The Final Report, July 31, 2009
NEW JERSEY COMMISSION ON HIGHER EDUCATION
ADVANCED MANUFACTURING
INNOVATION PARTNERSHIP
Name and Address of Co-PIs:
Professor Ernest Geskin, PhD, ME Department, NJIT, and Professor Paul G Ranky, PhD, IME
Department, NJIT
Primary Contact:
Professor Ernest Geskin, PhD, ME Department, NJIT, University Heights, Newark, NJ 07102,
ph (973)596-3338, Fax (973) 642-4282, email: geskin@njit.edu
Institute:
NJIT, New Jersey Institute of Technology, Newark, NJ 07102
Core Team Participation
Core team includes Ernest S. Geskin (NJIT), Paul Ranky (NJIT), Oleg Petrenko (NJIT), Levelle
Bur-Alexander, Howard Kimmel, John Carpinelli, William T. Mink (Camden County College),
Walles Smith (Union County College), Nick Gilbert (Union County College), Judith Fitzpatrick
(Bergen Community College), Frank J. Tartaglia (Valcor Engineering Co), Michael Smith
(General Devices), Chris Lapp (BioChem Fluidics), Tony Makoujy (Research and Development
Council of New Jersey), John E. Warren (ANADIGICS, Inc), Bill Inglefield (Economic
Development, Union County), Suresh Goyal (Alcatel-Lucent), Jerry Greighton (NJIT Enterprise
Development Center).
Members:
New Jersey Institute of Technology (NJIT), WIB of Newark, WIB of Camden County, WIB of
Union County, Camden County College, Union County College, Bergen Community College,
Research and Development Council of New Jersey; AeA, Advancing the Business of
Technology, EDC, NJ, Alcatel-Lucent, NJ , BASFm Chemical Co, NJ; BioChem Fluidics, NJ,
Biochem Valve Inc., General Devices, NJ; Valcor Engineering Co, NJ,
Amount of Funds Granted:
$150,000
ABSTRACT
A project entitled “Advanced Manufacturing Innovation Partnership” was supported by the New
Jersey Commission on Higher Education and was carried out by NJIT, Bergen County College
and Camden and Union County Colleges from July, 2008 to July, 2009. The main purpose of the
project was to make it available to the New Jersey industry an educational material essential for
the preparation of workforce required by innovation driven economy. Under this project, the
manufacturing programs in participating colleges were improved and the developed educational
material is made available to the partners. As a result of the performed work, a new senior
elective MIE course ME-415 “Advanced Manufacturing Processes” was developed and
successfully taught during spring 2008.
The course includes description of variety of manufacturing technologies such as precision
smelting, high energy rate forming, solid free forming fabrication of heterogeneous parts, micro
fabrication, tissue engineering etc and generic techniques for analysis of manufacturing
technology. Another result involved the development of three new courses, several hundred use
cases on the web and a software library by Dr Ranky and his students.
Camden County College developed curriculum for the course “Introduction to Lean
Manufacturing Principles for Production and Office Environments”. Based on industry
feedback, the course has been developed to appeal to a broad audience. Given the current state of
the economy, the development of a wide reaching curriculum will provide the greatest benefit to
NJ business and industry overall. As companies begin to adjust their workforce in response to the
economic downturn, this course will provide valuable operational management techniques,
which will help them to sustain operations in New Jersey despite the unstable fiscal environment.
The course has been made available in a public format and can be accessed by visiting
http://web.njit.edu/~opp2/ccc/.
NJIT Office of the Pre-college Programs have developed and adapted materials to provide an
instructional module that can define age-appropriate concepts and be aligned with NJ Core
Curriculum Content Standards.
Because all expenses on the grant final financial report will be presented in August.
Table of Contents
VOLUME 1
Front Page
Abstract
Table of Contents
I.
