Abstract
This perspective paper explores the role of experiential learning in preparing future-ready manufacturing engineers at the University of Dayton, set against the backdrop of Dayton’s legacy as an industrial innovator and the broader national movement to revitalize domestic manufacturing. As automation, cyber-physical systems, and Industry 4.0 technologies reshape the manufacturing landscape, there is a growing need for engineers who possess both technical fluency and systems-thinking capabilities. To meet this need, the manufacturing engineering technology department implemented hands-on, integrated lab-and-lecture modules through support from the Experiential Learning Innovation Fund for Faculty (ELIFF). Grounded in Kolb’s Experiential Learning Theory and constructivist learning principles, these modules scaffold student learning from component-level tasks to complex industrial automation systems. The program design addresses common critiques of experiential learning by embedding structured reflection, collaborative engagement, and theoretical integration throughout the curriculum. Strong partnerships with regional manufacturers further enhance student readiness and job placement outcomes. This case study demonstrates how modest but strategic investments in experiential education can strengthen engineering education and regional economic resilience.
Recommended Citation
Cahill, Sean
(2025)
"Experiential Learning and the Revitalization of Manufacturing Education at the University of Dayton,"
Research and Reflection on Learning and Teaching in Higher Education: Vol. 3, Article 4.
Available at:
https://ecommons.udayton.edu/rrlthe/vol3/iss1/4
Included in
Electro-Mechanical Systems Commons, Engineering Education Commons, Manufacturing Commons, Other Engineering Commons, Other Mechanical Engineering Commons, Scholarship of Teaching and Learning Commons, Systems Engineering Commons