This study evaluates the performance of a time-based methodology and the associated software tool (i.e., LeanDfD) developed for assessing product disassemblability. LeanDfD enables design engineers to analyze disassembly sequences and times, and to derive targeted redesign recommendations to enhance disassembly efficiency. The methodology is applied to two case studies: a low-complexity electric blender and a high-complexity soda vending machine. Tool-generated disassembly time estimates are validated against experimental measurements, and the impact of implementing LeanDfD’s redesign suggestions is assessed. Results indicate that LeanDfD predicts disassembly times for the electric blender with an average error of 8%. Furthermore, applying LeanDfD-based redesign recommendations to the soda vending machine results in a roughly 20% reduction in disassembly time.

This book outlines the process of sustainable product design and development. It presents design guidelines that help prolong the life of a product and minimize its environmental impact. These guidelines specifically enable product design for end-of-life (EoL) objectives such as reuse, recycling and remanufacturing. Sustainable Product Design and Development also presents mathematical models that will help the designer determine the cost of designing sustainable products. This cost can be computed early during the design stage of a product. Sustainable Product Design and Development presents different ways and means by which a product can address all three pillars of sustainability—environmental conservation, social sustainability, and economic sustainability. Various case studies are incorporated in different chapters. Case studies on designing products for assembly, disassembly and remanufacturing have been presented in their respective chapters. The book also provides an overview of global environmental legislation to help the reader grasp the importance of waste management and sustainable product design. This book is aimed at professionals, engineering students, environmental scientists, and those in the business environment.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Contribution to University Core Curriculum through a Course on Sustainability Abstract This paper presents a case study of the development of a course focused on sustainability as part of the university core curriculum. This was an opportunity for an engineering technology department to contribute to the university core curriculum and to help fulfill its academic mission. The said course could be described as an elective in the general Math/Science/Technology area. The course is designed in such a way as to engage a broad range of students in the study of sustainability from a technical perspective and not a purely cultural viewpoint. The structure of the course intends to impart to all students, especially non majors (students who are non-science majors) an insight into current and past industrial practices that have been causative of pollution and generally unsustainable behavior. Simultaneously, it also offers insights into emerging and potential solutions to address sustainability issues from the engineering and technology perspective. One of the principal features of this course is the exploration of career opportunities for non-majors in the field of sustainability. This paper content and subsequent presentation will include an overview of course content and delivery techniques as well as its salient features. Introduction Sustainability can be defined as a pattern of human activity that can be pursued without degradation of the environment, society or the economy. Recently, an effort was undertaken at a university in the southeast United States to develop a course on global sustainability and innovation. It has been obvious for some time now that the earth has finite natural resources that cannot be replenished. Such resources include crude oil and natural gas, metal ores, natural habitat and clean and potable water. Not only is the situation not improving, it has been getting worse over time. This is no longer an issue of purely academic interest. It has managed to become a mainstream concern. In view of this fact, the authors felt that the time was opportune to offer a course on conservation and sustainability. Offering a global context to such a course, it was felt, would enhance its appeal. Quite often, courses dealing with sustainability or environment management and conservation in general are offered by science departments. Said courses are generally exclusively offered to science students. This approach leaves out a major portion of the student body. Students who are not scientists in training have no access to a good on campus course on environmental conservation. The authors sought to rectify this situation by building a comprehensive course on sustainability offering it to all students from across campus. Access to this diverse student population was a key goal in designing the aforementioned course. It is often extremely difficult

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Interactive Learning in Engineering Education Abstract Incorporating active/cooperative learning into traditional instruction can be a useful pedagogical tool to help students collectively work on a project inside and outside of class time. They can also be held responsible to finish the work if they don't show enough interest to complete the tasks. The learner-centered pedagogy of incorporating projects into formal instruction is assessed and some observations pertaining to this experience are cited. To achieve this goal, a design project is chosen at the beginning of the course in order to motivate and verify/go over course content and to make students work in teams. The experience will be measured by student's responses to a survey and their ability to complete a wide variety of tasks related to the subject matter. Introduction We decided to introduce Active/Cooperative Learning techniques in engineering education to engage and motivate students in the learning process inside and outside of class time. To achieve this goal, design projects designed to make students work in teams are assigned during the course of the semester. Active learning techniques are not new [1-7]. On the other hand, its support for teaching at the university level has been a hot topic of research in recent years [8-19]. According to Bonwell and Eison, Active Learning is described as follows: "When using active learning students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation." [4]. According to Johnson, Johnson, and Smith, Cooperative Learning is described as follows: "Is an instructional paradigm in which teams of students work on structured tasks (e.g., homework assignments, laboratory experiments, or design projects) under conditions that meet five criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessment of team functioning. Many studies have shown that when correctly implemented, cooperative learning improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills, and self- confidence." [6]. Regardless of the subject matter, research has shown that active/cooperative learning is an effective teaching technique compared to using traditional instruction alone such as lectures. By using Active/Cooperative Learning techniques students seem to, 1) learn more material, 2) remember the information longer, 3) enjoy the subject matter more, 4) establish peer relationship and 5) have near perfect attendance. So, instead of the students learning on their own, now, students learn in the classroom with the help of the instructor and other students; outside of the classroom they must work together in groups and individually be held accountable for completion of the tasks.

Purpose This paper aims to present a design methodology to enable product design for ease of assembly. It is corroborated by means of a case study. The methodology is based on standard time data. This enables quick computation of assembly time as well as comparing different design options for ease of assembly. Design/methodology/approach Component design that is easy to assemble is likely to take less time and vice versa. Assembly time is a function of product design attributes such as geometric shape, weight, center of gravity, type of material, number of fasteners and types of fasteners. The methodology uses standard data to achieve its objective. Numeric scores are developed for each design feature based on the aforementioned design attributes. This enables not only computation of assembly time for a brand new product but also comparison of two or more alternative design configurations from the point of view of ease of assembly. Findings The value of the system is corroborated by means of case studies of actual product designs. It is demonstrated that changing any of the underlying design attributes (such as type of fastener used, number of fasteners used, material of the component and component shape) is likely to result in changing the amount of time taken to assemble the product. The scoring system facilitates the quick computation of assembly time Originality/value The amount of time to assemble a product before the product is ever designed is facilitated by this system. Assembly time is a direct function of product design attributes. Process time is calculated using standard data, specifically, the Methods Time Measurement (MTM) system. This is accomplished by converting design features into time measurement units (TMUs). Assembly cost can then be easily computed by using assembly time as the basis. The computation of assembly time and cost is important inasmuch as its role in influencing productivity. This is of obvious value not only to the designer but the company as a whole.

Contemporary industry is beginning to realize the negative impact that they have on the environment in terms of greenhouse gas emissions, destruction of natural habitats, hazardous waste emissions, etc. This new found consciousness has prompted a second look on part of the manufactures at how modern manufacturing practices can be modified so as to be more environmentally friendly. Environmental impact of manufacturing can be minimized in various ways. In this context, management is often called upon to provide active leadership in managing their facilities so as to minimize their environmental impact. Some examples of such activities include green supply chains and design for disassembly. Such activities help to create a closed loop product lifecycle that is required to reduce the amount of raw material used and the amount of waste created by production. Similarly using design for manufacturability principles aid in the minimization of raw material used and waste generated as well. Also, facilities are starting to move away from reactive approaches to environmental issues. They are now using proactive approaches and value seeking approaches where the environmental issues are dealt with before they are created. This paper presents an overview of environment conscious manufacturing practices that seek to minimize the negative environmental impact of manufacturing. Being a literature review, this paper primarily deals with state of the art in current practice pertaining to green manufacturing.