List of Partners
II. Introduction
III. Partnership with industry and colleges.
IV. Evaluation of NJ businesses needs
IV.1. Partners’ meetings
IV.2. NJIT alumni survey
IV.3. NJ industry survey
V. Developed educational materials
V.1. ME-415 Advanced Manufacturing Processes
V.1.1. Introduction
V.1.2. Syllabus
V.1.3. List of Modules
V.1.4. Conclusion
V.2. Dr. Ranky:
V.2.1. IE-4xxx: Lean Six-sigma Sustainable Green Design and Manufacturing
V.2.2. IE-4xx: Micromanufacturing,
V.2.3. IE-4xx Lean Six Sigma Sustainable Green Manufacturing,
V.2.4. IE-4xx Advanced Manufacturing Six Sigma Project Management
V.3. Bergen Community College
V.4. Camden County College
V.5. Center for Pre-College Programs
VI. Software for advanced manufacturing process simulation
VOLUME 2
I. ME-415 Advanced Manufacturing Processes Modules
II. Introduction to Lean Manufacturing Principles for Production and Office Environments
VOLUME 3
I. Monthly Reports
II. Minutes
I.
List of Partners
Leon K. Baptiste
John Barnicoat
Athanassios Bladikas
Joanne Brannin
Rodney Brutton
Levelle Burr-Alezander
John Carpinelli
Judith Fitzpatrick
Ernest S. Geskin
Nick Gilbert
Suresh Goyal
Jerry Greighton
Kurt Greissinger
Emile Homsi
William Inglefield
Kellers
Andrea Kimbrough
Howard Kimmel
Christopher Lapp
Ellen Lieberman
Ellen Lieberman
Anthony A. Makoujy
William T. Mink
William T. O'Malley
Oleg P. Petrenko
Paul Ranky
Antonio Rivera
Philip Kandl
Gwendetta Scantling
Rangga Shrinivas
Michael Smith
Wallace Smith
Gale Tenen Spak
Jeffrey Swartz
Frank J. Tartaglia
John E. Warren, III
Mark Balzarette
LBE Inc.
Strato Inc.
NJIT
NJIT CPE
Newark Workforce Investment Board
NJIT CPCP
NJIT CPCP
Bergen Community College
NJIT
Union County College
Acatel-Lucent
NJIT Enterprise Development Center
Bosch Group, USA
BASF, The Chemical Company
Economic Development; county of Union
Continuing Professional Education
BAE Systems
NJIT CPCP
Biochem Fluidics
Extended Learning Development and Delivery, NJIT
NJIT, Extended Learning Development and Delivery
R&D Council of NJ
Camden County College
ANADIGICS, Inc
NJIT
NJIT
Union County Workforce Investment Board
Union County Workforce Investment Board
Asst. to Assoc. VP of Continuing and Distance Education
General Devices
Union County College
NJIT CPE
Camden County WIB
Valcor Engineering Company
ANADIGICS, Inc
Bergen Community College
II.
Introduction
The project “Advanced Manufacturing Innovation Partnership” supported by the New Jersey
Commission on Higher Education. It is proposed to develop an Innovation Partnership in
Advanced Manufacturing as a provision for communication a knowledge which will enhance
employment opportunities in jobs that provide high wages, good benefits and a viable career
ladder within Advanced Manufacturing Industry. The disseminated knowledge will also assist
the state’s employers to meet the needs for a workforce with the skills required by the innovation
based economy. The Advanced Manufacturing is identified by the Governor’s Office of the
Economic Growth as a sector of NJ industry where high quality jobs are available and which
requires a qualified motivated workforce.
The project included development of a senior elective Mechanical Engineering course ME-415
which together with an introductory course ME-215 constitutes a base of the manufacturing
option within the Mechanical and Industrial Engineering Department. The developed course also
constitutes a bridge to MS and Ph.D. level graduate course. The course consists of modules
which with an appropriate modification can be integrated into manufacturing programs of other
colleges, both 2 and 4 years. They also could be incorporated in High School technology and
science courses as well as in industrial training programs.
