
MIE 375 Introduction to Manufacturing Processes and Design for Manufacturing
MIE 580 Automatic Assembly and Design for Assembly
ENGIN 190 Introduction to Engineering Communication
Skills and Design for Manufacturing
OTHER RECENT COURSES TAUGHT:
MIE 640 Advanced Dynamics
MIE 310 Engineering Mechanics - Dynamics