Seminar by Mr. Manuel Estrems Amestoy

At 1:00 pm, the team converged in the CPCD Workspace at ELDI with Mr. Rafael Hernández Arnaiz to attend a seminar on “Inclusion in Mechanical Engineering Education” by Mr. Manuel Estrems Amestoy, the Director of the Department of Mechanical Engineering, Materials, and Manufacturing at UPCT, who has under his tutelage many students with functional diversities as well as cognitive challenges such as Asperger’s Syndrome, and in whose class these students discover their hidden potential and ability to make a difference in the world of engineering. Described below is the process Mr. Amestoy utilises for inclusive teaching and learning in mechanical and design engineering.

Competing on a Global Stage:

Mr. Amestoy’s class at UPCT regularly participates in various engineering competitions where they can apply their engineering skills and knowledge of the subject matter. He ensures that ten students actively engage in five national and international engineering competitions:

• Formula SAE
• Motostudent
• Remote Operated Vehicle (ROV) Competition
• Solar Race Team
• Drone Team

In addition to the above teams, there is also a Makers team.

Fostering Engineering Excellence:

Mr. Amestoy’s approach includes providing comprehensive training to his students, such as:

• SolidWorks: A computer-aided design (CAD) and computer-aided engineering (CAE) programme.
• Fused Deposition Modelling (FDM): A 3D printing technology for rapid prototyping.
• Manufacturing Skills: Practical knowledge of manufacturing processes.

This training is not sporadic; it takes place once a week, providing four hours of focused learning. Inclusivity, in this context, is about providing the resources and support necessary for students to thrive. It’s important to note here that the students only work on projects for two years at a time. This timeline is crucial, as they need to finish their studies on time. Their calendar includes key phases:

• Training: building their skills and expertise.
• Development: conceptualising and designing engineering solutions.
• Manufacturing: bringing their designs to life.
• Testing: ensuring the reliability of their projects.
• Fundraising: securing the necessary resources for competition.
• Competition Attendance: Participating on a global stage.
• Plan in Two Years: Aligning their projects with their academic timeline.
• Intergenerational Transmittance: Passing on knowledge and experiences to future students.

Objectives Beyond the Classroom:

The objectives of these competitions extend beyond academic achievement:

• To Make Students Truly Feel Like Engineers: These competitions provide real-world challenges that instill a sense of engineering identity.
• Stimulate Creativity Through Challenges: Facing challenges head-on encourages students to think creatively and innovatively.
• Relevant Skilling: Competitions enhance their skills, making them job-ready.
• International Experience: Students gain exposure to global perspectives.
• Substantial Contribution to the Curriculum: Their experiences contribute significantly to their academic profiles.
• Contact with Companies: Industry Relationships: The real-world connections they make enhance their employability.
• Employability Level Enhancement: Students become technically valuable and secure positions in technical roles.
• Free Configuration Credits and Final Year Projects (PFC): Their participation leads to academic advantages.

A Holistic Learning Process:

Mr. Amestoy’s educational approach follows a well-defined process: Concept > Design > Production, complemented by planning, critical analysis, prototyping, testing, and production. The outcomes of this approach are profound:

• For Students:
  • Competencies: They gain a deep understanding of engineering concepts and practical skills.
  • International Experience: They develop a global mindset.
  • Visibility of Curriculum: Their achievements enhance the visibility and reputation of the academic curriculum.
  • Employment: The skills and experiences they acquire increase their employability.
• For Professors:
  • Knowledge of Students: Professors gain insights into students’ abilities and potential.
  • Learning with Doing as Engineers: Practical applications enhance the learning experience for both students and professors.
  • Improving Classes: Professors can adjust and improve teaching methods based on real-world applications.
  • Efficient Transmission of Values: Ethics, Veracity, and Human Rights: Real-world experiences help instill values and ethics in students.

• Transition to Design Engineering:

  Mr. Amestoy explained that when the programme undergoes any relevant transition from mechanical engineering to design engineering, it makes several optional courses mandatory, including:

  • Manufacturing of Prototypes
  • Manufacturing of Prototypes II
  • Quality Engineering
  • Additive Manufacturing
  • Welding Engineering
  • Advanced Manufacturing Technologies (CNC)

  For courses like additive manufacturing, welding engineering, and advanced manufacturing technologies, traditional exams have been replaced by project-based assessments, highlighting:

  • Details in Methodology: Students gain a deep understanding of the methods used in engineering.
  • Scoring Difficulties: Challenges in scoring assessments encourage students to think critically.
  • Work Distribution: Group projects uncover hidden talents among students.
  • Peer-to-Peer Learning: Collaboration and project-based assessments encourage students to learn from one another.

  Leveraging Technology and Collaboration:

  UPCT ADM Technologies employs various technologies to support their education. This includes:

  • Fused Deposition Modelling (FDM) is the primary technology used for competitions due to its universal applications.
  • Stereolithography is a 3D printing technology used for rapid prototyping and manufacturing.
  • Metal Printing: Although primarily used for demonstrations, it adds to the learning experience.

  Additionally, UPCT collaborates with UC San Diego to create an interactive docent tool called CADI. This tool enhances the learning experience by providing opportunities for students to engage with an interactive platform.

  Mr. Amestoy’s class at UPCT exemplifies how inclusivity, equity, and diversity can drive excellence and innovation in mechanical engineering education. It shows that every student can shine, regardless of their background or abilities, when given the right opportunities and support.