The contribution of Bergen Community College , Camden County College and NJIT Office of
the Pre-college Programs to the development of the manufacturing education shown in special
sections of this report. The effort of the Union County College in the development of the study of
manufacturing technology resulted in the development of the educational modules concerned
with 3Dimensional Printing and Laser machining. The college however developed these
advanced modules using internal resources with no support from this project. Because of this, the
above modules are not included in this report.
The survey of the needs of NJ Industry for the improvement of the manufacturing education was
carried out. The technology and results of the survey are given in this report.
II.
Partnership with industry and colleges.
One of the major objectives of this project was to develop partnership between participating
colleges, representatives of NJ industry and professional organizations. At the inception of the
work the meeting of all participants was carried out (see minutes Attachment 1). During this
meeting the NJ needs in workforce improvement and potential contribution of this project were
discussed in detail. Particularly, contribution of each college and NJIT Pre-College Education
Program were identified. Later Bergen Community College also joined the project. The
coordination of the efforts of NJIT, Bergen Community College, Camden County College and
Union County College was carried out via continuous contact between project participants. The
results of different stages of projects were discussed during the subsequent meeting of
participating colleges. Contact with industrial partners were maintained via exchange of all
developed information as well as via a seminar of American Society for Quality. Contribution to
high-school manufacturing education was attained via continuous exchange of information with
the Center for Pre-College Programs. This contribution was also discussed with high-school
teachers during workshop of NJTEA professional learning community and NJTEA 23rd Annual
Spring Conference & Expo.
IV. Evaluation of NJ businesses needs
IV.1. Partners’ meetings
During partners meeting it was acknowledged by the industry representatives potential shortage
of qualified workforce by different brunches of NJ industry. For example in one of the
companies the average age of the operators of CNC machines was 55 years that is a significant
part of CNC machinists is approaching or already crossed the retirement age. Preparation of a
qualified operators which meets the specific need of this company takes one to three years. In the
case of simultaneous retirement of a number of CNC machine operators the company will face a
severe blow to its capabilities. At the same time while such professionals as CNC machine
operators are in short supply in the state of New Jersey, the available number of other
professions, for example information processing specialist by far exceeds the needs of the state.
Another specific feature of NJ workforce is rapid and drastic change of the profile of NJ industry
as it was stated by a partner that many professions needed by New Jersey 10-15 years ago do not
have any market whatsoever today, while there is no real information about manufacturing
professions which will be needed by state 20 years from now. One of the principal challenge of
NJ educational infrastructure is to address rapidly changed needs of the industry.
IV.2. NJIT alumni survey
The evaluation of the current and future needs of NJ industry was carried out by survey of NJIT
alumni currently employed by the state companies. The questionnaire and the results of the
survey are given in the Attachment 2.
IV.3. NJ industry survey
Another effort in the evaluation of the needs of NJ industry involved survey of about 5000 NJ
companies. The questionnaire and the results of the survey are given in the Attachment 3.
V.
Developed educational materials
V.1.
ME-415 Advanced Manufacturing Processes
V.1.1. Introduction
The mission of this project is to develop of an educational technology which addresses the needs
of the NJ manufacturing industry in a qualified work force. While an “average” data might not
reveal any immediate needs in such an improvement the following shows the urgency of the
proposed project:



Regardless of the state of the labor market, the quality (motivation, knowledge, skills) is
a decisive factor determining industry competitiveness.
Regardless of the state of the labor market, there are specific skills, and not necessarily
pertinent to new technologies, which are not supported by the current labor market
The competitiveness of the manufacturing industry to a great extend is determined by its
ability to acquire novel previously unknown technologies. This ability is determined by
the acquisition of new skills by the work force.
