This product would have no chance of being profitable if anyone attempted to build and sell it. And we accept this situation as the norm. These machines are the primary outcome from design courses, rather than tests or homework. The engineering faculty examines the poor results, and then, rightfully, questions the material presented in the course. To work on this fundamental problem in engineering education, a consensus among the entire faculty must be nurtured and focused on advancing curricula with a progression of hands-on experiences.
Systemic problems require system-wide fixes.
Our own universities have by no means solved the problem completely, and we continue to think and rethink possible advancements. Nonetheless, some evidence and developments are presented on possible changes to the curriculum to address this serious problem. In this first required course, students fabricate parts, assemble, and debug a working miniature Stirling engine. In the process, the students physically experience manufacturing processes. These basic experiences, which are often thought to be common but are not, include working with lathes, milling machines, band saws, hand files, micrometers, sandpaper, oil, steel, brass, and aluminum.