Andres L. Carrano

A novel work-sharing protocol for U-shaped assembly lines

A U-shaped production line is considered one of the most flexible designs used by companies to adapt to varying production conditions and to implement lean concepts. Similarly, work-sharing allows for cross-training of a flexible workforce while achieving high levels of worker utilization. This paper proposes a new protocol for U-shaped assembly lines that relies on work-sharing principles and on an adaptation of bucket brigades to cellular environments. Discrete event simulation is used to maximize throughput while determining buffer locations and buffer levels for each worker. This model is validated with a physical simulation and then tested with industry data. The results show the protocol enables a high level of throughput and worker utilization for the manufacturing cell while capping the maximum amount of WIP in the system. The proposed protocol is generalizable with respect to the number of stations, processing times, types of processes, and worker velocities.

Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students

Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios. Using an industrial engineering laboratory that provides manufacturing and warehousing environments, students were immersed in real-world scenarios in which they worked on teams to address prescribed problems encountered during the activities. The highly structured, Plan-Do-Check-Act approach commonly used in industry was adapted for the DHH student participants to document and communicate the problem-solving steps. Students who experienced the intervention realized a 14.6% improvement in problem-solving proficiency compared with a control group, and this gain was retained at 6 and 12 months, post-intervention.