At the same time the manufacturing education faces the following challenges:




The current manufacturing technology is extremely diverse and a number of new
processes is growing at an increasing rate
While a number of manufacturing processes rapidly growths the complexity of individual
processes growths even faster
While the manufacturing and agricultural industries are the backbone of the nation a
number of people seeking manufacturing education actually drops. Cloudy career paths
and low wages relative to other specialized careers such as medicine, law and finance
affect career choice of people entering the job market. The recent survey performed by
the NJIT’s ME Department showed that the manufacturing courses are at the bottom of
students priorities.
The drop of interest in the career in the manufacturing affects the infrastructure of
manufacturing education at the different levels. In fact both, 2-years and 4-years colleges
actually drop manufacturing courses.
This project is a part of the effort of the State of NJ to address the adverse development in the
state manufacturing education. The objectives of the project include:

To develop a senior manufacturing course which will be a continuation of the existing
introductory course (ME-215) and prepare students for graduate study. both MS and
Ph.D. levels, in manufacturing.





To combine the developed course with existing required courses (Thermodynamics, Fluid
Mechanics, Machine Design, Independent Mechanical Engineering Projects) to make the
manufacturing education an integrated part of NJIT curriculum.
To use the manufacturing and affiliated courses to develop when appropriately a
Manufacturing Minor in Mechanical Engineering at NJIT
To utilize the NJIT infrastructure (course works, laboratory base) to enhance
manufacturing programs in other NJ colleges
To provide a coursework to the NJIT Office of the Pre-college Programs in order to
develop age appropriate modules for manufacturing education of High School students
To establish partnership with NJ companies and professional organizations to provide
support to different industrial training programs
One of the principal efforts of this project was development and implementation of a new
Mechanical Engineering course ME-415. The objectives of this course were as following:
1. To develop a generic technique for description of manufacturing processes
2. Application of the developed technique to advanced manufacturing technologies
3. Development of a procedure for search of information pertinent to a selected technology
The objective 1 was attained by introduction of the notions of
a. A manufacturing technology, e.g. micro fabrication, which results in a conversion of raw
materials into a commercial product (products) and consists of a one or several unit
processes.
 A unit process, e.g. lithography, which results in conversion of input materials in a
finished or semi-finished product and consists of a one or several unit operations
 A unit operation, e.g. surface irradiation, which is a physical or chemical phenomenon
resulted in a desired change of a material being processed.
The objective 2 was addressed by the
definition of a notion “Advanced
Process” and application it to selected
technologies. The technologies in
question include production of Oxygen
Free High Conductivity Copper,
Centrifugal casting, High Energy Rate
Forming, Solid Free Form fabrication,
Micro Fabrication, Tissue Engineering,
etc.
The use of Internet addressed the
objective 3. In fact only Internet based
search makes it possible to find
information pertinent to a specific
technology. Of course, the search
should go beyond Google and various
engineering search engines. Vital Figure 1. Advanced Manufacturing Processes course site
information about a process in question could be find in journal not directly related to
manufacturing or even to engineering.
The course ME-415 was taught for ME senior during the Spring 2009. Twenty two students were
signed for this course and 20 of them successfully completed the study. While an enrollment of
20 students is a success of a new elective course, the change of the student’s attitude toward both
manufacturing education and the career in manufacturing remains the major challenge of a new
course. A web based course work as well as home assignments and exams are given below.
V.1.2. Syllabus
A. Course Number, Title, Credits
ME-415; Advanced Manufacturing Processes, 3-0-3.
http://web.njit.edu/~opp2/geskin/
B. Prerequisites
ME-215, Engineering Materials and Processes; ME-316, Machine Design
C. Narrative Description
It is a new elective senior course taught at NJIT. The objective of this course is to introduce a
physical phenomena, e.g. melting, solidification, solid deformation, impact, beam-target
interaction, etc., which constitute the current manufacturing processes, and then to show how
these phenomena are integrated in order to facilitate material purification, addition, removal, and
modification.
The course will define a term “Advanced Manufacturing” and will introduce a notion of unit
processes as building blocks of manufacturing technologies. A student will learn how the
integration of known physical phenomena enables us to generate desired geometry, surface
topography, composition and structure of a part brings about conversion of input materials into
commercial products. The energy use and pollution generation as the basic process
characteristics will be discussed too.
The course will include case studies of traditional technologies as well as such advanced
processes solid free form fabrication, lithography, high energy rate processing, micro-forming,
surface decontamination, etc. Advanced manufacturing technologies currently being developed
by the Waterjet Technology laboratory will also be introduced. The study of parts fabrication
using conventional technological materials such as metals, plastics, and ceramics will be
supplemented by the examination of processing of the electronic and biomedical materials, food,
etc. The efficiency of the energy utilization in the course of material processing will be addressed
too. The common technological base of diverse manufacturing technologies will be addressed.
While the generic fundamentals of the manufacturing technology will constitute the core of the
course while numerous case studies will address specific technologies. The course will include
lecture instruction and independent projects. Currently the manufacturing facilities available at
NJIT will be used for process demonstration. At the later stages, when the needs of NJ industry
will be accurately identified specialized laboratory faculties will be installed at NJIT and used for
instruction.
INFORMATION:
Dr. E. S.Geskin ,
Emai:l geskin@njit.edu; phone (973)596-3338
Dr. O. Petrenko
Email o.petrenko@gmail.com; phone (973)596-2654
V.1.3. List of Modules
1. Introduction
2. Unit Manufacturing Processes
3. Fluid State Processing
4. Melting and Smelting
5. Modeling of Melting
6. Material Heating
7. Modeling of Heating
8. Process of Solidification
9. Thermodynamics and Kinetics of Solidification
10. Solidification Processing
11. Fabrication of Single Crystals and Amorphous Metals
12. Sequential Solidification and Sintering
13. Mini Project
14. Advanced Material Deposition and Removal Processing
15. Micro Fabrication
16. Fabrication of Micro Systems
17. Materials Forming
18. Modeling of Materials Forming
19. Material Forming, Case Study
20. Material Removal Processing
21. Traditional Machining
22. Non-traditional Processing
23. Biomaterials Fabrication and Processing
24. Mini Project
V.1.4. Conclusion
The course ME-415 “Advanced Manufacturing Processes” was successfully taught to the
students of MIE department during spring 2008. At the beginning of the semester 22 students
were enrolled in the course. Two students dropped the course in the middle and the rest
completed it successfully. Students completed the home works and mini projects and performed
reasonably well in the exams. The course involved the study of about 50 diverse manufacturing
technologies including. Analysis of the class performance showed that student understood the
phenomena and sequence of operations involved which constitute the processes in question.
However the genetic approach to the description of unit processes at this stage was not accepted
by the class. Students also faced the difficulties related to the use of internet as a source of
process information.
A review of the class performance shows that the course needs minor modifications such as
simplification of analytical techniques and more detailed description operations involved. As it is
the course with minor modifications can be used as a senior MIE elective course. It can also be
incorporated into the manufacturing courses by other colleges, high schools science and
technology classes and industrial training programs.
V.2.
Dr. Ranky
V.2.1. IE-4xxx: Lean Six-sigma Sustainable Green Design and Manufacturing

All developed educational material by Professor Ranky and his students are posted on the
Web on several servers, including here: http://www.cimwareukandusa.com/Ranky-NJAllGreen/Ranky-GreenEngineering-NJ-Intro.html
The over 600 use cases developed by Professor Ranky’s students are on the web too, here: These
include all 3 course content, as well as the software tools developed and tested. See attachment 4
for the URL list.
V.2.2. IE-4xx: Micromanufacturing,

All developed educational material by Professor Ranky and his students are posted on the
Web on several servers, including here: http://www.cimwareukandusa.com/Ranky-NJAllGreen/Ranky-GreenEngineering-NJ-Intro.html
The over 600 use cases developed by Professor Ranky’s students are on the web too, here: These
include all 3 course content, as well as the software tools developed and tested. See attachment 4
for the URL list.
V.2.3. IE-4xx Lean Six Sigma Sustainable Green Manufacturing,

All developed educational material including the syllabus by Professor Ranky and his
students are posted on the Web on several servers, including here:
http://www.cimwareukandusa.com/Ranky-NJ-AllGreen/Ranky-GreenEngineering-NJIntro.html
The over 600 use cases developed by Professor Ranky’s students are on the web too, here: These
include all 3 course content, as well as the software tools developed and tested. See attachment 4
for the URL list.
V.2.4. IE-4xx Advanced Manufacturing Six Sigma Project Management

All developed educational material by Professor Ranky and his students are posted on the
Web on several servers, including here: http://www.cimwareukandusa.com/Ranky-NJAllGreen/Ranky-GreenEngineering-NJ-Intro.html
The over 600 use cases developed by Professor Ranky’s students are on the web too, here: These
include all 3 course content, as well as the software tools developed and tested. See attachment 4
for the URL list.
Please note, that every monthly report has a summary of achievements which I did not want to
repeat here again.
V.3. Bergen County College
Introduction to Quality Assurance was completed on June 28th. The course was taught as 12 and
12 labs webinars and was successfully completed by all students. One student was enrolled in a
internship at Hackensack Medical Center. A copy of the official Syllabus is attached.
The funding for development of this curriculum was critical for BCC being recommended for a
very substantial NSF, Advanced Technology Education Grant to complete a certificate program
for Quality Assurance and develop a center of excellence for Quality at the Meadowlands
Campus– details when the award is finalized.
The Website www.bergen.edu/qa was updated and now lists all the New Jersey Pharmaceutical
and Cosmetic Companies.
BCC is collaborating with American Society of Quality, New Jersey and Metropolitan Divisions
to offer 2 courses for professionals through the Continuing Education Division of BCC: “Six
Sigma” and “Process Control for the Service Industries”. These are offered at the new and
centrally located BCC Meadowlands Campus and are offered in conjunction with the
Meadowlands Development Commission, -- BCC grant for Workforce Development in the
Meadowlands.
Syllabus of the course “Introduction to Quality Control” is shown in Attachment 6.
V.4. Camden County College
Abstract
Camden County College developed curriculum for the course “Introduction to Lean
Manufacturing Principles for Production and Office Environments”. Based on industry
feedback, the course has been developed to appeal to a broad audience. Given the current state of
the economy, the development of a wide reaching curriculum will provide the greatest benefit to
NJ business and industry overall. As companies begin to adjust their workforce in response to the
economic downturn, this course will provide valuable operational management techniques,
which will help them to sustain operations in New Jersey despite the unstable fiscal environment.
This is an introductory concepts course designed with a total of 16 hours of instruction. It
focuses on the basic concepts of “value-added” vs. “non value-added” work processes, which are
equally applicable across various industry sectors; including but not limited to: manufacturing,
healthcare, bio-science, finance, IT, logistics, and communications.
The course is divided into 8 (2-hour) modules, which include corresponding instructor notes and
industry specific exercises, along with suggestions for supplemental support material. Each
module can run independently of one another and is applicable to both individuals and in-tact
teams, allowing the end-user to design a training curriculum specific to their particular need. The
assumption has been made that the end-user will have very little knowledge of Lean Principles,
so the material is presented at a basic level.
It is further assumed that the potential facilitators teaching this course will have expertise with
Lean concepts and would be able to elaborate on the printed material using their own voice and
practical experiences. Included in the instructor notes are typical suggestions as to how to
facilitate the program. However, the suggestions are included only as a guide, which will
eliminate delivery limitations when customizing the program for the specific audience and or
industry, which is a variable at this time.
The course has been made available in a public format and can be accessed by visiting
http://web.njit.edu/~opp2/ccc/. Camden County College’s Continuing Education Department has
been trained on the features and benefits of the course for the purposes of implementing a
strategic marketing plan (See attachment 5).
Table of Contents
V.4. “Introduction to Lean Manufacturing Principles for Production and Office Environments”
V.4.1. Introduction
V.4.2. Modules and Descriptions
II. Partnership with Industry and Colleges
Camden County College has a rich history of engagement with Southern New Jersey’s Business
and Industry, in particular manufacturing. In 1988, New Jersey’s Commission on Science and
Technology partnered with Camden County College to establish one of the two NJ
Manufacturing technology centers on our Blackwood campus. Camden County College’s
40,000 square foot Danch CIM Center, which was made possible by a consortium of Camden
County College, Atlantic Cape Community College, Burlington County College, Cumberland
County College, Gloucester County College, New Jersey Institute of Technology, Salem
Community College and funding from New Jersey’s Commission on Science and Technology.
This advanced manufacturing technology center houses robotics, process technology, electronics
and automated manufacturing equipment laboratories, which complement the center’s 16,000
square foot factory floor.
Camden County College provides credit, professional continuing education and customized
training solutions to Southern New Jersey manufacturers. As a result of this significant
engagement with the area’s manufacturing sector, Camden County College identified the need
for Lean Manufacturing and Six Sigma programming resources. Adoption and implementation
of these training resources is a critical deliverable, not only for manufacturers, but for any
business or industry struggling to maintain competitive in today’s global market.
V. Developed Educational Materials
V.4.
“Introduction to Lean Manufacturing Principles for Production and Office Environments”
V.4.1. Introduction
“Introduction to Lean Manufacturing Principles for the Production and Office Environments” is
designed to introduce participants to the basic concepts and tools of Lean. The course will
introduce the objectives of Lean and a sample of the tools and techniques that are derived from
those principles.
This course is divided into eight, two-hour modules. The eight modules follow a sequence that
begins with high level Lean concepts (history, “value,” and “waste”), moves to the introduction
of specific concepts and tools (“5S,” “Value Stream Mapping,” “Standardized Work,” and
“Quick Setup/Rapid Changeover”), and ends with two modules that integrate the concepts
already introduced into more integrated wholes (“Visual Management” and “Kaizens”).
Each module features a review of prior learning, an introduction to the new content of the
session, and an opportunity to get “hands-on” practice and feedback with the new content in the
safety of the classroom setting. Each module focuses on both manufacturing and nonmanufacturing applications in order to be responsive to the widest number of participants.
V.4.2. Modules and Descriptions
Module 1 - “Introduction and Overview: Value Added Work”
Welcomes participants to the class and addresses some administrative requirements of the
session. It provides a brief history of Lean, and then introduces the concepts of “customer valueadded” and “business value-added” work.
Module 2 - “The 7+1 Wastes”
Introduces the Lean concept of the “7 wastes,” originally defined as part of the Toyota
Production System. A simulation allows participants to experience the various wastes in real
time. The session ends with a high level discussion about how to address these business
opportunities.
Module 3 -“5S (+2)”
Introduces the concept and describes each of the steps of “5S (+2),” a simple and powerful
workspace safety and organizational process. Participants put the tools to work during the
session as they use the steps to organize the classroom or their immediate learning area.
Module 4 - “Value Stream Mapping”
Introduces “Value Stream Mapping” (VSM) a process and tool that produces a graphical
depiction of the current state of a process, populated with relevant data about value and waste.
Common information and material icons are described, then participants practice using those
icons as they create a VSM in the session.
Module 5 - “Standardized Work”
Describes the rationale for creating “standardized work,” the “one best way” to accomplish a
work process. The concepts are brought to life as participants follow a variety of work
instructions to complete a defined task, noticing how the wrong amount of detail, clarity, and
visual aids hinders performance.
Module 6 - “Quick Setup / Rapid Changeover (SMED)”
Introduces the concept of “Rapid Setup/Quick Changeover (QS/RC), and identifies the tools and
techniques that allow processes to shift more quickly from one thing to another in response to
customer requirements. Participants make choices among common household tools to illustrate
these powerful concepts.
Module 7 - “Visual Management”
Introduces a sample of tools from the “Visual Management” toolbox, including Andons
(Japanese for lanterns), Kanbans (Japanese for signaling devices), and the use of color and
“shadow boards.”
Module 8 - “Kaizen Events”
Merges all of the individual concepts from the entire course into a concentrated process
improvement event called a “Kaizen event.” Incorporating Six Sigma’s DMAIC (Define,
Measure, Analyze, Improve, and Control) process improvement framework, Kaizen events
provide a vehicle for making change happen in a short amount of time. Participants are
challenged to identify and plan for Kaizen event that they will pursue after the completion of the
course.
V.5. CPCP
The Center for Pre-College Programs have developed and adapted materials to provide an
instructional module that can define age-appropriate concepts and be aligned with NJ Core
Curriculum Content Standards. Professional development programs will be developed as
needed. The instructional units within the module are appropriate both for integration into high
school science or technology classrooms, or as “stand-alone” units of instruction.
The module includes an introduction to manufacturing provides a history and overview of
manufacturing for high school students. The manufacturing process is linked to the inputs by the
engineering design process and the outputs determined by the needs and expectations of the
consumers. The module that has been provided include lessons and resources that illustrate
manufacturing operations, and the process of examining a product, or the process of reverse
engineering, to study its components, comprehend how it is produced, and synthesis how the
product can be modified to better meet the needs of the consumer.
• Pharmaceutical Industry.
• Manufacture of Chocolate Chip Cookies.
• Baking Soda.
• Re-engineering of a Cell Phone.
All instructional materials will be posted on the Center for Pre-College Programs website. In
addition, instructional units will be submitted for inclusion on the TeachEngineering website of
the National Science Digital Library, and on the TryEngineering website. Both are online
collections of instructional units disseminated nationally and available to schools across the
country.
In terms of professional development, the Center for Pre-College Programs hosted a workshop
for high school teachers on March 3, 2009 at which the PIs were able to describe your work and
show the teachers work going on in some of the NJIT laboratories. On May 1, a venue was
provided to the PIs to network with high school teachers at the Annual Conference of the New
Jersey Technology Educators Association. The Center for Pre-College Programs held a
workshop on July 1, 2009 for 26 attendees. The focus of the workshop was on the
pharmaceutical industry and featured a speaker from Bristol Myers-Squibb.
There will be two pathways for direct use and implementation of the materials. The Center is
working with science and technology teachers to demonstrate ways to integrate the instructional
units into their curriculum and classrooms in physics and chemistry. The other pathway will be
in high school engineering and technology courses. Currently, we are collaborating with two
high schools that are establishing engineering “career academies” within their high school
programs. And manufacturing will be a component in their first courses in engineering. In
addition, one of the two high schools expressed an interest to have a course that includes process
engineering/technology which would include manufacturing concepts. We are also collaborating
with a county technical high school that has recently received a grant to work on revisions in
their pre-engineering programs.
VI. Software for advanced manufacturing process simulation

All developed educational material by Professor Ranky and his students are posted on the
Web on several servers, including here: http://www.cimwareukandusa.com/Ranky-NJAllGreen/Ranky-GreenEngineering-NJ-Intro.html
The over 600 use cases developed by Professor Ranky’s students are on the web too, here: These
include all 3 course content, as well as the software tools developed and tested. See attachment 4
for the URL list.
Please note, that every monthly report has a summary of achievements which I did not want to
repeat here again.